^ Please click heading above to find portfolios of student work listed by class type ^
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This site is dedicated to my students' work from 2013- present. All student work was created at the following institutions: University of Idaho, Metropolitan State University, Heritage University, and Yakima Valley College. The images presented here are of students' major projects and are just the tip of the iceberg of artworks from fantastic students that I have had the honor to teach. Preliminary studies such as exercises, thumbnails, and/or sketchbook assignments are not displayed. A brief description of the project is provided above each image gallery. Please contact me if you would like detailed information regarding assignment parameters/instructions, media, date, dimensions, and student artist statements.
Teaching Philosophy
As an instructor of art, student inclusion and developing a class community are primary objectives. I encourage students to share their unique perspectives in class discussions and explore content that is significant to them personally in their creative work. I aim to empower students by providing a space for them to share ideas without judgment or fear of failure. For example, the projects in my studio classes include a conceptual component, and in addition to applying techniques and media learned in class, students are asked to address conceptual prompts. I do not believe that there are “wrong answers” to these conceptual prompts, and I focus on helping students better communicate their intended meaning in their artworks so that they can share their ideas in a creative way.
Student success in visual arts is based on individual progress and I meet students where they are at regarding academic, cultural, religious, and socioeconomic background. I am sensitive to the life circumstances of each student and provide flexibility in my instruction to make academic success more obtainable by adjusting assignment parameters where needed. To accommodate learning differences, I diversify my course content and assignments so that information is provided in many modes, including auditory, visual, written, and hands-on exercises. I firmly believe that information should be accessible, and I assign reading and provide step-by step instructions that use colloquial language rather than verbose jargon.
I want students to feel inspired to share their stories and course content needs to be relatable. My courses include examples and discussion of artworks from underrepresented demographics and artists that address contemporary societal issues in their work. This allows students to see broader scope of art history and artistic practices while discovering art that resonates with them personally.
Connecting with students on a human level is one of the more gratifying aspects of teaching. I enjoy learning about students as individuals and make myself approachable so that they feel comfortable coming to me with questions or concerns. I aim to create a fun and inviting atmosphere through my sense of humor and empathetic demeanor. Learning techniques and materials can be very challenging and I provide encouragement and positivity while maintaining high expectations of students.
As an instructor of art, student inclusion and developing a class community are primary objectives. I encourage students to share their unique perspectives in class discussions and explore content that is significant to them personally in their creative work. I aim to empower students by providing a space for them to share ideas without judgment or fear of failure. For example, the projects in my studio classes include a conceptual component, and in addition to applying techniques and media learned in class, students are asked to address conceptual prompts. I do not believe that there are “wrong answers” to these conceptual prompts, and I focus on helping students better communicate their intended meaning in their artworks so that they can share their ideas in a creative way.
Student success in visual arts is based on individual progress and I meet students where they are at regarding academic, cultural, religious, and socioeconomic background. I am sensitive to the life circumstances of each student and provide flexibility in my instruction to make academic success more obtainable by adjusting assignment parameters where needed. To accommodate learning differences, I diversify my course content and assignments so that information is provided in many modes, including auditory, visual, written, and hands-on exercises. I firmly believe that information should be accessible, and I assign reading and provide step-by step instructions that use colloquial language rather than verbose jargon.
I want students to feel inspired to share their stories and course content needs to be relatable. My courses include examples and discussion of artworks from underrepresented demographics and artists that address contemporary societal issues in their work. This allows students to see broader scope of art history and artistic practices while discovering art that resonates with them personally.
Connecting with students on a human level is one of the more gratifying aspects of teaching. I enjoy learning about students as individuals and make myself approachable so that they feel comfortable coming to me with questions or concerns. I aim to create a fun and inviting atmosphere through my sense of humor and empathetic demeanor. Learning techniques and materials can be very challenging and I provide encouragement and positivity while maintaining high expectations of students.