B I O
As a child, Miranda spent hours drawing on her family's living room wall, working to improve her skills a little more each time. When her parents found her hidden mural, they bought her her first sketchbook, and urged her to graduate from “wall-drawing”, and continue the experimentation process on paper. From here the process never stopped; Miranda drew and painted constantly, aiming to perfect her artistic abilities. Throughout school, art held its place as her favorite subject year after year. By age 12 she began to discover her personal artistic style and by high school, she had uncovered a passion for colored pencil. The appeal was due to their tedious and intricate nature, and the challenge that presents itself within each piece. Miranda enjoys starting a piece and not knowing where it will end up, or what new techniques she may have to experiment with along the way. Miranda's enthusiasm and passion for fine arts led her to obtain a degree in art education from the University of Vermont in the hopes to inspire the same passion and excitement from her students. She had the chance to take a wide variety of classes which expanded her knowledge in areas such as art history, drawing, painting, printmaking, photography, sculpture, and ceramics. Miranda recently completed her Master's degree in Clinical Art Therapy and Counseling, and is still pursuing a career in art education. She hopes to use art therapy as a tool to elicit a more meaningful art education experience.
E D U C A T I O N
University of Vermont
B.S. in Art Education
Minor in Special Education
NYS Initial Teaching Certification in Visual Arts K-12
M.A. in Clinical Art Therapy & Counseling
I N I T I A T I V E
Miranda's high school art teacher is notably one of the most influential role models in her educational experience. Miranda's ideal teaching style, mimics that of her former teacher in order to challenge and push students past their comfort levels in order to deepen their artistic exploration. In addition to this, her education in art therapy has allowed her to take on new approaches that incorporate mental health support into the classroom. Miranda believes an art curriculum should include art creation and critiques as well as lessons in art history, self-expression and exploration, creative thinking, and the correlation between art and other core subjects. With an open-ended teaching approach, an emphasis on individual interests and relevant topics, and differentiated instruction for all learners, Miranda hopes to inspire her students to discover their creativity, encourage their personal expression, and produce artwork they can be proud of in a safe and welcoming environment.