As a contemporary artist and post-primary Art teacher, I believe the art classroom should be a space where students develop confidence, curiosity, and a deeper understanding of themselves and the world around them. My own practice explores the relationship between humanity and the natural world, particularly spaces like greenhouses and derelict buildings, where ideas of control and ecological renewal sit side by side. Bringing this perspective into the classroom allows students to experience art as a living, evolving process rooted in genuine observation and questioning.

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My own confidence as an artist was first sparked in the art classroom by my own art teacher, and it is that same belief in every student's creative voice that drives my approach to teaching. Drawing on Maxine Greene's idea of 'structured silences' (1993), I am committed to creating an inclusive environment where every student feels seen, valued, and supported to take creative risks and develop their own authentic voice.

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Informed by constructivist principles, particularly Vygotsky's Zone of Proximal Development (1978), I scaffold learning in a way that builds independence over time. I view assessment as an ongoing, reflective process that helps students understand their growth, strengthen their visual literacy, and articulate their creative decisions. Maintaining my own studio practice continually reminds me that creativity is not about perfection, but about sustained engagement with the process of making and that is what I hope to model and nurture in every student I teach.