Studio Pedagogy
Cultivating the Artist within
My philosophy of art education is rooted in the belief that every student is an artist and the classroom is their studio. With eight years of experience within ISD 742, I have dedicated my practice to moving beyond teacher-led projects toward a model of authentic student agency. By blending Teaching for Artistic Behavior (TAB) and Universal Design for Learning (UDL), I create an environment where students don't just learn about art—they learn how to be artists.
The Architecture of Agency
In my studio, motivation is driven by a "Studio Responsibility" framework. This system allows students to "unlock" access to diverse and complex materials based on their demonstrated ability to manage the studio space and master technical skills. To support this scaffolded independence, I utilize a flipped classroom approach featuring custom video tutorials. This allows for a self-paced environment where students can pursue advanced techniques and open up new media centers independently, shifting the classroom dynamic from compliance to curiosity.
Radical Inclusion & Accessibility
True artistic agency must be accessible to all. Drawing on my specialized background as a Deafblind Intervener, I practice "Radical Inclusion". This means designing instruction that is sensory-friendly and utilizes multimodal communication, including AAC-based systems and tactile adaptations. Whether it is developing tactile communication cards for a student with dual-sensory loss or creating adaptive tools for physical impairments, my goal is to ensure that every student has the autonomy to act as the "Art Director" of their own work.
The Artist-Educator Connection
As a professional artist and an active member of the Building Leadership Committee, I view my role as a mentor in the "messy middle" of the creative process. My own practice—supported by grants from the Minnesota State Arts Board and the Central Minnesota Arts Board—informs my teaching. I teach my students that art is a tool for Social-Emotional Learning (SEL), helping them use self-regulation and problem-solving to navigate both their work and their world.
By fostering a culture of stewardship, technical rigor, and deep inclusivity, I empower students to move from passive learners to confident, independent creators.