Amelia LeCroy

about me


My name is Amelia LeCroy, and it is a pleasure to meet you. On this page you will find more information about my work as an artist and art teacher. I am a deeply conceptual thinker who has found her purpose in the classroom working with the young minds of today for a better tomorrow. I am a creative professional and am eager to engage with all those across industries. Let's learn together!


Professional Summary: 

"Compassionate educator trained in a variety of artistic media with a focus in graphic design and digital media. Critical thinker that engages students’ conceptual understanding of art, advocates for personal student growth, promotes open-mindedness, inquiry-based learning, and utilizes students’ visual culture to hook students’ attention and make connections to art history. Cultivates observably strong relationships with students and colleagues through open authentic communication."

"Encouraging growth, empathy, and artistic expression one student at a time."

my skills

My educational background in graphic design has strengthened specific skills to accommodate for the needs of the industry. These translate well across any professional setting and I continue to work to improve in these areas. 

    • Illustration comes from my strong and consistent efforts towards improving my drawing skills. I use drawing as a means to share a narrative with an audience, and developed a particular style that speaks to my persona alongside my observational drawing skills. 
    • I am very comfortable with rhetorical analysis and I use my analytical skills to categorize and organize information that comes my way. I value consistency and simplicity in an effective design. 

    • ombining my rhetorical analysis skills and overwhelming interest in narratives I have always explored art from a deeply conceptual perspective. I use symbolism in my work and imbue this kind of thinking in my students when I present artists and projects in class.
    • In high school I went to a Legal Studies Academy that transformed how I wrote, spoke, and responded to content. I was trained in how to decode legal documentation, comprehend complex literature, and constantly review my writing for imperfections. 


    • I believe in authentic connections and relationships. I developed conversational skills that create an environment where students and colleagues alike feel they can be genuine in discussion. I try to remain open-minded in my responses to others ideas. 
    • I am constantly revisiting concepts, approaches, and lesson plans to examine what can be done to improve and what is already effective. I seek out conversations and critique from my mentors constantly.

my work

I separate my portfolio into two main categories: concentration and breadth. I keep this as a working space so that it's constantly evolving to represent what I am learning about today. 

My concentration is currently focused in manual digital photography, illustration, and conceptual artwork. The majority of my pieces have a narrative and specific intentions attached to them. Artist statements are available upon request for your consideration. I explore the intimate themes of personal identity and recovery throughout my art. 

The breadth collection reflects my experimentation and skills within other media that I do not typically have access to or do not pursue at a constant rate. I am eager to learn how to create in many different forms and dimensions, including areas I would consider myself "weaker" in. I use my knowledge and experience with artmaking to elevate my projects quality while problem-solving through different media, like ceramics or observational drawing. 





teaching philosophy

"I believe in encouraging growth, empathy, and artistic expression one student at a time. I teach because I have a profound need to help people whenever I can. I use visual art as a means to help people better understand themselves and the world around them. Education is about developing connections between ideas, people, and events throughout history. I use this framework to better explain my teaching philosophy.

Teachers must be encouraging. We are guides at the head of a classroom oftentimes leading students into unknown territory and experiences with unfamiliar languages and unfamiliar principles. It is imperative that we make this information accessible to students and support them as they develop their understanding of these “unknown territories.” We act like guides pointing out the stars and then the constellations or connections between them, so students can see the whole picture and ultimately guide themselves. Most people can understand how they learn best, but teachers must evolve to understand their own learning and all the approaches to learning their students will succeed with. Teachers recognize the potential of students and guide them towards their own greatness, but ultimately the learning will rest with the students..."

To read the full document please contact me 



Digital Photography I Student 

Digital Photography I Student 

Positioning Statements 

Effective classroom management is dependent upon two critical components: positive student-teacher relationships and consistent open communication. In the first few days within the classroom it is imperative that the teacher establish a foundation for a relationship with each individual student as an individual so that consistent and clear communication can be used throughout the school year when behavioral adjustments need to be made.

