Omarr Otero- Father, Artist and Teacher

Statement of Purpose – Omar Otero

I awoke to a tremor coursing through my body—confused, disoriented, and terrified. As I opened my eyes, the sterile surroundings told me I was in a hospital, though I had no memory of how or why. “Why am I here?” I asked aloud. A woman with anxious eyes and trembling hands stood before me. I did not recognize her. It was my mother.

At just sixteen years old, I had survived a near-fatal car accident. The trauma left me with severe frontal lobe brain damage, temporary amnesia, and partial loss of gross motor function. The physical and psychological aftermath was staggering: I experienced dramatic personality shifts, forgot those closest to me, and had to re-learn basic tasks. Yet among all the challenges, one moment remains the most painful—discovering that I could no longer draw.

Though the creative ideas were intact in my mind, my body no longer cooperated. The familiar release I found in drawing—a passion since childhood—was suddenly and devastatingly out of reach. That loss, more than the injury itself, left me paralyzed with fear. What followed were months of intensive therapy, both physical and emotional. I knew I would never return to being the same sixteen-year-old I once was, but I also knew that I was starving for creative expression. That marked the beginning of my long journey toward recovery and self-rediscovery through art.

Photography became my lifeline. While I struggled to regain the ability to draw, I found solace in the immediacy of photography—the click of the shutter offered a creative outlet my fingers could still command. Despite my mentor’s disapproval of my unconventional subject matter, he recognized my talent and nurtured my growth. His support fueled my determination and focus.

Acceptance into the Ringling College of Art and Design marked a turning point. My confidence blossomed as I pursued a degree in Photography. Through courses in painting, printmaking, sculpture, and illustration, my gross and fine motor skills gradually returned. My work was selected for “Best of Ringling,” and I became part of the first graduating class of photography majors. Under the guidance of department head Thomas Carabasi, I deepened my appreciation for modernist aesthetics and cultivated my own artistic voice. His mentorship and creative philosophy inspired me to pursue a future in art education.

Following graduation, I traveled through Europe to broaden my artistic horizons. I wandered through the Van Gogh and Rembrandt museums in the Netherlands, studied the Old Masters at the Tate in London, and immersed myself in the cultural wealth of Paris—from the Louvre’s galleries to the vibrant energy of canal-side street vendors. These experiences ignited a passion for art history and a deeper appreciation for the global language of visual expression.

In the years that followed, my career was as varied as it was enriching. I worked in television and film production in New York, managing sound stages and creating medical-effects props for daytime dramas. I photographed sacred architecture and daily life in Russia, published a photography book titled My Guate, which documents the Mayan culture of Guatemala, and continued refining my artistic and technical skills.

Teaching, however, has remained the most rewarding chapter of my journey. I have taught visual arts in media ranging from watercolor and soft pastel to pen and ink at bilingual schools in Orlando and Guatemala. In 2010, I returned to Ringling College as a faculty member, teaching digital, film, and creative photography. Since then, I’ve had the privilege of instructing students from ages four to ninety, each encounter offering new insights and affirming my commitment to arts education.

Now, as I apply to the Master of Arts in Art Education program at the University of Florida, I return to the same question I asked at sixteen:
“Why am I here?”

I am here because I feel most alive when I teach. I am here because sharing the power of art with others is my purpose. I am confident that this graduate program will deepen my instructional practices, enhance my curriculum development, and connect me with a vibrant community of fellow educators and artists. I seek to collaborate, reflect, and evolve—both as a teacher and a lifelong learner.

Ultimately, I hope to continue my teaching career abroad, using art as a bridge across cultures and communities. I want to inspire young people—particularly those who, like me, have experienced profound challenges—to discover art not only as a form of expression but as a tool for healing, transformation, and identity.

Art saved my life. Now, I dedicate my life to helping others find the same path.