I teach high school visual arts in Queens, NYC. I'm the only art teacher at my school, working with around 300 students.
I prioritize process over product.
Katie White, Softening the Edges: Assessment Practices That Honor K-12 Teachers and Learners: "When we view assessment as information gathering rather than evaluation, we open up possibilities for learning."
Learning is ongoing. Grades should reflect growth, not punish students for not understanding something the first time. I structure my classroom so students can see where they are and understand how to move forward.
bell hooks, Teaching to Transgress: Education as the Practice of Freedom: "To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin."
The classroom is a space where we can all think critically, question assumptions, and make things that matter. That requires seeing students as whole people with their own histories and knowledge.
Universal Design for Learning (CAST): Multiple means of engagement, representation, and action/expression.
Everyone learns differently. Multiple ways to access content and demonstrate understanding aren't special accommodations—they're good teaching. When the structure is flexible, everyone benefits.
My school is multilingual. Many families speak Spanish, Bengali, Arabic, and other languages at home. Cultural responsiveness is foundational. It means building relationships, learning from students and families, creating space for students to bring their full selves into the art room.
hooks again: "The classroom remains the most radical space of possibility in the academy."
Art education is inherently political. It's about who gets to make, whose work is valued, what stories get told. My role is to help students develop technical skills and critical thinking while recognizing they already have knowledge and vision worth attention.
Year 2 of 4-year probationary period toward tenure