Art curriculum structure should focus on a balance between developing strong artmaking skills and developing conceptual thinking skills through meaning making. Students will work to become technically proficient through problem-solving based artmaking via experimentation as a method of exploration. Students will strengthen meaning making skills by responding and expanding on conceptual prompts.  

Visual Arts assessment is an ongoing process that is framed by district-wide standards, clear objectives, and performance-based expectations. Students need constant constructive feedback on work in the form of formative assessments alongside individual critique. Summative assignments should include student reflection and evaluation in tandem with instructor feedback.  


where i've been 


  • Student Teaching & Permanent Employee 


  • Student Teaching | Virginia Beach, VA


  • Practicum Experience | Harrisonburg, VA


  • Practicum Experience | Harrisonburg, VA 

Wilbur s. pence middle school '16

  • Practicum Experience | Dayton, VA 

what I can teach


  • Acrylic Paint

  • Goauche Paint

  • Oil Paint

  • Tempura Paint

  • Spray Can Paint

  • Watercolor Paint

  • Oil Pastels

  • Chalk Pastels

  • Markers

  • Colored Pencils

  • Crayons

  • Graphite | Pencil

  • Pen & Ink  

  • Calligraphic Ink

  • Vine & Compressed Charcoal

  • Conté Crayons

  • Block Printmaking 

  • Gesture Drawing 

  • Observational Drawing

digital media

  • Adobe Creative Suite
    • Photoshop
    • InDesign
    • Illustrator 
  • Adobe Lightroom 
  • Stop Motion Animation 
  • Digital Painting & Illustration
  • Digital Photography 
  • Photo Manipulation & Editing
  • Weebly | Wix | Web Design
  • Google Classroom 
  • Schoology
  • MS Office:
    • PowerPoint
    • Excel
    • Word

three dimensional

  • Red | White Clay 
  • Polymer Clay 
  • Paper Sculpture 
  • Wood Working 
  • Cardboard 
  • Paper Maché
  • Body Painting 
  • Aluminum Wire 
  • Found-Object Sculpture

WHAT people are SAYING

The thing I find most successful about your teaching is your strength to consistently push your students to greater thinking. You use language that speaks optimism such as saying ‘growth-points’ instead of weaknesses [and] something as simple as that made me see trying and putting effort into what I do more valuable.
— Teryn, 12th Grade
Amelia worked hard to cover classes with a sub while I was out on medical leave. She communicated effectively and I was able to provide feedback on learning plans digitally.

Aside from her own personal growth, Amelia provided the students with stability. I was proud of her for working so hard to look out for the best interest of her students. She got a clear picture of what it was like to be responsible for all aspects of the classroom.
— R.R. Jennings, CLMS
I loved everything you did for us, the lessons really touched my heart. I never thought I could draw a person but your superhero project closed my fear and opened up my way of making art.
— Rachel, 8th Grade
You continue to develop positive relationships with students and they respond to you positively. The atmosphere of the classroom is collegial and students feel safe to take artistic risks and ask questions. You relate well to students with your sense of humor.

You are a conceptual thinker and planner and your planning emphasizes meaning making for students many of whom engage deeply with the artistic questions that you pose for them.
— Dr. Laws, JMU
I love the way how you always find a way to make us smile in anyway possible. You always have fun lessons planned for us and I always love them! I also liked how much they challenged us.
— Skylar, 6th Grade
Excellent job working one-on-one with students teaching techniques and skill sets. I appreciate Amelia going the extra mile and showing effort and dedication by staying after school to work with students on [the Virginia Museum of Contemporary Art] special collaborative project.
— E. Hitchcock, GRC

Student Artwork 

The following images are from my time at Corporate Landing Middle School and Green Run Collegiate. These images are from 6th grade art students, 8th grade Advanced Art students, and Digital Photography. 

let's learn together! 

Name *


illustrator | educator | designer 

I currently live and work in the Hampton Roads area of Virginia, but I am interested in traveling and exploring more of the country and world!