I believe that the art classroom can be a place for students, especially students with marginalized identities, to learn by creating and to have an outlet for self-exploration. Many LGBTQ+ students, disabled students, students of color, low-income students, and students with other, intersecting marginalized identities, often find solace in an open-ended, open-minded art room. As a disabled artist and educator, I strive for both clarity and flexibility in my teaching and I am committed to working with students to develop accommodations and modifications to make art accessible and enjoyable for them. Each student learns differently, and planning ahead to accommodate and work with rather than around varying learning needs and physical, developmental, and social-emotional disabilities provides space for diverse students to have joyful and equitable learning opportunities.

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      Communication and community are also cornerstones of my classroom. Building strong, positive relationships with and between students, maintaining communication with families, working cohesively with other school faculty and staff, allows a school community to be inclusive and compassionate as well as develop networks of care for students, families, and faculty/staff.