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| Arts In Education Artists Roster |
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CRAFTS |
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Barbara Cade Crafts: Fiber, Paper Hot Springs, AR 501- 262-4065 cade@ipa.net www.barbaracade.com |
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Background Barbara Cade is a nationally known artist who creates one-of-a-kind tapestries and hand-felted sculptures especially for architectural interiors. Her work is nature-inspired. Over the years, she has taught herself weaving, felting, stitchery, other fabric constructions and hand-made paper techniques. She has taken classes in glassblowing and pottery. With her love of other cultures, she has studied Spanish, African-American history and Native American history. She has a B.A. in German from the University of Illinois and M.A. in German from the University of Washington, and has been listed on the Arkansas AIE artist roster since 1986. AIE Program In the classroom, Barbara designs projects that allow the student to make decisions, improvise, take risks and use his or her imagination. Barbara emphasizes the importance of education as she shows by example the many skills needed to make art. Each project is geared to the grade level involved and to a school subject. Examples of projects are: woven pillows, woven figures, hand-made felt designs, and prints. If it is appropriate, Barbara likes to help students work on a group project that will be permanently displayed at the school or site. Examples of group projects include the creation of a rain forest tapestry in which different classes make felted leaves, animal faces, tree trunks, vines, snakes, butterflies, and flowers. Another group project for math classes results in a colorful, large-scale quilt for the school. Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: Open | |
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Peter Lippincott Crafts: Clay Fort Smith, AR 479- 651-6104 | 479-785-2169 peter@mudpuppy-studios.com |
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Background I hold a B.S. degree in zoology from the University of Illinois and a lifetime certification in secondary science. My initial ceramic education was from St. Louis Community College. Through further ceramic training, I am skilled in the following disciplines: throwing for beginning, intermediate, and advanced students; glaze development; firing techniques including electric, gas, raku, and pit; hand-building for all levels; kiln troubleshooting, instruction, and repair. AIE Program I have two main areas of concern whether I am presenting a program oriented toward vessels, tile, sculpture, or site-specific sculpture. Concern one is that students have successful experiences working in clay, creating pieces that please them and are connected to an area of curriculum. It is important to display student work with care so they will be proud of the public recognition. In addition, because I often work with a collaborative learning model, student work may remain with the school and become a permanent part of the school’s facility. For example, large mosaic tiles of ceramic and concrete illustrating stories in their social studies text were made by fourth graders and were installed in the school cafeteria. They are now a part of the school’s material culture. The second area of concern is that students gain knowledge of the historical background of the form they create and the techniques they learn. In the mosaic example, I brought in many posters of mosaics or tile work. Some were from Samaria and Babylonia, others were from North Africa, still more were from Roman ruins in France and Italy, and from Byzantine Ravenna and Istanbul. For comparison, we also looked at the equally dazzling non-representational surfaces of mosques and the Alhambra Palace in Granada, Spain. We discussed the uses of the works in the cultures that produced them, and we talked about the differences between overall visual perception and the sequencing of stories. We also discussed the cultures that forbid artistic expression and why that might happen. In this way, the students learned about the power of the visual arts in other cultures and the high value placed upon artistic expression. Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: Open Special Needs: This will depend entirely on the program we arrange. | |
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Nina Louton Crafts: Clay; Visual Arts Hot Springs, AR 501-767-5271 | 501-622-3100 ndlouton@hotmail.com |
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Background Nina Louton received degrees in elementary education, art, and special education and taught 29 years. "I found art to be a gateway to higher level thinking; thus allowing academic improvement," states Louton. She has 30+ hours in pottery, and has attended many workshops in pottery, pastels, oils, and watercolor. Nina is a member of AEA/NEA retired, a member of the Arkansas Arts Center, and the Fine Arts Center of Hot Springs (FAC); The Artist’s Workshop and Willoughby House where she exhibits, the Traditional Artists' Guild (exhibits at Hot Springs Municipal Airport), and the Mid-Southern Watercolorist Society. Nina has been involved in the Hot Springs Art Blast; demonstrated and helped organize FAC's “Art on the Corner”. FAC's Diamond National Juried Exhibit was conceived, organized, and presented with Nina as chair for three years. She has presented art workshops and information to several area schools. Her Art by Nina