Standards-aligned visual arts curriculum, learning materials, assessments, and instructional resources for Pre-K-12 learners.
I design visual arts curriculum that helps students build creative confidence, technical skills, visual literacy, and personal meaning-making. My instructional materials are grounded in clear objectives, age-appropriate scaffolding, arts standards, differentiated supports, and student-centered assessment.
My work includes Pre-K–12 visual arts lessons, multi-day curriculum units, project-based learning experiences, rubrics, reflection tools, bilingual supports, classroom routines, and resources that help students connect art-making to identity, community, design, and real-world problem solving.
Designing learning with purpose.
Great curriculum is more than a collection of lessons, it's a carefully designed learning experience.
I use a learner-centered design process to transform standards, objectives, and real-world challenges into engaging instruction. Every project balances creativity with evidence-based practice through clear learning outcomes, authentic assessment, differentiated supports, and thoughtful visual communication.
The projects below demonstrate my approach to curriculum development, instructional design, assessment creation, and learning experience design across Pre-K–12 education.
Discover
- Identify learner needs
- Analyze standards
- Define outcomes
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Design
Backward design -
Storyboarding -
Assessment planning -
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Develop
- Lessons
- Activities
- Visual Resources
- Rubrics
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Evaluate
Student feedback -
Reflection -
Revision -
Continuous improvement -
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Listen
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Listen 〰️
Discover
Analyze
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Analyze 〰️
I review standards, audience, constraints, materials, goals, and learning gaps.
Align
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Align 〰️
Design
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Design 〰️
I create learning experiences that are structured, accessible, engaging, and visually clear.
Reflect
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Reflect 〰️
Before I design a lesson, curriculum unit, or learning experience, I begin by understanding the learner, the context, the standards, and the problem the instruction needs to solve.
I connect objectives, activities, assessments, and supports so every part has a clear purpose.
I use feedback, observation, and learner outcomes to revise and strengthen the work.
Turning discovery into meaningful learning experiences.
After identifying the learning need, audience, goals, and constraints, I move into design. This is where research, standards, learner needs, and creative direction become structured curriculum, lesson sequences, visual materials, assessments, and learner supports.
My design work balances clarity, creativity, accessibility, and purpose. Each learning experience is built to help learners understand what they are doing, why it matters, and how they can successfully move through the process.
Design
What I Design
Learning Pathways
I organize content into clear, purposeful sequences that guide learners from introduction to application.
Curriculum + Lesson Materials
I create units, lessons, activities, slides, worksheets, rubrics, and resources that support meaningful learning.
Visual Learning Supports
I design materials that are visually clear, engaging, and easy for learners to navigate.
Assessment Tools
I build rubrics, reflection prompts, exit tickets, and performance tasks that measure understanding and growth.
Differentiated Supports
I consider accessibility, language needs, developmental levels, learning styles, and classroom context throughout the design process.
Design Approach
Learning experiences should be structured enough to support success and flexible enough to respond to real learners. The goal is to create materials that feel easy to navigate, thoughtful, visually engaging, and ready to use.
Develop
Once the structure and direction are designed, the development phase brings the learning experience into its final working form. This is where lesson plans, slides, worksheets, rubrics, visual resources, facilitator materials, and learner-facing tools are created, refined, and prepared for use.
Development focuses on clarity, accessibility, consistency, and ease of use. Each material is built to support both the learner and the person facilitating the experience.
What This Includes…
Instructional Materials
Lessons, activities, slides, handouts, worksheets, and guides are developed into complete learning resources.
Visual + Digital Assets
Graphics, layouts, templates, presentations, and learner supports are created to make information easier to understand and navigate.
Assessment + Reflection Tools
Rubrics, exit tickets, reflection prompts, performance tasks, and feedback tools are finalized to measure learning and growth.
Facilitator Supports
Teacher notes, pacing guides, discussion prompts, material lists, and implementation supports are prepared for smooth delivery.
Accessibility + Usability Review
Materials are reviewed for readability, structure, visual clarity, language support, developmental appropriateness, and learner access.
Development Approach
Strong development turns ideas into usable
learning tools. The goal is to create materials
that are polished, practical, visually clear,
and ready to support meaningful
instruction.
Creating learning materials that are accessible, practical, and ready for use.
Evaluate
Measuring impact, reflecting on outcomes, and strengthening the learning experience.
Evaluation is where the learning experience is revisited with care. This phase helps identify what supported learners, what created meaningful growth, and what could be strengthened.
Rather than an ending, evaluation becomes part of the process: a way to listen, reflect, and improve the work over time.
Key Elements…
Learner Growth
Learner feedback, facilitator notes, and classroom observations help reveal what worked and what needs more support.
Revision + Refinement
Long-Term Growth
Assessment Fit
Rubrics, exit tickets, and reflection tools are reviewed to make sure they connect clearly to the intended goals.
Evaluation Approach
Evaluation keeps the work responsive. It creates space to listen, reflect, and improve the learning experience over time.
Student work, reflections, and outcomes are reviewed to understand what learners took from the experience.
Feedback + Observation
Materials are adjusted to improve pacing, access, organization, and learner support.
Each evaluation helps strengthen future lessons, curriculum units and design decisions.
Case Studies
Architecture & Personally Meaningful Spaces
Relief Printing
Protest Poster / Typography
Classroom Systems & Student Agency Tools
Lesson 1: Community Needs + Architectural Solutions
Grade Level: 5th Grade
Unit Length: 6 Lessons
Lesson 1: Community Needs + Architectural Solutions
A 5th grade visual arts and architecture lesson introducing students to community-centered design, close reading, and architectural problem-solving.
We will explore how architects listen to communities and design solutions that respond to real needs.
LESSON FOCUS:
We can identify key ideas and vocabulary, recognize community needs, and design architectural solutions.
OBJECTIVE:
National Core Visual Arts Standards
VA.1.5a — Connecting
Apply art and design vocabulary to view surroundings in new ways through art-making.
VA.1.5a — Creating
Combine ideas to generate an innovative idea for art-making.
VA.2.5a — Creating
Explore different methods of artistic investigation to choose how to begin a work of art.
VA.3.5a — Creating
Identify, describe, and visually document places or objects of personal significance.
Standards in This Lesson
We will examine needs within our community, identify a problem, and use architectural thinking to develop a design solution that supports the people who live there.
How can architects understand community needs and design meaningful solutions?
ESSENTIAL QUESTION:
