-The student will gain insights and self-knowledge about their own creative practice
-The student will co-create realistic goals and stretch goals for enhanced creative performance
-The student will increase their confidence overall and also in the areas of chosen creative activities
-The student will improve their knowledge of creativity, problem-solving, and psychology

RELEVANT CERTIFICATIONS
Department of Education, PK-12 Talented and Gifted 						      

RELEVANT EDUCATION
Masters of Arts in Teaching 
     Morningside College, Sioux City, IA	

After years as a full-time musician (an endeavor I began as a teenager), I gravitated towards teaching and obtained a master’s degree with a focus on creativity and education. I have formally and informally studied the creative process, various theories in creativity research, the role of systemizing and empathizing in creative works, neurodiversity, personal struggles among individuals with high potential, and the role of literature in assisting personal growth. My master's thesis focused on how literature can help students who are gifted and talented gain self-awareness. I also have extensive experience working with Davidson Young Scholars in the profoundly gifted population and with learners who identify as twice-exceptional.

In addition, I taught one-on-one guitar and song-writing classes for over 10 years. During these sessions, I worked with young people and guided them not only with technique but also with creativity. I love taking my knowledge of creative psychology and offering it to students as digestible pieces of information they can use.

提供的家庭作業
Homework for this class is optional. However, ambitious students will walk away with several goals, exercises, resources, and tasks for experimentation. If students are interested in reoccurring sessions with me, that's great! I love seeing similar students over long periods of time for enhanced accountability and results.  
提供的評估
Students often take surveys in this class in order to gain self-knowledge and self-awareness. Informal assessment will be used throughout coaching. Adjustments will be made based on the student's needs. These adjustments include decisions around goal-setting, advice offered (based on research), and optional next steps. Most of all, I hope students feel comfortable, encouraged, and ready for risks (not necessarily assessed). 
提供的成績

Books Frequently Referenced in This Class:
When Gifted Kids Don’t Have All the Answers by Judy Galbraith, M.A. and Jim Delisle, Ph.
Character Building Day by Day by Anne D. Mather, Louise B. Weldon
The Gifted Kids/Teen Survival Guide by James R Delisle and Judy Galbraith
The Gifted Kids Workbook by Heather Boorman
Living with Intensity by Michael Piechowski and Susan Daniels
Visual Thinking by Temple Grandin
The Highly Sensitive Person/Parent/Child (3 books by Elaine Aaron)
How the Gifted Brain Learns by David A. Sousa 
The Smart Teens Guide to Living With Intensity by L. Rivero

Additional activities are anchored by books written by Howard Gardner, Mihaly Csikszentmihalyi, Brené Brown, Carol Dweck, Adam Grant, Daniel Pink, Angela Duckworth, and others.