studio is an FAC off-site facility where yearly "Wonderful Wednesdays" in Jan-Feb for home schoolers and Summer Art Camp during the last two weeks of June are conducted. She won top place in Oaklawn's century celebration exhibition, work was accepted at the Legacy’s “40 Women Over 40" and several Arkansas Arts Council’s “Small Works on Paper” touring exhibitions, and gained several seconds and thirds in juried exhibitions--the most recent was third place for pottery in the Traditional Art Guild juried exhibit. She did a watercolor for a book cover for a Missourian author, did illustrations for a children’s book, and is currently editing and illustrating a fantasy for teens. AIE Program Nina approaches any art form in an educational setting with a deep appreciation art and an appreciation and respect for the student. She introduces terminology and demonstrates to encourage a better understanding. Nina’s goals are to increase students’ knowledge and confidence of personal creativity, while increasing their knowledge of and ability to cope with the world around them. Students are expected to listen and follow instructions, manage their responsibilities in the classroom atmosphere, and go with their own creative ideas. The goals of Summer Art Camp is to present students a chance to work with professional materials of various mediums, be taught by professional artists, and exhibit (with a reception) at a professional gallery where they may choose to sell pieces of their work. The students attend three hours of class where they are working on three projects with three instructors. Projects are planned in various mediums with at least one new medium that wasn't used the previous summer for repeat students. They discuss the goal, vocabulary and steps necessary, practice, then do the final product. The program is designed to monitor and adjust to the needs of the children, ages 7-17. The small groups are chosen by age level. Last year's exhibit was amazing. The instructors are to keep everything positive; to take the children as far as talent and enjoyment allow to the edge of frustration, but not beyond. Preferred Age Level: Senior High Geographic Availability: Statewide Time Availability: Open Special Needs: Worktables, kiln, clay, clay tools, potter's wheel, space with good lighting | |
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Laura Phillips Crafts: clay; painting Roland, AR 501-773-9715 | 501-868-5827 phillips1341@sbcglobal.net |
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Background As a young child I lived in Europe and Asia as well as the United States. My parents are artists so we visited many museums during our travels. As a college student I traveled to Japan for my junior year of college and saw many Japanese potters at work. I studied the tea ceremony and calligraphy. My life has always been filled with art and creativity. My family approached life with a DIY spirit. We painted walls, refinished furniture, sewed slipcovers, and ate from handmade dishes. Although I did not grow up with the plan to be an artist, while attending college I became interested in art and chose that area for my major. As a graduate student at Cranbrook Academy of Art, I focused on ceramics and studied with Jun Kaneko, a Japanese-born artist who studied art in the freewheeling atmosphere of sixties California. I learned from him that being an artist means working really hard and then working even harder. Teaching requires me to keep abreast of new work being produced in the ceramic world. Several years ago I attended a workshop with internationally known ceramic artist Ron Meyers. At this workshop I learned new throwing and glazing techniques. Currently I am teaching a course at the Arkansas Arts Center where I am presenting the information and ideas I learned at this workshop. AIE Program Students learn best when they are paying attention because they are interested in the subject matter and want to learn. As the teacher I am there to generate a positive, nurturing environment where students feel comfortable to explore and take risks. Students are encouraged to experiment while being respectful of the teacher and other students. In an ideal classroom situation, a sense of respectful play allows both mastering of technique and experimentation to take place. As a ceramic artist I am always eager to see what students produce and how they go about it, no matter what their age. Because the medium of ceramics involves a fair amount of technical information, I strive to present the material in a logical, easily understood way. Within that structure I encourage students to play and have fun! Preferred Age Level: All ages Geographic Availability: Statwide Time Availability: Open Special Needs: A kiln would be needed if clay is part of the residency | |
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Susan Sanders Crafts: Clay, Fiber, Paper, Mixed Media, Jewelry Taylor, AR 870-225-0661 artmomma@yahoo.com |
