Teaching Philosophy

The first time I felt unique was in my 7th grade art class. It wasn’t because I had natural born talent, but because I realized I had my own way of making marks, putting colors together and expressing a message. I could pick my still life drawing out from a display of thirty. It felt like finding myself. Outside of class I continued to practice gestures, shading, color mixing and slowly started to develop as an artist. During high school I put down my paint brushes to study Interior Design and continued the trend during my first years at LDS Business College. I gained an appreciation for the technicality and precision design demanded, but I still wasn’t satisfied with what I was able to create. I choose to study graphic design at Utah Valley University and acquired a new set of skills. I was frequently asked to consult and complete art and design projects for friends and family. I found myself teaching them the basic skills they needed to complete their own projects which promoted me to get my B.S. in Art Education. I’ve worked as an Interior Design Consultant, a Commissioned Artist, a Marketing Professional and a professional Graphic Designer. I’ve felt pride and excitement in each, but none as thrilling as teaching another person how to make their own artwork. The ability to create and express what you see and feel is an exclusive accomplishment unlike anything else, and it is equally as exciting to teach!

Art classes are essential in helping students develop creativity, effective communication, personal expression, and innovative problem-solving skills. My students will acquire a wide set of abilities they can use to express themselves in many forms. 

Along with teaching the techniques, theories and uses of art, my classroom is a safe environment where a diversity of opinions, styles, and peoples are encouraged and given an equal amount of respect. Students gain characteristics and abilities that reach beyond school. Students learn respect, critical thinking, how to appropriately give and receive criticism, discussion and listening skills, confidence, acceptance, and tolerance. Students learn from art history, aesthetics, and criticism through a variety of methods including lecture, demonstration, video, skill projects, studios, portfolios and each other.

Classroom Expectations: Be Respectful. Work Hard. Be Responsible. 

Classroom Management

School is for learning, and in the process, making mistakes. Positive behaviors will be reinforced while negative behaviors will be identified and replaced.

Positive Consequences: Students who fall within and exceed classroom expectations will be given sincere praise, free time to work on projects or homework, and opportunities to earn extra credit by completing grade enhancing assignments. If the entire class completes assignments early, free time will be given.

Negative Consequences: Students who fail to meet the classroom expectations will be given 2 warnings, and on the 3rd offense, complete the following contract that will help the student become aware of their behavior, how it affects others, and construct a plan to avoid problems in the future. 

What expectation did you fail to meet? Why?
What problem did this causes for you, your teacher, and your classmates?

Form a 3-step plan to help you avoid similar problems in the future.    
Step 1:
Step 2:
Step 3:
When the contract is completed the student will conference with the teacher.