overview
My background in design and material exploration informs how I understand studio workflow, structured experimentation and practical learning in art classrooms.
Research by Making
Project
Illustration by collage
Question
How can making itself be a way of thinking?
Action
I worked directly with textiles and collage: cutting, layering, stitching, reworking.
Finding
Through making, ideas emerged that theory alone could not predict.
Reflection
Making is more than producing an outcome. It is a way to think, feel, and connect with the process. I want students to share that same depth of discovery.
Iteration
Project
Prototype variations
Question
How can structured stages support student progress?
Action
I worked through cycles of sketching, testing and refining, moving from loose exploration to focused development.
Finding
Clear stages reduced hesitation and supported stronger outcomes.
Reflection
Students benefit from predictable steps that allow room to experiment without losing direction.
Action & Reflection
Project
Balancing doing and reviewing
Question
How does reflection strengthen practical work?
Action
I moved between making and short review pauses, assessing materials, decisions and adjustments.
Finding
Small checkpoints improved focus and technical control.
Reflection
Structured reflection supports independence and confidence in studio settings.
Participation
Project
working in a group
Question
What can students learn by creating together?
Action
I would facilitate a shared textile surface where each student adds a stitch or patch, individual actions that begin to influence one another.
Finding
Playful energy, resistance and disruption might intertwine, merging into something new.
Reflection
Shared making can reveal that learning is relational and dynamic. Every action matters, and collective work becomes more than the sum of its parts.
Material Thinking
Project
Exploring textiles and mixed materials
Action
How do materials guide decision-making?
Finding
Materials often determine direction more than initial ideas.
Reflection
Understanding materials supports safe handling and stronger technical outcomes in the classroom.
Documentation
Project
Process records
Question
Why document stages of making?
Action
I photographed and recorded stages of development, noting adjustments and refinements.
Finding
Documentation clarified progress and next steps.
Reflection
Clear records help teachers monitor development and help students track improvement.
Making Public
Project
Preparing work for display
Question
How does presentation shape understanding?
Action
I considered layout, sequencing and clarity when preparing work for critique or display.
Finding
Thoughtful presentation strengthens communication.
Reflection
Assisting with display and presentation is part of supporting a functional art department.