Pedagogy and Practice
My teaching philosophy is a tapestry woven from personal history, artistic practice, and a deep commitment to relational, democratically centered education. I see arts-based learning as a transformative space for inquiry, collaboration, and reflection. Whether leading a photography or mindfulness class, mentoring new educators, or shaping school culture as a leader, I strive to co-create environments that are imaginative, inclusive, and grounded in authentic human connection.
I draw on historical foundations, such as Henri Cartier-Bresson’s concept of the “decisive moment,” to help learners cultivate presence and attentiveness. By noticing subtle gestures, light, and movement, students connect inner awareness with the world around them, making each image a mindful act of observation and expression.
Photography as a tool for inquiry and insight
In my photography courses, learning unfolds through collaborative critiques, project-based assignments grounded in students’ lived experiences, and an openness to experimentation. I encourage students to see their cameras as instruments for questioning their environments, cultures, and identities.
Mindfulness is woven into the practice of seeing, bridging the inner and outer gaze. It invites us to look with intention, pause for the decisive moment (as Cartier-Bresson describes), and cultivate the agency to choose where to focus—both in attention and through the lens.
Relational and Collaborative Teaching
My teaching is inspired by the democratic philosophies of John Dewey and Paulo Freire. I view education as a collaborative process, where teachers and students co-create meaning through experience and dialogue. This approach empowers learners to recognize their agency, making thoughtful choices in their learning, art, and self-expression.
I also cultivate a culture of curiosity and creative risk-taking, where the knowledge and experiences students bring are acknowledged and become central to the learning process.
Project: We Are Inspired Therefore…
Blending history and contemporary art, this project began with René Descartes’ contemplation, “I think, therefore I am,” and Barbara Kruger’s provocation, “I shop, therefore I am.” Students investigated how meaning is constructed through visual messaging, composition, and collage.
They created personal slogans and transformed them into bold black-and-white collages with Kruger’s signature red lettering. The final piece became a collaborative statement, blending individual voices into a striking exploration of identity and visual storytelling.
Interdisciplinary Exploration
Assignments bridge technical skill with conceptual exploration, encouraging students to develop both their artistic voice and their understanding of photography as a storytelling tool. By studying historical and contemporary practices, learners draw inspiration from past master photographers while exploring how images reveal, preserve, and shape the narratives of our world.
Artistic Influence in Teaching
My artistic work explores memory, matriarchy, labor, and resilience. Projects such as Matriarch and Below the Line show how art can connect with community, history, and identity, demonstrating its power for personal expression and social engagement.
Building on these experiences, I offer mentoring and reflective practice through one-on-one guidance, workshops, and collaborative learning. Photography often becomes a doorway into this practice—a still image invites us to slow down and notice deeply. Mindfulness helps learners pause, reflect, and cultivate presence, even as life moves around them.
This approach supports educators, creatives, professionals, or anyone navigating complexity—meeting learners where they are and growing from curiosity, care, and presence.