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Background I have self-directed my creative education by attending various workshops nationally, studying instructional books written by experts and by hands-on experience. During the last ten years I have had the pleasure of working in several communities in Arkansas. The results of my residencies are either permanent pieces of artwork for display or artistic experiences the student will always remember. I have worked with students of all ages. I have taught throwing on the potters wheel, tile-making, hand building with clay, craving in clay, beading, sculpture, weaving, paper-making and drawing in classrooms. I have organized and hung student art exhibitions. I have presented workshops for teachers and individuals. In addition to my custom tile work, I am currently creating a series of “tile quilts” that will be exhibited around the state and on the internet. I am also developing a series of art lessons in a box that will be marketed nationally as “An Art Lesson from Grandma’s Playhouse.” The first lesson is called, “PAT PAT – Handmade Paper.” AIE Program I draw from my diverse artistic knowledge when designing my residencies to provide visual instruction of concepts being taught in an educational setting. At William Jefferson Clinton Primary School in Hope, the goal of my residency was to provide a creative writing experience. The school wanted a mural about Arkansas. First, the students created books in which to write about the daily process of the design and creation of the mural. After preparing the paper pulp for the book and designing a their tile, each student made an individual tile for the mural. They also wrote stories about making the paper pulp. The school now has a beautiful tile mural about Arkansas, and as a result, the students learned about using their imaginations while writing and creating their tiles. Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: Open | |
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DANCE |
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Lucy DuBose Dance: Modern Dance, Movement, Choreography Little Rock, AR 501- 661-1799 lucydubose@sbcglobal.net |
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Background Lucy DuBose began dance training in ballet and tap dance when she was eight years old. These studies continued until high school graduation. Some years later, after receiving her M.A. in Early Childhood/Special Education at the George Washington University in Washington D.C., Lucy resumed dance studies in Austin, Texas, specializing in Modern Dance and Dance Therapy studies. It was then that Lucy began her studies with Barbara Mettler, which lasted for ten years. Mettler studied and taught with the renowned dance pioneer, Mary Wigham. Lucy has been influenced through intensive workshop studies with Bill Evans, Deborah Hay, Liz Lerman, Joan Skinner and Murray Louis. Lucy utilizes the concepts of Rudolph Laban as well as the Bartenieff Fundamentals in her approach to modern dance technique. In addition to modern dance, Lucy has studies African dance and since 1998 has danced regularly with Zinse Agginie and his African ensemble, Kilimanjaro. She is an active member of the International Association for Creative Dance, Dance and the CHILD International, the National Dance Education Organization and the American Association for Health, Physical Education, Recreation and Dance. Lucy recently performed with Kilimanjaro at the Arts in the Ozarks Theatre in Springdale, Arkansas and with the Highsteppers, a stilting group whose mission is to promote the art of movement and humanitarian causes, at the River Market District in Little Rock, Arkansas. She was a guest teacher at the International Association for Creative Dance in Austin, Texas, and received a Dance and the CHILD International Project Grant for 2001. Lucy traveled to Japan in July 2001 to study with Mako Okatake and Kazuo Kamizawa. In the fall, she will begin a dance program for ages 6-13 at the Billy Mitchell Boys and Girls Club, and she will teach modern dance at Hendrix College. AIE Program Lucy approaches dance as an art form that promotes physical, social, cognitive and affective growth in students. Each class is organized around a dance concept and each class follows a basic format: Warm-up; Exploring the Concept; Development of Skills; Creating Time; Cool Down. Students are encouraged to move, count, observe, listen, think, create, interact, cooperate and solve movement problems. The students are introduced to music from around the world and dance studies often involve the use of voice and percussion instruments. Lucy is trained in and uses a “multiple intelligence” approach to teaching dance and movement. This approach involves the body, the mind, the feelings, and the social and intuitive dimensions of the individual in the learning process. The skills involved in dance are skills that a child can use throughout his or her life. And, dance is FUN! Teachers are encouraged to participate and to learn movement concepts and activities they can use in their classrooms. Research is showing us that movement in the classroom can benefit children in the learning process. Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: Open Special Needs: An open space | |
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Rebecca Hahn Dance: general Eureka Springs, AR 479-244-5114 removement77@cox.net |
