My classroom is built on trust, fairness, and individual accountability. Like Maria Montessori, I “follow the student” when educating, encouraging them to articulate and discover their own ideas and intentions. I ask frequent, open-ended questions to cultivate independent thinking, guiding students toward research and inquiry as core tools for their practice. Exercises like brainstorming, mind mapping, and maquette building are integral to developing a conscientious approach to art. As students clarify their objectives, they begin asking questions of their own work, fostering a sense of ownership and responsibility. By limiting my opinions during their process, I shift the focus to the maker’s intentions rather than my approval.

Experimentation and inquiry are central to artistic growth. Learning to work with materials, tools, and concepts requires repetition, risk-taking, and openness to failure. In my classroom, failure is framed as an opportunity for discovery—just as meaningful as success. I equip students with a versatile skill set by combining in-class exercises on technical finesse with encouragement to take creative risks, both in material and content. This emphasis on adaptability reflects my own multidisciplinary practice, where I fluidly navigate between sculpture, performance, and filmmaking. Whether directing and editing films or exploring new media, I consistently challenge myself to learn new methods and respond to emerging ideas. I model this mindset for students, emphasizing that creative problem-solving is a lifelong skill.

Collaboration is another essential component of my teaching. Artmaking thrives within a community, where everyone brings unique strengths and shifting perspectives to the group dynamic. I foster inclusive, discussion-driven classrooms, creating opportunities for students to engage, present, and critique with empathy and rigor. My work as a filmmaker and educator reinforces this approach—whether directing teams of collaborators or mentoring students, I understand the value of collective effort, mutual respect, and accountability.

Art is not for the elite, nor is it limited to the “gifted” or “talented.” It belongs to everyone. Art education develops creative and critical thinking skills that extend far beyond the studio. My role as an educator is to nurture a tolerant, trusting environment where students can be vulnerable, challenge their own limits, and build confidence in their ideas. In such a space, experimentation becomes possible, failure becomes transformative, and learning becomes a shared journey of discovery.