I do not see the act of making art as separate from my teaching. Committed to authentic creative experiences, I bring passion and knowledge into every community I engage with—whether in higher education, high school settings, or grant-funded projects. Because each site possesses unique goals, diverse populations, and distinct community needs, the curriculum is never static, routinely leading to highly collaborative and adaptive engagements.

Higher Education 1995–2000

 

Within university higher education, (BGSU) I taught and developed core foundations courses, including Drawing, 2-D Design, 3-D Design, and Introduction to Art for non-art majors. I expanded this practice as an original core faculty member at Chapman Learning Community. This innovative, interdisciplinary residential program integrated studio art with English, popular culture, theater, and science to anchor students' first-year coursework, fostering critical thinking and a deep sense of community. While at Chapman, I co-developed "Journeys of the Imagination," a distinctive humanities course grounded entirely in the applied arts. The curriculum pushed students to translate intellectual concepts into physical creation; for instance, a unit on storytelling culminated in handmade book arts exhibited at the local public library, while a study of architecture evolved into large-scale, final installation pieces. In addition to my faculty role, I served as the Community Events Coordinator, designing and managing weekly programming for over 200 students, ranging from hands-on, arts-based community projects to curating and inviting guest lecturers to campus.

 

Award-winning artist's residency 2001–2006

 

Building upon this interdisciplinary foundation, Matthew Reynolds and I collaborated as Artists-in-Residence to develop and execute a five-year, grant-funded initiative through the Silicon Valley Arts Initiative to integrate the arts directly into core school curricula. Working with over 100 K–3 educators, we built a comprehensive professional development program featuring a sequential, standards-based curriculum. Throughout each academic year, we led intensive monthly workshops and modeled live classroom lessons, ensuring teachers and students alike experienced deeply integrated, experiential arts learning. This program was approved through the University of California, Santa Cruz (UCSC) for graduate-level professional extended credits, and it was named the recipient of the Exemplary Program Award from the California Art Education Association.

 

20 years of youth art education 2006–present

 

Over a twenty-year career as a California-credentialed high school educator, my classroom practice has been dedicated to fostering dynamic learning environments for youth. I have directed Advanced Placement (AP) art portfolios across drawing, painting, mixed media and printmaking, guiding students through the rigorous process of portfolio development. In addition, I taught Ceramics 1–4 over ten years, as well as Art 2, 3, 4, 3-D Design, and Art 1. Across this range of courses and grade levels, from freshmen to seniors, I foster individualized expression and community connection, while nurturing curiosity through reflective practice.

 

My approach to instruction is built upon a rigorous foundation of how deep learning is maximized. My pedagogy is informed by extensive hands-on experience in drawing, painting, printmaking, and ceramics, combined with international training and the fortune of studying with powerful mentors like philosopher and educator Jacob Needleman, who taught me that asking better questions is the truest foundation of knowledge. Consequently, teaching for me is never just about technical "how-tos"; it is deeply rooted in the "whys." I challenge my students to explore why the arts are vital on an individual, community, and global level, and how a personal voice can be systematically deepened through the physical process of making.

 

In teaching technical form, I simultaneously engage this philosophical inquiry. By working backward from the core objectives of a class or project, I design highly scaffolded, individualized learning structures tailored to the unique pace of each student. Whether executing a two-hour workshop or designing a year-long curriculum connected to a four-year student trajectory, my goal remains to infuse the absolute joy of authentic studio practice with the transformative learning that occurs when curiosity is placed at the forefront.