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Background Rebecca received a Masters in Arts in Dance/Movement Therapy from UCLA in 1999, and currently holds an advance license in the American Dance Therapy Association. For the past five years, Rebecca has been working primarily with severely emotionally disturbed populations in the Los Angeles area as a dance/movement therapist. She also has continued to work with at-risk youth creating dynamic and therapeutic dance and theater projects. After receiving her B.A. in performance from Purdue University, Rebecca spent several years working with outreach theater organizations, discovering that the process is much more important than the product when working with at-risk and emotionally disturbed populations. She has worked with outreach theater and dance companies in the Midwest and the West coast, taught drama and dance at an alternative school in the Ozark Mountains, and worked with the school system in Sun Valley, Idaho, on a federal grant as an outreach counselor. In the past, rebecca has founded two theater companies, performed and worked as a dancer and actress, and was a member of the Screen Actors Guild while residing in Los Angeles. Rebecca is currently preparing to teach a two-week dance workshop for the Lane House in Eureka Springs and a women’s workshop focusing on the use of authentic movement to access creativity and increase sense of self. Rebecca also teaches workshops in yoga, movement, and expressive arts interventions. AIE Program Whether the residency is focusing on dance, theater, or a combination, the students and teachers will be afforded a rich and creative experience. Founded in the belief that the expressive arts foster positive growth and healing both communally and individually, the residency will focus on the express needs of the community and the individuals it will be serving. The beauty of dance is that the material is spontaneous and infinite. When working with a group of students, I focus on the use of creative movement as an avenue for healing and accessing one’s creativity. Warm-ups, development of skill-level, and spontaneous creation will be assisted by specific lesson plans and themes, but the movement will be generated from within the dancers. The way in which I work is directly related to the developmental needs of the population. No previous experience in dance or creative movement is necessary. The goal of the residency is to allow students greater access to their core self. Through the use of movement, students will learn body awareness and coordination, learn to manage stress and release tension, increase their knowledge of dance, learn cooperation through partnering exercises, and increase self-esteem. At times the dance techniques will be combined with drama, music, and visual art to enhance the learning process. Goals will be defined for each dance session throughout the duration of the activities. Progress will be documented at the close of each session. The composition of the lesson plan lends itself to incredible flexibility. It is appropriate for any age or developmental level and is effective for one day or for five months. Short-term residencies focus more on improvisation than technique in order to access one’s core and create a sense of accomplishment. For longer term residencies, I would build on previous lessons in order to allow for greater mastery. At the end of all residencies, there is a beautiful body of work created. Preferred Age Level: All ages Geographic Availability: Statewide, preferrable in the NW Arkansas area Time Availability: Open | |
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Catherine Bays Kyle Dance: Ballet, Modern, Choreography Rogers, AR 479-464-0150 | 479- 644-9642 rickkyle@swbell.net www.classicalballetacademy.net |
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Background Catherine Bays Kyle began ballet training in her native state of Louisiana studying with several teachers and in intensive summer courses. After moving to Little Rock, she continued dancing with Cater and Lorraine Cranford (Little Rock Civic Ballet), Manolo Agullo (Arkansas Arts Center), Maureen Midgen, Peter Fairweather, William Martin-Viscount of the Southwest Ballet Center, and Ballet West-Aspen. After receiving a degree in English from the University of Arkansas at Fayetteville in 1983, Catherine returned to Little Rock to resume dancing professionally with Ballet Arkansas as a soloist from 1985 to 1989. She had featured roles in many ballets including The Nutcracker, Giselle, Les Sylphides, Graduation Ball, Firebird, Koya Jovan, and Weisburg Suite. Catherine and her family relocated to Jonesboro in 1994. She taught ballet and pointe for Center Stage Dance Studio and began her association with the Foundation of Arts. She started the after school dance program in conjunction with the FOA and began directing annual productions of The Nutcracker. In 1997, she established the Jonesboro City Ballet Company, serving as director. In 1999, she was selected as a dance artist on the Arkansas Arts Council’s Arts in Education Artist Roster. After returning to NW Arkansas in 1999, Catherine taught ballet for Rhythm and Shoes Studio. In December 2001, Catherine directed and choreographed the first Nutcracker for the Rogers Little Theater consisting of a cast of 130 students. She implemented school time performances preceded by in-school visits and lectures about ballet and dance history. Currently, Catherine teachers and directs her studio, Classical Ballet Academy of NW Arkansas, a nonprofit organization, which is able to offer scholarships to area students as well as provide classical ballet training in a safe and caring environment. In March 2002, Catherine completed the audition and examination process for entrance in the Royal Academy of Dance Teacher’s Certification program that involved three years of training and study. In August 2004, Catherine attended the Central Pennsylvania Youth Ballet Teachers Program. In June 2007, she attended the Vaganova Teacher’s Seminar with John White of Pennsylvania Academy of Ballet. In June 2008, Catherine attended the ABT National Curriculum Teacher Certification training. Catherine directs Classical Youth Ballet Company which attends the Youth America Grand Prix Regional with students qualifying and attending the New York