Why I teach 

Studying art is a lifelong pursuit—there is always more to learn on the artist's journey. Even if one does not make a profession as an artist, the ability to think like one is a valuable skill no matter the work. My essential goal is to teach the truth that making art is a process and an experience, not simply the finished work. Growing as an artist result from dedication to the practice of art. It does not always mean professional, well-known, or even "good" by outside standards. But, with a consistent approach, every person can grow in confidence and skill to become the best artist they can be.

For example, I never studied art in school—in fact, I graduated with a degree in Environmental Science from Warren Wilson College in 2002. But when I became a mother, I shared my excitement for art and the environment with my young children and their friends. I found so much satisfaction and inspiration in making art and spending time in nature in the presence of children's natural creativity and curiosity; it was then I began devoting a great deal of personal time to teaching myself the technical and creative skills of traditional forms of 2D and 3D media—painting, drawing, sculpture, and photography. And in the last five years, I switched my focus to concentrate on gaining competency in digital media—such as graphic design and videography in various platforms and formats, social, promotional, and informative.

When my children started school full-time, I accepted an invitation to teach K-8 art at a small private school in Asheville. During COVID, I paused to oversee distance learning with my kids, then returned to teaching at a new school that works with children who, like myself, are neurodivergent and sometimes struggle in a traditional school setting. During the pandemic, I came face to face with my buried concern for our planet's future. I decided to return to school to focus on my twin love—environmental sustainability. And again—my desire to pursue solutions for a more sustainable and equitable future for the present and future generations of humans is inspired by students of all ages.

I am more convinced than ever that a sustainable future depends on our younger generations' ability to conceive and achieve the innovative solutions required to reverse the damage of climate change—and to prevent the worst outcome of future consequences. We must instill first—a love for nature; then, an understanding of our dependence on ecological stability, and finally, a desire to challenge the status quo and create change. By combining these three core compentencies through a liberal arts approach incorporating visual art, writing, and systems thinking we have the best potential to train the broad, global thinking that will equip us for the rapidly changing world.

I am honored to have great feedback from students and parents. I, too, am constantly learning and growing in my craft and want to be the best influence for my students. I do this by modeling curiousity, resilience, problem solving, and humility. I am the first to say—“I messed this up, but how I can I fix it?” Or, “I don’t know. Let’s figure that out.” I am not there to impart knowledge but to inspire learning—and to demonstrate that I am learning right along with them.