As an artist and educator, I believe teaching is grounded in care, curiosity, and shared growth. Whether in a ceramics studio, darkroom, or community classroom, I strive to create an environment where students feel supported, safe, and encouraged to explore new processes. Learning happens most meaningfully when students feel comfortable taking risks, asking questions, and engaging with materials in ways that connect to their own experiences.

My studio practice centers on functional ceramics that draw from personal reflection and the natural world, and this perspective informs the way I teach. I encourage students to notice details, pay attention to material, and consider how everyday objects can hold meaning. I want students to experience the satisfaction of making something that is not only well-crafted but personally significant.

Teaching in community arts spaces has shown me how essential accessibility and communication are. Experiences where language differences or physical space created barriers have reinforced my belief that every student deserves full access to learning. I work to adapt my approach, communicate clearly, and ensure inclusivity so each student feels seen and supported.

Because hands-on learning is unpredictable, I value preparation, flexibility, and responsiveness. Reviewing processes, planning classes, and maintaining safe environments are all important, but so is remaining calm and present when unexpected situations arise. Moments that require quick problem-solving have strengthened my understanding that teaching involves far more than demonstrating techniques. It requires attentiveness, empathy, and readiness to protect student wellbeing.

I also believe in the importance of foundational studio work such as loading kilns, mixing clay, and organizing materials. These tasks teach patience, care, and respect for the processes that make creative work possible. Ultimately, I teach because I love watching people grow. Whether in a long-term class or a single workshop, my goal is to guide students toward technical skill, personal confidence, and a deeper understanding of themselves as makers