I’m a mixed media artist with formal training in ceramics. I graduated with a Bachelor of Fine Arts from Georgia State University in 2008. I have an Art Education teaching certificate for K-12 public schools aquired at the University of Georgia with the goal of becoming an art teacher in a public school.

I believe in the transformative nature of art, and my work reflects a blend of various techniques, imagination, and a touch of the unexpected.

Through my post secondary education, I am excited to merge my background in art making with the world of K-12 Art Education. My goal is to educate and inspire a new generation of artists, fostering creativity, self-expression, and an enduring appreciation for the arts.

Please scroll down to see my portfolio.

These are my Core Commitments as an Art Educator:

  • I will Cultivate Creativity in the Studio:

  • My students will explore various artistic mediums, processes, and techniques in order to develop their own creative skills.

  • Projects will encourage imaginative expression and experimentation with conventional and unconventional art making materials.

  • I will embrace inclusive teaching practices:

  • Encourage collaborative projects to celebrate the richness of cultural diversity within the studio classroom.

  • I will provide Individualized Instruction:

  • I will provide differentiated instruction to meet students varying skill levels and learning styles.

  • My students will have opportunities to choose projects based on their personal interests, creating a sense of ownership in their learning.

  • I will strive to create a supportive environment:

  • The studio classroom will be structured to promote a positive and encouraging atmosphere, emphasizing respect for each student's unique perspectives.

  • Studio Classroom rules will be co-created with students, fostering a sense of responsibility and mutual respect.

  • I will provide continuous skill development:

  • Students will receive instruction in fundamental art making techniques, such as drawing, painting, printmaking, digital art, and ceramics.

  • Skill-building activities will be integrated into projects to ensure a balance between creativity and technical proficiency.

Continue to scroll for my art education portfolio:

Case Study~”Intrinsic Motivation”

TAPS Standard 4-Differentiated Instruction

In this particular case study from Colham Ferry Elementary school, I observed and investigated student learning by using research-based strategies to determine possible differentiated instructional solutions for students who were observed lacking “Intrinsic Motivation” in the art classroom.  I theorized that student engagement and motivation could possibly be increased through the adoption of TAB (Teaching Artistic Behavior) teaching strategies to better engage these students in more relevant and active learning.

Lesson Plan~

”Miniature Self Portraits”

TAPS Standard 1- Professional Knowledge

TAPS Standard 3- Instructional Strategies

TAPS Standard 5- Assessment Strategies

In my 4th-grade lesson plan at Colham Ferry Elementary, I effectively addressed curriculum standards, encouraging higher-level thinking and active student engagement. I connected present content to past and future learning experiences, introducing relevant artists and sharing real-world insights. My teaching approach, aligned with best practices and supported by current research, considered the intellectual, social, emotional, and physical development of the age group. To assess understanding, I used a variety of assessments for diagnostic, formative, and summative purposes.

Unit Plan~

”8-Bit Transformations”

TAPS Standard 2- Instructional Planning

TAPS Standard 4-Differentiated Instruction

I was able to research and analyze student learning data to inform my initial planning of a unit. I developed a unit plan that is clear, logical, sequential, and integrated across the curriculum. I was able to arrange the unit plan for instruction to meet the needs of all students by preparing differentiated instructional content, processes,and the learning environment to meet individual developmental needs. I connected the lesson objectives to both national and state standards. I was able to develop an age & skill appropriate unit plan for a class of fourth grade learners.

TAPS Standard 9- Professionalism

Attend and Respond to an NAEA Webinar

I was able to participate in an ongoing professional growth activitity based on identified areas for improvement by attending and responding to a National Art Education Association Webinar.

TAPS Standard 1- Professional Knowledge

TAPS Standard 2- Instructional Planning

TAPS Standard 3- Instructional Strategies

TAPS Standard 5- Assessment Strategies

Curriculum Map (TAPS Standards 1, 2, & 5)


I was able to connect current content to past and future learning experiences, other subject areas, and real-world applications in my curriculum map. I utilized national standards, as well as effective strategies, resources, and data to tailor the curriculum to address the diverse needs of all students.

My knowledge of the subject matter is up-to-date. I actively used student learning data to guide my curriculum planning. The lesson plans I developed are clear, logical, sequential, and integrated across the curriculum map. The curriculum map is grounded in research-based instructional strategies and actively engages students in the learning process.

Lastly, my curriculum map encourages student involvement in setting learning goals and monitoring their progress in art making. I possess the ability to adapt assessments to discern individual student needs and track their progress effectively..

TAPS Standard 7 - Positive Learning Environment

Developing & Teaching a Unit on Handbuilt Ceramics

During my ceramics unit at Dove Creek Middle School, I created a positive learning environment by setting clear expectations and ensuring that the classroom was well-organized and safe. I encouraged creativity by allowing students to design unique miniature houses and explore techniques like slab building, slipping, & scoring clay. I provided individualized support as needed to meet the students needs. I used positive reinforcement to boost their confidence and fostered collaboration through informal assessement. The hands-on activities kept students engaged, and consistent routines for cleanup and material handling promoted responsibility. By balancing structure with opportunities for personal expression, I ensured students felt supported and inspired throughout the ceramics unit.

TAPS Standard 6 - Assessement Uses

During my student teaching placement at Dove Creek Middle School, I effectively used assessment to gather and analyze data to both inform my instruction and provide meaningful feedback to the students. I incorporated both formative and summative assessments throughout my lessons. For example, I used informal observational assessments during their hands-on activities, such as hand-building, to monitor students’ progress and identify areas where they needed additional guidance. I also used reflective prompts as opportunities for students to self-assess and provide feedback to their peers, fostering a deeper understanding of their work and artistic processes. The final presentations and critiques served as summative assessments, allowing me to evaluate their growth in skills and understanding while giving students constructive feedback. These assessments guided my instructional decisions, ensuring each student received the support needed to succeed.

TAPS Standard 8 - Academically Challenging Environment

“Artist Trading Cards”

While teaching a lesson I developed on Artist Trading Cards at Winterville Elementary, I created an academically challenging, student-centered environment by encouraging students to think critically and creatively about how to convey personal ideas and themes in a small, detailed format. I provided clear guidance on techniques and materials, but allowed students to take ownership of their designs, fostering self-directed learning. By introducing the concept of trading cards as a collaborative and interactive art form, I inspired students to set high expectations for their work while engaging with peers in meaningful discussions about their artistic choices. This approach empowered students to explore their creativity while developing problem-solving and reflective skills.

TAPS Standard 10 - Communication

“Exit Show”

For the inclusion of all of my student’s artwork to be included in the exit show at the Lamar Dodd School of Art, I demonstrated effective communication by ensuring that students, parents, and stakeholders were informed and engaged. I created a detailed list of participating students and sent a personalized letter to parents & caregivers inviting them to the art opening, highlighting their child’s accomplishments. This proactive approach fostered a sense of community among students and families while showcasing the value of their creative efforts. By collaborating with school personnel at Winterville Elementary and the university, I ensured the event celebrated student learning in a meaningful and inclusive way.