T E A C H I N G + P R A C T I C E
My work as a teaching artist spans more than three decades and is grounded in my practice as an artist. Graduate study at New York University, across business, arts management, and public policy, provided a foundation for engaging with the role of the arts within educational and civic contexts. Early research included a pilot study examining the impact of Percent-for-Art installations in New York City public schools, as well as the development of programs designed to extend their educational reach. I later contributed to research with the Arts Research Center of the Alliance for the Arts (NYC), analyzing the economic and social impact of the arts across communities in New York State.
This work led me toward a more direct, community-based approach. I joined the development of GlassRoots in Newark, New Jersey, a glassblowing studio and educational program that integrates artistic practice with entrepreneurial skill-building for young people. It was here that I began teaching—an experience that quickly became central to my work—and subsequently pursued formal training in education at Columbia University.
Since then, I have worked with a wide range of educational institutions, including public, charter, and independent schools, as well as organizations such as the Guggenheim Museum, El Museo del Barrio, and the Visual Arts Center of New Jersey. Across these settings, I have remained closely engaged with the evolving and often uncertain landscape of arts education.
Today, my teaching is rooted in the studio. I work with students to develop their capacity for close observation, sustained inquiry, and creative problem-solving. Through this process, they build a form of confidence that extends beyond the studio—informing how they think, make, and engage with the world around them.
My aim is to support the development of individuals who will carry forward an appreciation for the arts and their value within broader cultural and educational contexts.
My work as a teaching artist spans more than three decades and is grounded in my practice as an artist. Graduate study at New York University, across business, arts management, and public policy, provided a foundation for engaging with the role of the arts within educational and civic contexts. Early research included a pilot study examining the impact of Percent-for-Art installations in New York City public schools, as well as the development of programs designed to extend their educational reach. I later contributed to research with the Arts Research Center of the Alliance for the Arts (NYC), analyzing the economic and social impact of the arts across communities in New York State.
This work led me toward a more direct, community-based approach. I joined the development of GlassRoots in Newark, New Jersey, a glassblowing studio and educational program that integrates artistic practice with entrepreneurial skill-building for young people. It was here that I began teaching—an experience that quickly became central to my work—and subsequently pursued formal training in education at Columbia University.
Since then, I have worked with a wide range of educational institutions, including public, charter, and independent schools, as well as organizations such as the Guggenheim Museum, El Museo del Barrio, and the Visual Arts Center of New Jersey. Across these settings, I have remained closely engaged with the evolving and often uncertain landscape of arts education.
Today, my teaching is rooted in the studio. I work with students to develop their capacity for close observation, sustained inquiry, and creative problem-solving. Through this process, they build a form of confidence that extends beyond the studio—informing how they think, make, and engage with the world around them.
My aim is to support the development of individuals who will carry forward an appreciation for the arts and their value within broader cultural and educational contexts.
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