Teacher Identity and Philosophy

Creating in a sacred space, with students who resemble my younger self.

Childhood Art Room. Image Retrieved from Elementary Art Teacher.

My Childhood Muse

As I continue to pursue my love for art and accomplish the many goals I’ve set forth, there is a specific person whom I owe the biggest thanks: Al Harris. My elementary art teacher who noticed my talents and encouraged both me and my parents to pour into them. Mr. Harris introduced me not only to the fundamentals of art, but most importantly he introduced me to my creative self. It was in his art room where I realized the excitement that came with creation, and how bringing my imagination to life somehow came to me naturally. He encouraged me to embrace my gift in the classroom, and he also pushed my parents to embrace it at home. Conscious of my family’s financial situation, he granted me a scholarship to the Kalamazoo Institute of Arts where I was able to take art classes for 2 summers in a row (one clay building and another drawing)- I created projects that still hang up in my parents’ house today. 

Childhood art room, present day.

My elementary art teacher plays a huge role in the woman I am today, it is his profound impact that led me to become an art teacher in the first place. Much of what I learned as his pupil I continue to use today as both an educator and an artist. The strong bond I have with my students is a direct reflection of the strong bond I had with my own elementary art teacher.

As I continue to pursue my love for art, within the community I was raised, I’ve come to realize the fulfillment early education brings. I have found being an educator means having a career where I am making an impact that lasts— similar to the impact Mr. Harris had on me. As children, we are completely in touch with our imagination and creative being. The art that comes from the innocence of a child is invaluable, and as I teach in these rooms I am simultaneously inspired.

Teaching Philosophy

Trip to the Kalamazoo Institute of Arts with my 3rd grade students.

I am an elementary art teacher for roughly 500 students. About 30% of them are multilingual English learners, and 90% of them come from a low-income household within a high-poverty community. Before filling this position, my students did not have a consistent art teacher for almost 6 years. Educators came and went, deeming them too difficult to manage. Failing to consider that students who are homeless, hungry, and/or traumatized do not come to school with the sole purpose of learning. Instead, they are in need of a teacher who both cares and understands on a deeper level. I am in my third year, and I can confidently say my students have found that within me.

I do not have to imagine myself in the shoes of my students, instead, I can simply think back to my own childhood and remember I was once in their exact position. Coming from the same background as the students I teach is the driving force of our impactful relationship. Not only am I teaching my students the fundamentals of art, I am also teaching them how to believe in themselves while simultaneously battling the obstacles of our environment. 

Kalamazoo Institute of Arts 2026 Young Artists Exhibit, Northeastern Panel.

It is said the future is within the hands of our youth. What better way to ensure a progressive future than by inspiring the minds of our next generation? My goal is to immerse myself in this nature of work, educating inner-city students while simultaneously collaborating with youth programs offered at local museums and/or art organizations. Aiming to establish an early understanding that creativity is a fruitful trade—exposing children to the idea, as well as the possibility, of art as a career.