My teaching practice is framed by an inquiry-based pedagogy where artistic practice serves as a lens for critical questioning and thinking about our world. I approach classrooms as rehearsal rooms where learning happens in a carefully-created climate of constructive compassion, experimentation, risk and attention.

Rather than a teacher imparting knowledge or answers, I operate as a facilitator committed to investigating possibilities in collaboration with my students, offering them a variety of resources (contemporary and historical materials, readings and texts, exposure to artists and multidisciplinary media) to prompt questions for discussion and to collectively develop a framework for the generation of their own ideas and work.   I construct experiential engagements in which participants are invited to investigate, embody, and communicate ideas in creative dialogue, evaluating their own ideas and the ideas of others through shared reflection.  Creating systems and structures for making, I devise projects that ask students to consider limitations as possibilities, parameters as ingredients and to be constantly in process. Together we re-shape, re-organize and re-imagine. We improvise and play. And then we take a step back, to rest, to listen deeply, to look closer.  

Plainly and simply, my teaching is an expression of my art.