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Artist Statement:
My work is rooted in emotional experience and observation, using animals and the human body as parallel sites for expression, vulnerability, and presence. I work primarily with acrylic, printmaking, and collage on paper, allowing material process to remain visible and expressive.
Recent work has become more introspective and emotionally driven. Through fragmented imagery—such as hands, arms, and piano keys—I explore memory, repetition, and physical gesture as carriers of emotion. These works rely on layering, interruption, and mark-making to convey states that are difficult to articulate directly, allowing the body and objects to function as emotional stand-ins rather than literal narratives.
Earlier bodies of work focused on domestic and wild cats, rendered through loose, energetic paint application. These paintings were less about precision and more about movement, instinct, and personality. What initially appeared playful or chaotic was, in many ways, an early exploration of emotional honesty and immediacy—qualities that continue to inform my current work.
Across all of my work, I am interested in the tension between control and mess, representation and abstraction. Paint, ink, and collage are treated as active participants in the image, with layering and revision playing a central role. Whether working with animals or fragmented human forms, I aim to create work that feels lived-in, responsive, and emotionally present.
Teaching Philosophy:
My teaching philosophy centers on creating learning environments where students feel supported, challenged, and motivated to engage with design. I aim to build classrooms where students not only develop technical skills, but also gain confidence, critical thinking abilities, and a sense of ownership over their creative work. I believe students learn best in structured, welcoming spaces where curiosity is encouraged and exploration is central to the learning process.
Attendance and active participation are essential components of my courses. Students learn not only from me, but from one another, particularly through critique. I guide students in giving and receiving constructive feedback and help them become comfortable articulating their ideas and design decisions.
Exposure to a broad range of visual work is also central to my teaching. I introduce students to both historical and contemporary designers, helping them understand design within cultural, historical, and professional contexts.
Experiential learning plays a key role in my courses through projects that emphasize process, experimentation, and real-world application. I encourage students to take risks, reflect on their choices, and revise their work, reinforcing that strong design develops over time rather than appearing fully formed.
I view teaching as an evolving practice. I continue to work as a designer and artist and stay current with industry tools so my students are learning what matters. My goal is to help students leave my classes prepared, adaptable, and confident as designers.
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