Finals. Classical Youth Ballet annually presents the Nutcracker and their annual spring performance hosting professional guest artists in classical and neo-classical works. The company also provides educational outreach for area schools and libraries. AIE Program My approach to appreciating dance as an art form is developed through creating, performing and viewing. Dance training enhances every aspect of the dancer’s life by instilling grace, strength and self-esteem. My goal during a residency allows children to experience lyricism and movement and begin to feel comfortable expressing their ideas without words, either to music or in silence. A student does not need to become a professional dancer to feel proud of their physical and intellectual achievements after studying dance. In preparation for a residency, I carefully consider skill development levels, age appropriateness, as well as individual or class interests. Because arts education is for lifelong learning, dance, stage experience, visual arts and music should be enmeshed in the school’s curriculum. For the past 5 years, I have been involved in a wonderful residency at a private school in my area. A different country is chosen each year for the students to learn about the culture, daily life and history in their regular school curriculum. Part of the cultural study is of course the dance and musical influences of this country that I have been able to coordinate and teach through the P.E. classes. The exciting culmination for the students is the actual World Experience Day that includes actual displays of the home, school, play, food and entertainment of the particular county. The children have learned dances and are able to perform at the evening celebration in costume. We have studied the dances of Mexico, Italy, Ireland, South Africa and China. I am so thrilled to see the children learning and trying the steps that are particular to each country. They truly begin to “learn” about the country through dance, music, food and games after hearing about the country for an entire school year! Preferred Age Level: All ages Geographic Availability: Northwest Arkansas Time Availability: Open Special Needs: Open space for movement. | |
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Sue Schroeder Dance: Modern Decatur, GA 404- 373-4154 sues@severaldancerscore.org |
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Background As a contemporary choreographer, Sue Schroeder, Artistic and Executive Director of Several Dancers Core, focuses on the creative process and the exploration of new inspirations for the creation of dance. She holds a B.A. from the University of Houston and received her M.F.A. in Theater Arts with a dance concentration from the University of Arizona at Tuscon in 1994. Educated under dance greats Bill Evans, Hanya Holm, Oliver Kostock and John M. Wilson, among others, Schroeder has additional experience in the extended studies of Body-Mind Centering, Contact Improvisation, Modern Dance and Composition. A recipient of the Haldeman Award for merit and the Cultural Multiplicators from Foreign Countries Award from the Goethe Institute – Munich, Schroeder has secured numerous grants and fellowships from organizations such as Alternate ROOTS, the City of Atlanta Bureau of Cultural Affairs, the Georgia Council for the Arts, the Texas Commission on the Arts and the Cultural Arts Council of Houston/Harris County, and the national Endowment for the Arts Dance USA. Schroeder’s dynamic energy is evident in all aspects of her varied interests: commitment to education, multi-disciplinary projects, performance in works by other artists, choreographic commissions, television/film production, the repertory touring of her choreography and professional service in many arts organizations around the country. During the 25th Anniversary season of Several Dancers Core, CORE Performance Company, premiered “Messiah,” a piece that involved live music collaborations with Mercury Baroque Ensemble. CORE Performance Company offered their unique style of dance to the interpretation of this major work and in doing so will make it intimate and personal for new audiences. Ms. Schroeder received the 2001 Arts Professional Abby Award. Schroeder is a founder and member of the steering committee of the Teacher Training Institute, a training program established to develop the most qualified instructors in the region to teach dance and kinetic learning in a variety of community enrichment programs. AIE Program Sue Schroeder’s AIE program is discipline-based arts education that integrates various other academic areas into arts education. Schroeder’s dance workshops introduce the concept of dance, present the basic principles of movement, explore the movement potential of the body, emphasize individual creativity, and/or work with specific curriculum goals. One such project, “Moving Through Verbs and Adverbs,” connects the usage and understanding of words for participants by exploring both verbal and non-verbal forms of communication. “Moving Orations” is a lecture/demonstration presentation designed to introduce students to the art of contemporary dance using tie-ins with Language Arts, Social Studies, Science and Math. CORE will present excerpts from our current repertory including sections from Messiah, America! Question, Aria for an Endangered Species, and Corazon , exploring Mexican Maya culture. All workshops foster an awareness of the body and its movement potential as a tool for expression Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: Available September through May. Special Needs: Large open area and a CD player. | |
