TEACHING

Teaching Experience

I earned my Bachelor of Fine Arts in Studio Education and Painting from the Massachusetts College of Art and Design. During my time there, I began my teaching career as a mentor at Artists for Humanity, Boston and as a student teacher at Dorchester Academy. I also gave gallery talks and administered follow up Q&A sessions about particular works at the Institute of Contemporary Art.

After graduating in 2012, I continued working with diverse groups of artists. I mentored and collaborated with Boston Public School students and formerly incarcerated young adults through programs at Artists for Humanity. I also worked with adult artists with disabilities at Gateway Arts in Brookline, where I focused on supporting artists with spectrum disorders and psychiatric diagnoses in art career development programs called Up the Ladder and the Artist Training Program.

From 2013 to 2022, I taught art full time in Boston Public Schools, including an 8-year tenure at an inclusion school where I worked with over 800 students, ages 3-14. During this time I also returned to MassArt to earn my Master of Fine Arts with a focus on painting and printmaking. In 2022, I transitioned to teaching in higher education, joining the faculty at Wentworth Institute of Technology and Massachusetts College of Art and Design, where I taught courses in Contemporary Art and Theory as well as studio classes for artists and educators. I currently teach full-time in the Art Education Department at MassArt. Additionally, I have taught private art lessons and portfolio preparation for children and adults both in-person and online.

Teaching Philosophy:

Creative practice holds a unique meaning for each artist. Art making can serve as a form of self-expression and self-care, while also acting as a way to communicate meaning and serve as a powerful tool to reflect the complexities of the world. As an educator, my goal is to facilitate and support my students as they discover and expand their artistic practices both conceptually and technically. My classroom is an inclusive environment where all students feel empowered to explore their personal interests and practices, and take creative risks within the support of an artistic community of their peers and an experienced practitioner.

My teaching strikes a balance between providing gentle guidance and encouraging autonomy, helping students build confidence, trust their instincts, and learn new methods of creating. I am committed to an abolitionist teaching approach that is based in collaboration, authentic relationship building and ensuring access to high-quality art education for all students. I take care to make sure students see themselves reflected in the curriculum and are active participants in establishing the culture of the classroom. My student’s voices are encouraged and valued in all aspects of their education. I support their unique perspectives and work alongside them to meet their needs while still holding them to a high standard of rigorous, engaged studio practice.

While skill-building and development of technique is important, I believe a thriving art practice must be intrinsically motivated. A healthy studio practice is grounded in creativity, play, knowledge of the art world, and personal growth through self reflection and peer critique. I integrate diverse perspectives and examples from art history and contemporary artist practices into my teaching through a variety of resources, aiming to share with students the many ways art exists in the world, both past and present. This includes readings, videos, demonstrations of technique, studio visits and field trips which are all designed to give students direct exposure to different artistic theories and methodologies. A combination of supportive peer critique and self reflection are integrated into my classes as a way to establish a sense of artistic community and encourage collaboration, deep self reflection and accountability.

For inquiries email rachelrizzoart617@gmail.com