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Teaching Philosophy
Pedagogy & Goals

Contemporary Curriculum

  • Relevant, choice-based projects that provoke meaning and student voice
  • Opening up the understanding of art with Principles of Contemporary Art, such as elements of hybridity, globalization, movement, time, performance, process, polarization, representation, and narrative
  • Inclusive and experimental approaches based on rigor and problem-solving that enables students to build and sustain an art practice fueled by their own identities and reflections
  • Space for joy and play for Social Emotional Learning and safety for risk-taking
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Diversity & Inclusion

  • Open-ended and identity -based work that celebrates student culture and experience
  • Approaches deconstructing the art curriculum with a wider lens that expands beyond dominant culture and is inclusive to a post-colonial, indigenous perspective in order for all students to thrive
  • Communicates information via many modes: verbally, visually, digitally on canvas,  as well as allowing for group work
  • Student-centered systems to empower students with more agency everyday in the space
  • Expose students to many kinds of art and the many lens we may value art through

Community & Collaboration

  • Questioning the many purposes and kinds of art by analyzing artists and artworks in group discussions
  • Engaging with community within and outside the classroom with public, activist, or socially engaged art
  • Students experience how their work can be expanded through collaboration
  • Full class projects where students communicate and problem-solve on something together
  • Building a safe space for students to explore their identities while learning new perspectives
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  • Multiple formats for student and instructor feedback - large group, small group, written, and through a variety of looking and thinking prompts
  • Use of Critical Response Process for student-centered critique that offers clear and productive structure while eliminating bias
  • Students take inspiration from one another, connect on  interests, share techniques, and offer feedback


  • Student receives peer grading as well as instructor feedback
  • Self-grading promotes student reflection using a series of prompts and questions inclusive of process and failure that help determine where on the rubric the work falls
  • Maintain high bar of quality of work, effort, experimentation and craft
  • Students conclude class with presentation of how their thinking has changed, how they've grown, and how they would like to apply skills in the future
From Skitch 2.png
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