To me, collaboration in art and education is the meaningful intersection of shared purpose and diverse perspectives. It is not only about creating something visually or intellectually engaging, but also about the relationships that develop throughout the creative process. In both my teaching and artistic practice, collaboration is essential to fostering empathy, In both education and the arts, collaboration is a vital part of how meaningful work is created. It goes far beyond simply sharing responsibilities—it involves trust, communication, and the willingness to grow alongside others. As I enter my sixth year of teaching, currently pursuing my Master of Arts in Reading Education and Master of Fine Arts in Art Education, I have found that the most impactful experiences in my career have all centered around collaboration. Working with young children, especially in early childhood and special education, has shown me how powerful collaboration can be in supporting the whole child. In my current role as a kindergarten teacher, I work closely with special educators, speech-language pathologists, occupational therapists, and families to ensure that every child has the tools they need to succeed. These partnerships have taught me to listen with intention, to be flexible, and to view teaching as a shared effort rather than a solitary task. One example that stands out occurred during my second year of teaching, when I worked with a team to support a student with significant communication challenges. Together, we designed a learning environment that integrated visual schedules, adaptive art tools, and language supports. Through art, this student was able to express emotions and ideas that were difficult to convey verbally. That experience reminded me how art can serve as a bridge—and how collaborative support can make it accessible for all students. Another meaningful project was a literacy and art integration unit I co-led with our school librarian. We designed a storytelling project in which students retold familiar fairy tales using mixed media to create their own handmade books. Many students who were not yet confident readers were able to engage deeply with the material by using visual storytelling. Some of our reluctant writers became passionate illustrators, taking ownership of their stories in ways we had not seen before. This project showed me how creative collaboration can unlock potential in students who may not otherwise see themselves as readers or artists. Now, as I continue to grow as both an educator and an artist, collaboration remains at the heart of my practice. Whether I am working with colleagues to develop inclusive curriculum, inviting families into the classroom to celebrate student work, or learning alongside fellow graduate students, I am always reminded that the strongest ideas are rarely formed in isolation. I believe that collaboration encourages empathy, builds community, and allows creativity to flourish. Just as Pam Branchini experienced in music and theatre, I have found that the preparation process—those moments of shared effort, problem solving, and support—is just as valuable as the final result. The relationships built through collaboration have shaped the way I teach, the way I create, and the way I continue to learn. As I move forward in my studies and career, I carry with me a deep commitment to collaboration, both as a professional practice and as a core value in nurturing children’s literacy and creativity.

As a Catholic kindergarten teacher with a strong background in Special Education, I believe in the transformative power of visual arts to reach and uplift all children, especially those in under resourced communities. My personal and professional journey has shown me time and again that art is more than just a creative outlet; it is a form of communication, healing, and self-discovery. This belief is rooted in my own family and was solidified through my academic and teaching experience. Growing up, my youngest sister, who is on the autism spectrum, taught me one of the most valuable lessons I have ever learned: that words are not the only way to communicate love, joy, or understanding. We bonded through art. While spoken language sometimes failed us, our shared creative moments allowed us to connect deeply. Whether we were painting side by side or working on crafts, those experiences brought light and laughter into our home. Witnessing how art helped her express herself inspired me to pursue my degree in Special and Elementary Education. While studying at Arizona State University, I explored this passion further by researching the impact of visual arts and art therapy on neurodivergent children as well as English Language Learners. My studies revealed just how powerful visual communication can be for children who are still learning to find their voice or who experience the world in unique ways. Art became, in my eyes, not just a helpful tool but an essential form of equity in education. In my own classroom, I carry this belief with me every day. As a Catholic school teacher, I value the holistic development of every child spiritually, emotionally, academically, and creatively. I incorporate visual arts into nearly every subject I teach, finding ways to bring color, texture, and imagination into our daily learning. Whether we are illustrating stories, creating emotion collages during social emotional learning time, or using mixed media to explore science and nature, I am constantly weaving in art as a bridge to deeper understanding. For many of my students, especially those with learning differences or language barriers, art offers a sense of pride and possibility that they may not always find in traditional methods of instruction. I have seen children who struggle with reading light up during painting sessions, and students who are quiet and withdrawn come alive while sculpting or drawing. These moments remind me why I chose this path and why I am now pursuing my MFA in Art Education. Receiving the Wendy Alders Cartland Visual Arts Scholarship would help me continue this mission. With advanced training and deeper knowledge, I plan to expand my outreach to youth in under resourced communities by creating inclusive, culturally responsive, and developmentally appropriate art programs. My goal is to help every child I serve discover their creative voice, recognize their worth, and believe that they are capable of achieving anything they imagine. Through art, I hope to offer the same light, connection, and confidence that my sister and I found so many years ago with a box of crayons and a blank sheet of paper.