Book this artist using the Residency Request Form

• Skill development leading to confidence in using visual art for self-expression and visual communication.
• Curiosity, exploration and creative risk taking through visual art making in an organized and well managed classroom setting.
• Creating individually and collaboratively, practicing solo and team design and art making.
• Learning, using a variety of “intelligences,” including visual, kinesthetic and verbal.
• Understanding art making in relation to physical environment, culture and history.

I have been inspiring diverse students from pre-schools to Universities, including public, private, charter and home schools, for over 20 years.  I paint and collage paper and textiles and was named the 2005 Sunburst Artist of the Year.  Illuminating curriculum through visual art and design is my passion.  My students understand through imagination, problem-solve through process, and achieve confidence through success.

2D Visual Arts,3D Visual Arts,

K-2,3-5,6-8,

English, 

Fluent, 

Visual Art Incubator (K-8)

Through a variety of 2-D media (watercolor, various drawing media, collage) students build skills to construct and synthesize, then present their classroom learning.  Collaborative planning with classroom teachers results in fun explorations of school curriculum and visual art making empowering student self-expression and communication.

Some examples:

• Botanical illustrations (birds, insects, trees, animals, rocks, etc.)
• Paper math – quilt geometry, tessellation tiles or Kente patterns
• Portraits – self portraits or figures from history
• Mapmaking – geological, migratory or imaginary
• Illustrations for student writing
• Architectural imagery – Imaginary cities, Portland bridges, Colonial American houses
• Biome illustrations

Weaving Connections (K-8)

Using recyclables, fabric, yarn and paper, students create curriculum-based weavings.  Projects can be individual or collaborative and include skill building and creative expression exploring color, texture and pattern.

Some examples:

• Woven habitats – under the sea, in the forest, under the ground
• Anansi Tales and Kente Cloth  
• Navajo or Mayan culture and rug weaving
• Weaving math patterns – digital technology
• NW Native culture and weaving
• Weaving the regions of Oregon
• Wool & linen weaving in Colonial America
• The Gingerbread Baby woven mural
• Woven Geometry:  warm & cool

Explorations through Watercolor (2-8)

Learning watercolor techniques and design basics, including the art and science of color, students gain fundamental skills, resulting in self-expression and paintings reflecting knowledge of classroom curriculum or Art history.

Some examples:

• Imaginary machines
• Picasso portraits
• Insects, animals, birds, plants, reptiles, rocks, trees – imaginary or representational
• Klee & Kandinsky abstract geometry or number compositions
• Seasonal landscapes
• Underwater worlds
• Paintings with poetry
• Balance & symmetry – science, math and art

I offer deep experience integrating visual art with classroom learning in Social Sciences, English Language Arts, Math, Science and music.

Examples of past integrations:

• Kindergarteners drew and painted as they learned about an assigned bird, culminating in a finished scientific illustration and an imaginative painting of their bird.
• The children’s story “The Day the Crayons Quit” kicked off the theme of working together, which three first grade classes explored through large collaborative weavings.
• Fourth graders explored Pacific N.W. Native culture through natural weaving materials and techniques, then created paper-weaving compositions reflecting their knowledge.
• Using color theory, design and collage, third graders manipulated geometric shapes and ratios to create colorful, class designed, paper “quilts.”
• Through symbolism, collage and drawing, sixth graders mapped Underground Railroad routes.
• K-8th grade students made Botanical drawings of a plant over time while keeping lab notebooks of predictions, observations and conclusions.

Space: Flexible. Existing art room is preferred.

Travel: I drive and am available for residencies more than 15 miles outside of Portland., I charge IRS mileage rate per round trip for travel outside a 15 mile radius of Tigard, OR. And, drive time longer than 60 minutes round trip, billed at rate of $50 per hour.

Breaks: I charge prep and planning time for breaks other than 10-15 minute transition time and a lunch break.

Supplies: This depends upon the residency and the project. To be defined during pre residency planning. Some examples (but not a comprehensive list) by offerings:

Explorations Through Watercolor – Artist will purchase on behalf of school watercolor sets, brushes, oil pastels, paper, paper towels, cups, etc. A sink in the room is required. Artist demonstrates techniques on classroom document camera.

Weaving Connections –
If paper weaving; construction paper provided by school or purchased for school by artist. School will cut paper strips. Glue sticks, scissors, pencils and erasers for each student. Artist will purchase for school special straight edge “rulers.”
If weaving with recyclables, school will collect and prepare fabric strips, ribbons, yarn, etc. Artist will purchase for school weaving frameworks, beads, pipe cleaners, feathers, etc.

Visual Art Incubator- Artist purchases on behalf of school drawing media and tools determined by project such as pastels, drawing pencils, watercolor paints, papers, brushes, etc. If project includes collage, school will collect paper materials. Scissors & glue sticks as determined by project. If painting, a sink in the room is required. Artist demonstrates on classroom document camera.

Technology: Classroom projector to plug in a laptop, Document camera for artist demos.