• Growing up with an artist mother, influenced me in countless ways.  My mother encouraged open-ended play, invention and creativity in our household, even going to the measure of "wall-papering" part of the house with butcher paper. When people would ask about this, she explained it was not only to save the walls from the odd and accidental scribble, but also to encourage us to create right along side of her. 

  • Like my mother's art students, I too grew to believe that we are all artists in some shape or form.  I also believe that art can be woven into all aspects of life and therefore school subjects. Learning after all, is a creative process! As a teacher, I have infused art into the science, language, inter-disciplinary classes that I have taught. 

  • I truly enjoy collaborative art projects where I work with colleagues and students, sharing joint talents and ideas, while building and strengthening community along the way. I have worked on countless mural projects since the beginning of my career .

 A collobarative painting on an old wooden screen that I did with my own children.

Art

Children are born as artists! What happens as time progresses? Why does school so often stamp out creativity instead of foster it? We must forever keep creativity and "the artist in us" alive. Humans are meant to express themselves!

School-community mural project for the Adopt-a-Watershed Program at Junction School, Somes Bar, CA

* Above, beautiful examples of art that uses science...and science that uses art! The scans and brain-inspired sculptures that grace the halls at McGovern Imaging Center at MIT blend two disciplines into one.

* I have also incorporated the two disciplines into my teaching.

* Art and science are both processes inviting innovation and the iteration model; trial and error--embracing mistakes and revising to create success.

* Art is important!...it taps into the essence of childhood and creativity.

From start to finish...a community mural project in Paraguay, South America. 

Students of all ages, teachers and even the principal of this remote village school had the chance to paint their own part on the mural. Students sketched and researched their particular subject to paint and then made a book compiling their drawings and reports.  This project converted the teachers and kids who initially announced they "couldn't" paint or were simply "not creative, to later believe otherwise. The pride they and other participants felt about their contribution to something larger was just one of the wonderful bi-products of this project.