Museum & Community Education
Baker Arboretum & Downing Museum I had the opportunity to work with students from Jennings Creek Elementary in a workshop centered on iconography, color theory, and self-expression. We explored how symbols and color can be used to tell stories, both personal and universal. As part of the experience, we took a tour of the Downing Museum, where students explored the work of Joe Downing. We analyzed the imagery in his paintings, discussing how abstract forms and colors can carry meaning. This close engagement with Downing’s art deepened the students’ understanding of visual symbolism and enhanced their ability to think critically about their own iconography. Our conversations focused on the idea that our hands hold history. Scars, calluses, and lines all carry meaning, especially for artists who use their hands as tools. Students traced their own hands and filled the silhouettes with meaningful images— objects, memories, or symbols that represent their identities and experiences. Each student also selected a color palette to reflect their current emotional state, using color as an expressive language. This project encouraged students to reflect on who they are, where they come from, and how their stories can be communicated. It was an exercise in vulnerability, creativity, and pride— reminding each young artist that their experiences matter and that their voice can be seen.
My journey as an educator has been shaped by a wide range of opportunities to work with students in creative settings beyond the traditional classroom. One of my earliest formative experiences was serving as an assistant teacher for the Kentucky Museum’s Summer Art Camps, where I helped guide students through hands-on projects across a variety of mediums. These camps not only included studio time, but also gallery visits, outdoor games, and lunch sessions that fostered connection and creativity. It was there that I had my first experience of solo teaching, stepping up to lead lessons when groups were divided or when the lead teacher was away— an experience that taught me adaptability, planning, and how to confidently manage a group of young artists.
I later worked with Arts for All Kentucky, where I served as both an in-house designer and a teaching artist. Through this organization, I participated in a wide range of events including murals, individualized art lessons for students with disabilities, virtual workshops, and inclusive group paint sessions. Each opportunity pushed me to think creatively and empathetically, adapting lessons based on each student’s unique strengths and needs.
During my college years, I was also a teacher for Super Saturdays, a gifted education enrichment program that offers hands-on learning in subjects like art, science, and writing to students in grades 1–6. In this space, I worked with young students who were not only highly curious, but also eager to learn in ways that diverged from their regular classroom experiences. These weekends were a powerful reminder of the importance of student-centered learning environments where exploration is celebrated.
Additionally, I led enrichment programming for Community Education of Bowling Green/Warren County, where I facilitated before- and after-school activities for elementary students. These sessions encouraged movement, creativity, and hands-on problem-solving—whether we were building, drawing, crafting, or just learning how to collaborate through play.
Each of these experiences deepened my passion for arts education and affirmed my belief that creativity should be accessible, inclusive, and joyfully explored—wherever and however learning takes place.
