Co-developed over 40 online lesson plans with actionable tools and resources for educators to seamlessly integrate the arts into classroom curricula using culturally-responsive pedagogy

Deepened the Phillips’s Prism.K12 arts integration strategies to incorporate culturally-responsive pedagogy. The guiding principles, questions, and activities guide educators to understand their position (their perspectives, power, and identity) and how that affects what they do in the classroom. This learning framework serves as the foundation for how we teach in-service teachers, and also train our internal educators–creating a cohesive approach to outreach and engagement throughout the museum.

As the Director of Art Ninjas Camp at MASS MoCA, I designed the curriculum using multiple modalities, from structured to imaginative play. I instructed the daily activities, art projects, and mindfulness practice, while supervising camp staff. To ensure the camp aligned with state standards and was of the highest quality, I oversaw administrative details, such as establishing policies, coordinating the licensure, conducting outreach for scholarships, and corresponding with parents.

As MASS MoCA’s Museum Educator focusing on public engagement, I spearheaded the annual Free Day, with over 4,000 attendees. I developed in-gallery artmaking activities to complement the exhibitions. I coordinated cross-departmental collaboration to organize performances, a photo booth, and other programs in the galleries, in addition to organizing all-hands-on-deck staff coverage.

To reach communities who may be unable to physically access the museum, co-developed the Phillips Art Cards–card sets that include 3 games and more than 40 classroom activities–to learn through play.

I design and teach the daily lesson plans for the second-level writing course Visual Culture: Investigating Diversity & Social Justice at The Ohio State University. I use a discussion-based and hands-on approach. See the Teaching page to learn more about the course content. 

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Student poem about the glass ceiling for the artwork component of the final project.

I employ constructivist and inquiry-based tour pedagogies. Most recently, I developed education tours, curricula, activities, and evaluation for The Columbus Crossing Borders Project and Urur Dhex-Dhexaad Ah: Community In-Between. I have also led tours at MASS MoCA, Chesterwood, the Tang Museum, and Museo dell'Opera del Duomo.

MASS MoCA’s 10 local, Title I partnership schools visit MASS MoCA at least two-three times a year for visits to the galleries and a performing arts event. I developed teacher guides for the performances to align the performance with state standards and provide in-class activities.