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 B.A. in Art from Hanover College with a minor in Education, where I studied both creative practice and classroom teaching. While there, I completed an independent study in Europe focused on art, history, and culture. I later studied Special Education at Indiana Wesleyan University and became certified to teach students with special needs, which strongly influences how I design accessible, structured lessons. I also completed an independent study in Japanese art in Tokyo, continuing my habit of turning “interesting ideas” into academic credit. Additional coursework in digital art and Adobe InDesign helps me create polished, classroom-ready resources. I also passed the PEARSON exam and hold certification in Earth and Space Science (6–12), adding science to my teaching areas—because one license clearly wasn’t enough (I currently hold three content areas). Teaching runs in my family—my father is a retired English teacher—which may explain my love of clear explanations, careful writing, and overly precise directions. In short: I blend art, science, structure, and humor to create lessons students actually remember.