My foundation in education comes from teaching media arts to middle schoolers after school through a social justice community organization. I began in 2021 as students were returning to in-person learning. I learned to engage disaffected students, address conflicts, and build confidence in young creatives who were being lost in the turmoil. I worked effectively with constrained resources, while also expanding the scope of the program by applying for and obtaining $15k in grants, filming promotional videos, and organizing art showcases.

This year, I worked as a long-term sub for a foundational art class at a restorative public high school. I have worked the full school year, designing a curriculum grounded in critical inquiry and students’ interests. I paired 3D sculpture with urban design, graphic design with brand development, and portraiture with identity exploration. When students expressed curiosity in fashion, I learned fashion illustration techniques and ran a successful unit. Through producing six lesson plans a week, I learned what works and what doesn't—consistency in routines and expectations is key, while differentiating instruction for both the 30% of students with IEPs and advanced students with previous art training. I also act as an advisor to eight freshmen, meeting with them weekly and handling communications with their families. Teaching full-time while taking a full course load in graduate school was not easy, but being able to implement instruction immediately in my classroom has been invaluable.