My teaching philosophy is rooted in leading with empathy while seeing the world through an interdisciplinary lens. My goal as a teacher is for my students and community to question the structure of the world and come into their identity in the context of the world that we live in.
When I created the high school art curriculum at Roxbury Prep, it was important to me to bring in scientific, literary and mathematical methodologies when viewing, making and talking about art. Through collaboration with other teachers and bringing in concepts from other subjects into the practice of visual art, students were exposed to different possibilities which prompted them to develop their own questions. The goal was for students to see art as a way of life and use that as a tool to voice their perspective to the world. I tailored the curriculum based on my observations of the students at Roxbury Prep High School and based on the school values of exploration and scholarship.
My background in visual narrative, supported by an MFA from Boston University, informs my interdisciplinary approach to teaching. I integrate storytelling, social themes, history and cultural context into my lessons, encouraging students to think deeply about the role of art in society. Through projects such as developing an antiracism curriculum in graphic narrative format and collaborating on educational visual storytelling initiatives, I have worked to make art both accessible and meaningful for a wide range of learners.
My teaching emphasizes critical thinking, creative exploration, and technical skill-building, while supporting students with diverse learning styles. I strive to create a structured and supportive classroom environment where students feel confident expressing their ideas and identities through art. With open discourse and frequent discussions, my classroom forms a community that is a space for them to reveal their reflections and share their observations.
In addition to my classroom teaching, I value building strong relationships with students and families and contributing to the broader school community through advising and extracurricular involvement. My highlight this year was working backstage with a committed group of students to create the set for the annual spring high school musical this year. Seeing the production of Hadestown with the families of all the students participating was a wonderful experience.
I maintain an independent art studio in Allston, where my own practice stays alive and evolving. There is a real exchange that happens between what I discover in the studio and what I bring into the classroom — and it flows both ways. My students push me to see things differently, and those discoveries find their way back into my own work.