What was the “spark” that first made you want to be an artist and a teacher?
The “spark” that led me to become both an artist and a teacher really started with a turning point in my life. I originally went to college to play football, but after two seasons, I left school altogether to play rugby. Not long after that, I hit a moment that changed everything—one morning I woke up after my wife (who was my girlfriend at the time) had left for the day, and she had placed a college application to a local community college out for me.
At that point, I was working a dead-end retail job, but I never stopped creating art. People around me, especially her, always told me I was good with kids. That moment, combined with her belief in me, pushed me to rethink my path. I realized I wanted something more stable so I could build a future and raise a family—something I had always wanted.
Becoming an art educator ended up being the perfect fit, combining my passion for art, my ability to connect with students, and my desire to create a meaningful and stable career.
How do you find your own creative inspiration outside of the classroom?
I find a lot of my creative inspiration outside of the classroom by continuing to make my own work and staying connected to why I started creating in the first place. Even with a busy schedule, I try to carve out time to draw, paint, or experiment with new ideas and materials. That time reminds me what it feels like to be in the creative process, including the struggles and breakthroughs my students experience.
I’m also inspired by everyday life—things like music, sports, conversations, and just observing the world around me. Sometimes ideas come from something as simple as a color combination I notice or an interesting texture or moment.
Another big source of inspiration is my students. Seeing their ideas, creativity, and the way they approach problems often pushes me to think differently and try new things in my own work. It keeps me from getting stuck and helps me continue to grow as both an artist and a teacher.
If you could go back and give your high school self one piece of advice about art or life, what would it be?
If I could go back and give my high school self one piece of advice, it would be to trust the process and not be afraid of taking a different path. At that age, it’s easy to think you need everything figured out right away, but some of the most important moments in my life came from unexpected turns.
I would also tell myself to take more risks with my art—try new things, make mistakes, and not worry so much about what other people think. Growth really comes from being uncomfortable and pushing past that fear.
Most importantly, I’d remind myself that it’s okay if the path isn’t perfect. The experiences I had—both the good and the challenging—are what led me to where I am today, and I wouldn’t trade that journey.
What is the most memorable or surprising thing a student has ever taught you?
One of the most memorable things a student has ever taught me is to trust the creative process and not overthink everything. I had a student who approached their work with a lot of confidence—they would go with their first idea and fully commit to it. At first, I tried to push them to slow down and explore more options, but over time I realized that their instinct and willingness to take risks was actually a strength.
Watching them work reminded me that not every piece needs to be overanalyzed or perfectly planned. Sometimes creativity is about trusting your gut, being confident in your decisions, and allowing the work to develop naturally.
That experience stuck with me because it changed the way I think about both teaching and my own art. It reminded me to give students space to follow their instincts, and it pushed me to do the same in my own creative process.
If you were given a $2,000 grant for any major art project in this school, what would you create and why?
If I were given a $2,000 grant for a major art project in the school, I would create a large mosaic installation within the building. While I do a lot of mural work with students, a mosaic would offer a new medium and a different kind of collaborative experience.
I would use the grant to bring in an artist-in-residence to work alongside my students throughout the design and installation process. This would give them the opportunity to learn new techniques, work with durable materials, and contribute to a permanent piece of art that becomes part of the school’s identity.
The goal would be to create something meaningful and lasting—something that represents the student body and gives them a sense of ownership and pride in their school environment.
