The Right Brain Initiative


Artist Details

Lulu Moonwood Murakami


Book this artist using the Residency Request Form


My top goal for my residencies is that teachers will see the value of integrating visual arts into the curriculum as they give students the opportunity to synthesize and demonstrate knowledge and understanding, as well as the opportunity to explore topics in different modes of learning. This is my top goal because I hope teachers will continue to integrate the visual arts in the subject matter after the residency.


My second goal is to engage students in their own learning by allowing them to explore the art materials and use them to express themselves and their understanding of curriculum.


Finally, I want to meet a diversity of students’ needs by showing them that mistakes can be opportunities for new explorations, and that with practice they can build confidence in all of their abilities.


I am a mixed-media visual artist with 12 years of experience as a certified teacher. I am well-versed in many forms of visual arts, including mixed-media painting, drawing, collage, sculpting with paper clay and papier mâché, and textile arts.


2D Visual Arts,3D Visual Arts,




English, Spanish, 




“How do I show my mathematical thinking?” For this project students created geometric quilt block designs out of hand-painted and stamped papers. Designs were derived from understandings of patterns, fractions and fractional relationships, and plotting points on a coordinate plane to create template pieces. The final display of their work showed the progression of mathematical understanding from kindergarten through sixth grade.


“How can I create a model or diagram to demonstrate scientific understanding?” Kindergarten through 6th grade students created a diagram to model understanding of grade-specific science units, from “What do plants need to grow?” through “ How oceanic climates and currents affect land climate.” Students first painted a multitude of colorful papers and then used these to make a collaged diagram, in the style of Eric Carle illustrations.


“How do I show self-awareness and awareness of how I can contribute to my community?” Fifth and sixth graders created mandalas with personal symbols to show how they met a challenge in life, overcame the obstacle and can now share with others. The mandala was then used as a graphic organizer to aid them in narrative writing.

“How have people in society contributed to making the world a better place?” After reading biographies of various famous people, students created a mixed media sculpted and painted plaque with a portrait of the individual and evidence of their contribution.


“How do different cultures represent the same stories in literature?” Students read trickster tales from various cultures and then created stick puppets to represent the different characters in preparation for a presentation of each group’s story.


“How can I show understanding of the different cultural aspects of other countries where they speak a language other than English?” High school Spanish students observed a variety of masks from different regions of Mexico, then created their own papier maché and paper clay masks.


My residencies have worked really well with math, science, literacy, the writing process. Through the art projects I am able to address different modes of learning, giving students an opportunity to reinforce classroom learning or to express what they understand in ways other than writing or testing. Teachers have been able to use the art project as an additional way to assess students. My breadth of knowledge and skills in a variety of art media allows me to plan a project appropriate to the curriculum


Space:  A dedicated art room with a sink – one space where students come to me, is preferred. If no sink is available, a large bucket and a nearby sink, such as a janitor’s closet, is necessary. Please allow 5-10 minutes of transition time between classes.
Classroom with a sink is OK if an art room is not available. Teachers and students should help prep the room with table covers and clean up afterwards.
Can move from class to class, only if I have access to a cart for materials, and 10-15 minutes between classes for transition time.



Travel:  I am available for residencies more than 15 miles outside Portland downtown. Standard IRS mileage allowance will be charged for all travel.


Schedule:  Sessions can be every other day for each class, to allow for drying time. For papier mâché projects, 2 or 3 days between each session is preferable.


Classes can be staggered throughout the week. I am usually available Monday through Friday during residencies.

If I am teaching more than one type of project, I prefer to group one type of project per day so that I can work with one set of materials per day.




Residency Fees

Planning meetings: $60 per grade band (Ex. K-2, 3-5, 6-8)

Session teaching fee: $70 (I can do up to four 45-55 minute sessions per class)

Prep and planning time: $60 per hour

*Materials:  These vary depending on project. Some materials may be part of a classroom’s or school’s regular supplies, which will reduce the total supply cost.

Travel Expense: Standard IRS mileage rate





Questions? Contact your Right Brain Coach.


503-225-5900 Ext. 229




Carmen Boyle

High School Spanish Teacher


Oregon Episcopal School

Karen Murphy



Free Orchards Elementary School

Kelly Rooke



Free Orchards Elementary

3rd grade

Jerry Wahl-Stephens



Boise Elliot Humboldt

FAQ Arts