As a teaching artist, I have always believed that the core of **art education is not only about teaching technique, but also about the process of inspiring expression, making connections and evoking inner perception. **Art is the most natural of human languages, allowing us to communicate experience, emotion and identity beyond words. It is my job to build such a free, safe, and inclusive place of expression for each student.

Coming from a cross-cultural upbringing, I am particularly sensitive to the interaction between language, image and the body. This has become the starting point for my art teaching - **respecting individual differences and encouraging multiple expressions. **I believe that every student is a whole, unique being who does not need to be “fixed” but deserves to be seen and heard. As Rachel Naomi Remen says in Helping, Fixing or Serving, “Service is based on the wholeness of others, not their lack.” This quote has profoundly influenced my role in the classroom: I am not a “teacher” but a “co-participant” who uses art to explore the world with my students.

In my teaching, I tend to use the Choice-Based/Studio Approach, which allows students to learn freely and think by doing. I prepare a wide variety of materials and visual references for them and guide them to complete their work at their own pace. I focus on the process more than the outcome, emphasizing the educational value of hands-on, observation, failure and correction. When a student tries to make an irregular flower with wool and coffee filters, I see not “mistakes” but unique paths and possibilities.

My teaching is heavily influenced by social constructivism and informal learning theory. I believe that learning takes place not only in the classroom, but is deeply rooted in community, family and cultural contexts. I value interaction and imitation among students and encourage collaboration across ages and abilities. In a flower crafting class, I saw older students spontaneously assisting younger students in folding paper into flower petals. This kind of assisting behavior in a “learning community” reflects Vygotsky's theory of “Zone of Proximal Development” (ZPD), and confirms Rogoff et al.'s theory of “Zone of Proximal Development” (ZPD). Rogoff et al.'s view of “learning as embedded social practice”.

My role as a teaching artist is not limited to the classroom, but I am also active in bringing art into community spaces - be it schools, libraries, museums or street walls. I believe that art is not a privilege, but a way of life that everyone has the right to participate in. Through my teaching, I hope to lower the barriers to the arts so that more people can believe again in their right to express themselves, their ability to imagine, and their power to create the world.