SemonsteinDesigns

Hi, I’m Karen—yes, that Karen, but I only ask to speak to the manager of art supplies. Honestly, if the art room had a manager, we’d need a meeting about inventory, color theory, and whoever keeps putting marker caps back on like that. I create engaging middle school and high school art lessons with a modern twist: digital art projects, brainrot-inspired activities, pop art, sketchbooks, elements & principles resources, and low-prep lessons students actually enjoy.

My classroom is calm, creative, and organized—the exact opposite of what most people expect from a middle school art room. I believe less clutter means more focus, especially for students with autism, attention-related needs, or anyone overwhelmed by middle school chaos. I’m comfortable teaching multiple ability levels at once, challenging advanced students while supporting those who need extra help. My classroom management style is balanced: positive, consistent, and structured. I use PBIS strategies, clear expectations, and fair consequences when needed. In short: kind, adaptable, organized, and fully capable of running an art room without total chaos.

I’ve done some pretty unusual things in my career—like creating a life-sized “Elvis in the Gecko” installation for Geckofest, which is apparently a perfectly acceptable way to spend your time as an art teacher. I’ve also written successful grants for myself and other educators, making me part teacher, part artist, and part professional beggar—but with better formatting. Those grants have funded everything from STEM projects and classroom headphones to lockers and special education supports. Most recently, a grant sent me to Japan, where I studied indigo dyeing, woodblock printing, traditional weaving, matcha tea ceremonies, and Japanese pottery. So yes, I’ve now made art on multiple continents and still somehow get paint on my clothes every time.

I earned my Bachelor of Arts in Art from Hanover College with a minor in Education, which means I professionally studied both creativity and how to survive being in a room with teenagers. While at Hanover, I also completed an independent study in art across Europe, where I explored art history, culture, and probably spent an unhealthy amount of time staring at famous paintings. I later studied Special Education at Indiana Wesleyan University and became certified to teach students with special needs, an experience that deeply shaped the way I design lessons and manage classrooms. More recently, I completed an independent study in Japanese art in Tokyo, Japan because apparently my hobby is turning “learning cool things” into academic credit. I’ve also taken additional coursework in digital art and Adobe InDesign, which helps me create resources that are both classroom-friendly and visually polished. Somewhere along the way, I also studied science, passed the PEARSON certification exam, and became certified in Earth and Space Science (6–12) because one teaching license simply wasn’t chaotic enough. Teaching and education run in the family—my father retired after teaching English for many years—which may explain why I’m unusually good at explaining complicated ideas, overthinking commas, and writing directions students can actually follow. In short: I love blending art, science, creativity, structure, and a little humor to create lessons students actually remember.