Evidence of Intellectual Curiosity - Winter 2025

Back to Dispositions

Intellectual Curiosity in teaching means embracing the learning process alongside students, seeing each challenge as an opportunity for growth. As a trained painter and primarily a 2D artist, stepping into the role of a high school ceramics teacher required me to approach my own learning with the same openness I’m asking of my students. Unlike teaching a drawing or painting class, where I could more instinctively plan backwards from deeper expertise, developing my unit plans for ceramics has required me to lean heavily on my mentor teacher, art faculty at Evergreen, and other resources. This ongoing process of learning and applying new knowledge has reinforced my belief that misconceptions—whether my own or a student’s—are not obstacles, but opportunities to deepen understanding.

Beyond just the learning techniques, this student teaching experience so far has reshaped the way I approach teaching. It has pushed me to reflect more on how students engage with unfamiliar material and how to scaffold learning in ways that honor their strengths while addressing gaps. The challenge of mastering a new discipline has made me more attuned to the struggles students face when encountering something outside their comfort zone. I’ve both intentionally and unintentionally become a model for engaging in something new, and letting the novelty translate into excitement, rather than fear.

Below is a picture of some of my first few ceramic pieces.