Philosophy of Teaching
The theoretical lens that guides my teaching practice is rooted in the epistemological perspective of social constructivism. In essence, social constructivism is learning through shared experiences embedded in classroom interactions, building upon previous knowledge while making connections with new material. These methods include but are not limited to communal brainstorming, call and response, pair sharing, and group activities. Each encourages students to engage in dialogue both with the teacher and with one another. Such social skills oftentimes are underdeveloped and without practice may prove to be obstacles later on in life and work. Additionally, the use of intrinsic and extrinsic motivation through positive reinforcement and proactive intervention provides students the necessary tools for optimal success. It is through this praxis that equitable education can be achieved for pupils of all ages and levels of abilities.
As an emerging educator, I support and believe in cultural diversity, positive reinforcement and encourage making mistakes within the classroom. I seek to foster critical thinking and self-reflection, knowing that collectively, shared experiences create greater insight and reason within our world. The culture within the classroom will be the product of my theoretical lens and one that I can only continue to strive and work towards where each child understands that their contributions and successes are just as essential, if not more vital than my presence.
Philosophy of Art
The process of paper making and weaving can be relatable in the sense of what it does to my mind, body, and soul. The rhythmic and therapeutic experience allows my mind to slow down, open up to contemplation and reflect what it is that I am trying to do in life and with my artistic practice. Whether it is the gentle clatter of alternating floor petals or the swift motion of pulling paper; my ability to focus on the here and now is allowed while all the excess noise of the outside world fades softly into the background.
While obtaining my undergraduate degree, I was exposed to a comprehensive variety of different processes of art making. Within the textiles and fibers department, I practiced traditional paper making with such fibers as kozo, cotton, and coconut husk. I studied natural and synthetic dye processes on paper and fabric, sculptural wax and plaster casting, and an assortment of surface design techniques such as hand embroidery and printmaking. I also worked with hand and floor looms using traditional and nontraditional methods and materials. Within the drawing and painting department, I have had extensive knowledge and practice in figural charcoal drawing, acrylic and oil painting.
My overarching conceptual interests include the exploration of one’s heritage, ethnicity, and its relationship with past and present society and culture. I am interested in the use of organic and symmetrical shapes, surface embellishment and the transformative properties that occur with light and shadow. I frequently refer to the body as an artistic central locus, exploring personal human development and emotion through the construction and reconstruction of creating art. My intention is to create a space where these issues can be presented and discussed within the classroom and greater community through mixed media including, but not limited to papermaking, weaving, printmaking, embroidery, and sculpture.