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Ana Lilia Suffle' Dance: Ethnic/Jazz, Modern, Choreography El Paso, TX 915- 496-8200 | 915- 494-8344 asffle'@epsid.org |
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Background I have a B.A. in Physical Education and Dance and an M.A. in Educational Psychology from the University of Texas at El Paso. I have attended numerous dance workshops throughout the country, but since 1981, I have made Bill Evans my mentor. His philosophy on the mind-body connection has been instrumental in developing my teaching strategies. My professional affiliation has been with the International Dance Theatre, a local dance company that encourages continuous learning as well as providing dance opportunities at a professional level. Presently, I devote my time to developing a strong dance program at my school. AIE Program I strongly believe in providing any student that wants to learn to dance the opportunity to do so. I provide an environment where students are offered performing opportunities that develop self-worth and confidence. In working with the residency program, my goal would be to share the knowledge and experience that I have gained over the years. The students will take with them an experience that will feed their curiosity about the diversity of dance and instill a foundation of the knowledge of dance principles. Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: mid-December; March spring break; late May Special Needs: CD player or sound system. | |
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KouaKou Yao/Afrique Aya Dance Company Dance: ethnic/jazz/folk Eureka Springs, AR 479-244-5425 | 479-363-9373 afriqueaya@sbcglobal.net |
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Background Yao Angelo, director and founder of Afrique Aya Dance Company offers multi-level workshops and residencies with elementary to college-age students. Yao is from Ivory Coast, West Africa where he has toured with Ensemble Koteba and other international companies. In 1997, Yao came to the United States with Ralph Lemon to work with Yale Repertory Theatre. In 1999, Yao began Afrique Aya Dance Company in Burlington, VT. The group traveled the East coast working in schools with students of all ages. In 2002, Yao moved to Eureka Springs, Arkansas where he now teaches weekly dance and drum classes to the community as well as in residencies in schools and universities. AIE Program Yao Angelo, director and founder of Afrique Aya Dance Company offers multi-level workshops and residencies with elementary to college-age students. Yao is from Ivory Coast, West Africa where he has toured with Ensemble Koteba and other international companies. In 1997, Yao came to the United States with Ralph Lemon to work with Yale Repertory Theatre. In 1999, Yao began Afrique Aya Dance Company in Burlington, VT. The group traveled the East coast working in schools with students of all ages. In 2002, Yao moved to Eureka Springs, Arkansas where he now teaches weekly dance and drum classes to the community as well as in residencies in schools and universities. Yao sees his work in the educational setting as valuable on many levels. Yao introduces students ot the culture an social surroundings that feeds the dance and music of Ivory Coast, West Africa. He brings the energy and community spirit that has been integrated in West African dance and music and develops workshops that will support the teacher’s curriculum or enhance a school program, while helping to create community spirit within the school or classroom. With younger students, it offers a physical experience of abstract concepts. It also gives them a sense of discipline and structured movement, which requires their full energy and body awareness. With older students, it offers a chance to experiment with elements of dance and rhythm, and increases self-confidence and appreciation of their physical attributes and capabilities. With all levels, Yao introduces vocabulary of the music, instruments, and dance. He includes time for discussions of cultural, geographical, historical, and social topics. He encourages questions that can personalize these discussions to each group, and he can also talk about his own learning path in this field. Yao and his dance company (Afrique Aya) draw from a diverse base of knowledge within the group to present workshops and residencies that are meaningful, sequential, and unforgettable. Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: Open Special Needs: Smooth floor for dancing. Chairs for drummers. | |
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FOLK ARTS |
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Lynnie Mirvis Folk Arts: Storytelling Memphis, TN 901-485-9841 | 901-767-3848 lynnie_mirvis@msn.com |
