Relational and Process-Oriented Practice

Art education is not simply about technique or producing finished work,it is a relational and cognitive practice. In my experience teaching children, adolescents, and adults, classrooms that prioritize relationships and process allow learners to take risks, reflect, and engage deeply with ideas and materials. Classrooms that prioritize process and care foster creativity, empathy, and critical thinking, even beyond the art room. By structuring lessons around mindful attention, relational presence, and responsibility, I encourage experimentation and reflection while supporting inclusive, responsive learning environments (Reyes, 2021; Noddings, 2013).

Theory Meets Practice

I draw on my academic background in art history, visual arts, and my graduate research to connect theoretical frameworks with lived classroom practice. This allows me to explore how care-based pedagogy functions in real K–12 classrooms and influences student engagement, classroom culture, and relational learning (Eisner, 2003; Collier & Wix, 2017; Hooks, 2014).

Process-oriented, care-centered teaching supports equity, wellbeing, and holistic skill development, fostering emotional intelligence, collaborative capacity, and creative problem-solving (Broome et al., 2019; Kraehe, 2017; Hasio, 2016).

Why It Matters

Ultimately, I believe that art education is foundational to holistic learning. By enacting care-based, process-oriented practices, classrooms become spaces for growth, reflection, and connection—supporting both students and teachers as they engage with learning in meaningful ways. Art education shapes learners not only as makers, but as thoughtful, empathetic, and imaginative people."