I believe that art should be accessible to everyone; it serves as an outlet for all individuals. Growing up, art provided me with a means to express myself, and I am eager to provide my future students with the tools to do the same. I respect learners' differing strengths and needs and am committed to using this information to help adapt or adjust original plans. I want to create a classroom that is inviting for all types of learners. My role as an art educator is to be a support system and nurture their artistic journeys.

Play is a crucial part of nourishing students' creative expression. I gravitate toward infusing the "studio of mind" approach into my teaching practice. The objective is to create an educational space that promotes workflow. When you focus on the process of discovery through a variety of art materials, you allow students to stretch, explore, and learn from the process. I want to assure students that it’s okay if things don’t go as planned—we learn from our discoveries. Teaching practice informs artistic practice. As artists, we know how challenging the creative process can be, and because of this, we'll understand how best to support our students.

From my teaching experiences, I’ve been exploring ways to incorporate culturally responsive teaching (CRT) as a way to scaffold and connect what the student knows to the content. By trying out different methods to ensure that all students feel seen and heard, I have seen positive responses when choosing an artist they find relatable. Based on these experiences, I believe that the best way to demonstrate my commitment to diversity and equity in the classroom is by creating a positive and accepting environment where students can collaborate without fear of asking questions or sharing their opinions. I want to turn to my students to ensure that they feel connected and represented. To me, not being stuck in rigid teaching methods and maintaining an open mindset are key to having a successful classroom that showcases diversity and equity.