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Background Lynnie Mirvis is a storyteller, teaching artist, writer, and educator who performs Jewish and multi-cultural folktales and stories for all ages. She has performed in festivals, schools, libraries, assisted living and nursing homes, hospitals, and museums throughout Memphis as well as in New York City and Israel. She is host of Germantown Cable TV’s award-winning Story Time Show and is also the Storyteller in Residence at Pinocchio’s Bookstore in Memphis. Lynnie received her B.A. in Education from Stern College of Yeshiva University and an M.S. in Library Science from the University of Memphis. Lynnie is a member of Yarn Spinners of Memphis and the National Storytelling Network. AIE Program Celebrating Stories! Celebrate stories with Lynnie as she creates excitement for folktales. Experience language, movement, puppetry, and the visual arts to make stories come alive! Through her high energy and animated tellings, Lynnie transports students into the magical world of the imagination and the oral traditions of world cultures. Students participate by experiencing a variety of theater games – learning how to use their voices, feelings, and gestures to create characters and story. Working with the teacher and students, Lynnie guides students to create, tell, and perform their own stories, so that they gain a greater respect for each other and greater confidence in their own abilities. Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: Open Special Needs: Good acoustics; a space to make a circle; butcher paper | |
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Gwendolyn Twillie, Ph.D. Folk Arts: Dance, Music, Theatre, Storytelling Little Rock, AR 501- 225-1595 twillie01@aol.com |
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Background Prior to retirement, Dr Twillie was employed in the public schools of Arkansas and at the University of Arkansas at Little Rock. During her twenty-four-year tenure at UALR (ten of which she served as Chair of the Theatre and Dance Department), Modern Dance, Movement Education, and Pantomime were among the courses she taught. She has told stories and presented workshops on movement activities for children, creative rhythmic movement, modern dance, mime and storytelling in school districts across the state. AIE Program There is absolutely nothing wrong with telling stories for entertainment. I love telling stories to groups and developing group activities related to the performance, however, much more can be done with storytelling. The extent to which a teacher uses storytelling is only limited by background and creativity. Storytelling should be integrated across the curriculum, from kindergarten to senior high school. There are a number of activities, related to all subjects within the curriculum, that the storyteller or teacher may use. Through stories, a country’s costumes, laws, customs, morals, or other aspects of its culture may be highlighted. Storytelling linked to other academic subjects offers an abundance of learning opportunities, especially in English, creative writing, literature, as well as in drama, visual arts or dance. It can provide a meaningful context for learning and can be tailored to fit either large or small group presentations. AIE residency program goal: to organize a youth storytelling guild. Outcomes: to introduce children to the art of storytelling for their own enjoyment and for the entertainment of others; to motivate the children to read and to use the resources of the library; to nurture creative imagination; to teach children the techniques of learning and telling stories; to build appreciation of cultural differences and similarities. Day 1: tell selected stories to the class and discuss the value of storytelling; Day 2: continue storytelling and include tips for choosing stories; Day 3: visit a library and allow students the opportunity to select stories for telling; Day 4: prepare students for storytelling by discussing the meaning and importance of articulation through a series of speaking exercises; Day 5: review speaking exercises and have students review selected stories; Day 6: prepare for presentations and commit stories to memory; Day 7: practice stories; Day 8: Students tell their stories to small groups and stories are critiqued. Through this process, students can develop a more positive self-image and can increase their skills in communicating thoughts and feelings. Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: Open | |
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INTERDISCIPLINARY |
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Shawn Adair Interdisciplinary: Visual Arts, Media Arts Van Buren, AR 479- 461-7944 | 479-471-7134 seasaw28@sbcglobal.net |
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Background Shawn Adair is a formally trained artist with a B.A. in Studio Art from Oral Roberts University and an M.F.A. in Sculpture from the University of Arkansas. He is the recipient of an Arkansas Arts Council Individual Fellowship and an award in sculpture from the International Sculpture Center. Mr. Adair has lectured and given workshops about art, including teaching the subject and the process of making art at universities, public schools, and art centers. Mr. Adair is an active supporter of art and has served on the board of various art centers in the region. He has conducted AIE residencies and mini-grants in Van Buren, Cedarville, and Greenwood School Districts, as well as Christ The King Catholic School. Mr. Adair is actively involved in making and exhibiting art. He is also a video maker; he has various projects in production and under development. Mr. Adair lives in Van Buren, Arkansas, with his lovely wife, Sara, his two boys, Sam and Joshua, and his little girl Maggie Jean. His studio is there as well. AIE Program I approach the classroom eager to generate excitement about artistic exploration and development. Thoroughly accessing the needs of students and teachers and then carefully meeting those needs create a successful residency. My most recent school visit is an example of this. Meeting with administrators and teachers, we established direction and goals for a school district that had little art education for students below the eighth grade. We decided to target the kindergarten, first, second, fifth and sixth grades, each class lasting thirty-five to sixty minutes depending on the grade level. Students were introduced to the history of a particular artist his or her culture, along with the concepts associated with basic artistic principles. Students then applied what they learned by creating a project based on the lessons learned. They began to develop appreciation, knowledge of principles and technical skill, and were captivated because the lessons were lively and interesting. By demonstration they were inspired. At the conclusion of the residency, lesson plans were provided to participating teachers. Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: Open | |
