It was in my second year at The Maryland Institute College of Art, in Baltimore, that as an emerging young artist I had my first epiphany, which enlightened me to the fact that teaching was my calling. Although I felt a strong obligation to interact with the youth, I was not experienced enough to really appreciate the effort, and commitment of resources that is required in instructing younger kids. I was an enthusiastic Illustration major. I never thought to consider the logistics of what drove someone to choose teaching as their profession, giving back to the community could not only inform the students, but satisfy the teacher as well.
Working aggressively With C.A.P. (Community Art's Partnerships), a community based program, which worked close knit with the students and faculty at The Maryland Institute, I began to develop a love for molding the minds of the youth. I worked side by side with other artist from the Institute on promoting the penetration of Art in Baltimore public schools. In most schools the curriculum is generally set to provide students with a supportive and challenging artistic as well a academic environment. In my opinion many schools fall short in their effort to maintain an environment indicative of students" development and application of their individuality. This demonstrate to me that many schools, particularly those that are public facilities in the inner cities could use an alternative to this ineffective method of discipline. .
I view Charter Schools as contemporary alternatives well worth entrusting with my career. In addition, I am impressed and attracted by the commitment of many Charters to embracing no conventional methods in which they operate. In light of the international interest of Charter Schools, you may be interested in my background. I attended Duke Ellington School of Arts in Washington DC, which initially tested my energy, creativity, and initiative.
