ALDINE NINTH GRADE SCHOOL, HOUSTON TX
Conduct field research related to global material systems, bio-art processes, and ecological patterns across China and South Korea to develop hands on, STEAM curriculum that incorporates culturally relevant, contemporary Asian art practices and strengthens students’ creative inquiry, systems thinking, and scientific understanding.
Walking through Shanghai allowed me to experience the relationship between architecture, history, culture, and everyday city life firsthand.
Museums became one of the most unexpected and meaningful parts of my fellowship. Each space gave me new ideas about how art can be presented in ways that are immersive, accessible, and memorable.
Experiencing traditional Korean paper and seeing the possibilities of texture, color, and material inspired me to bring Hanji and Korean art traditions into my classroom.
Seeing a familiar Western artwork presented in Asia was unexpected and helped me see art history as a global conversation rather than separate cultural traditions.
Standing beneath N Seoul Tower was one of those moments when I realized how far this fellowship had taken me, both geographically and professionally.
Exploring contemporary museum spaces inspired me to think differently about how art, materials, and presentation can create meaningful and memorable experiences.
My fellowship changed the way I think about museums and art history. I traveled to Asia wanting to expand my knowledge of Asian artists and move beyond the Western artists who traditionally dominate art education. What I did not expect was to reconnect with Western art in a more positive way. One museum exhibition especially changed my thinking by placing familiar Western artists within a different cultural context. It reminded me that art does not exist in separate boxes. Artists, cultures, places, and ideas are constantly influencing one another.The fellowship also showed me how differently museums around the world can teach. I experienced spaces that used architecture, technology, interaction, and unexpected approaches to make art more accessible. I returned with more Asian artists and perspectives to bring into my classroom, but also a new way to teach artists my students already know. The biggest surprise was how much I fell in love with museums. I became almost addicted to visiting them because every museum offered a different experience. I returned wanting my students to see art as something connected to culture and everyday life, not simply something that belongs in a museum or an art history book.
I want my students to experience art as more than a credit they need for graduation. Before this fellowship, I knew art could lead to different careers, but traveling through Asia showed me that its reach is much larger than I imagined. One exhibition included the statement, “Without the artist, architecture disappears.” That stayed with me because the same idea can be applied to so many parts of our lives. Art connects to architecture, design, technology, public spaces, culture, and the way communities tell their stories.I was also struck by the investment I saw in museums, museum libraries, exhibitions, and spaces that made art accessible to the public. I want to bring that sense of possibility back to my students. They will encounter more Asian and contemporary artists, my photographs and firsthand museum experiences, and projects that connect art to places, careers, cultures, and everyday life. I also want this learning to extend beyond individual projects by sharing these resources and approaches with colleagues and through school and community art experiences. My goal is for students to leave my classroom understanding that art can be a pathway, a profession, and a meaningful part of the world they live in.
One of the biggest unexpected experiences was how much I connected with museums. I did not expect them to become such an important part of my fellowship, but I found myself wanting to visit more and more. I was surprised by how different each museum felt and how art, architecture, technology, and public spaces worked together. I also did not expect the fellowship to influence my own photography as much as it did. I came home thinking differently about both my teaching and my own work as an artist.
My students will learn through more experiences and connections, not just through presentations or traditional art projects. I plan to bring more Asian and contemporary artists into the classroom, use my own travel photographs, and create hands-on lessons inspired by what I experienced during my fellowship. I also want to make art more accessible by giving students different ways to participate, understand, and express themselves. My goal is for students to see art as something connected to their own lives, cultures, and future possibilities.
My students will experience several projects directly connected to my fellowship. They will complete Hanji: A Living Archive, where they learn about traditional Korean handmade paper and create a visual zine connecting material, culture, memory, and identity. They will also complete Painting a Poem, a Chinese calligraphy inspired project where they explore brush movement, poetry, and personal expression while creating a vertical scroll. I will use photographs I took during my travels as classroom resources, allowing students to learn from places and artwork I experienced firsthand. These projects will help students connect artmaking with culture, language, identity, and the larger world
My fellowship will extend beyond my classroom through my work with colleagues, professional organizations, and the Houston arts community. I plan to share what I learned through TAEA presentations and with the Aldine Art Advisory Committee, where I can share resources, artists, and ideas with other art educators. I will also bring my fellowship experiences into my work with the Contemporary Arts Museum Houston Teacher Advisory Group, where educators collaborate around contemporary art and museum learning. At my school, I can also use my photographs and fellowship-inspired activities with after-school art and photography groups. These opportunities allow what I learned during my fellowship to reach other teachers, students, and the larger arts community.