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Judith Dierkes Interdisciplinary: Visual arts: experiemntal, graphics, painting; Crafts: fiber, paper; Performance art Memphis, TN 901-761-7383 jabdart@aol.com |
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Background With a B.F.A. and an M.S. from the University of Tennessee in Knoxville, Judith Dierkes has continued to update her education with studies abroad, and classes at the Tennessee Arts Academy, the Getty Foundation Southeast Center, the Lincoln Center and the Arrowmont School of Arts and Crafts. She is a professional member of the Studio Art Quilt Associates, an international organization that promotes the art of quilting. Her work is permanently installed in the Knoxville Airport concourse, and five of her quilted sky paintings are included in “Flight Patterns” at the Phoenix Sky Harbor Airport. Judith enjoys the solitude of her own artistic process as well as collaborating with students as an artist-in-residence. AIE Program Story Quilts: This residency can be customized for a five, ten or twenty day period. Students will be introduced to the African American artist Faith Ringgold’s story quilts. The historical use of story in quilt-making will be explored in the Underground Railroad, the Women’s Movement and personal family histories. The possibilities of stories for these quilts are endless. In the finished quilt, students will see their individual work in relation to the whole project, and hopefully themselves, as an important part of the class. Basic Outline: Writing the story: A story is written as a group. Research may be necessary prior to the writing of the final draft. Each child writes a story and draws a picture to go with the story. Writers and illustrators are then chosen. Designing the Quilt: The group designs a quilt after reviewing the designs of Faith Ringgold. Creating the Fabric: The class is divided into three groups - writers, illustrators and creators of the border fabric. Making the Quilt: Students organize the pieces according to their design and sew them together. For shorter residencies, I sew the pieces on a machine while the students watch. Quilting: A batting and backing is added to the pieced top. Each residency is customized to fit the needs of the school or organization. The community can be involved by asking a local quilt group to quilt the final product in the cafeteria for the entire school to observe. The quilt can be displayed at the school or donated to be displayed elsewhere. Whatever the use of the final product, each participant has gained a sense of belonging to the group by participating in the process. Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: Open | |
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LITERATURE |
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John Brandi Literature: Poetry El Rito, NM 505- 581-0073 johnbrandi@cybermesa.com |
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Background John Brandi graduated from California State University at Northridge in 1965, and began publishing his poetry while working in the Andes as a Peace Corp Volunteer. Since then, more than three dozen books of his poems, prose and haiku have been published in the U.S. and abroad. In 1979 he received a National Endowment for the Arts Fellowship for Poetry. From 1973 to the present, state arts councils of Alaska, Arkansas, California, Montana, Nevada, New Mexico and New York have awarded him teaching residencies. He has worked extensively with all ages, including at-risk students, incarcerated populations and nursing-home seniors. An ardent traveler, he has created dialogue and exchange with peoples of Asia, India, China, Mexico, Indonesia and Cuba. Painter as well as poet, John has exhibited his collages and mixed media paintings in galleries in Albuquerque, NM, Rochester, NY, and in Milwaukee, San Francisco, and Santa Fe. Working throughout the U.S., he has helped students write poetry, edit their writings into anthologies and give community readings. He has received three Witter Bynner Foundation for Poetry grants, has served as a guide and lecturer for U.S. university students studying in Mexico, Bali and Java, and—with his wife, poet and aikido practitioner, Renee Gregorio—has conducted yearly poetry workshops at Northern New Mexico Community College. His books are listed on Amazon.com. AIE Program My residencies are custom-tailored to each group I work with. Participants need no previous knowledge of poetry. Each day I present handouts of ancient and modern poems from around the world. Topics inherent to the poems—dreams, memory, humor, the natural world, the surreal, the emotions associated with love, loss, and longing—are discussed. A clearly presented exercise follows. Students create poems within the class period using free form, villanelle, pantoum, haiku, and haibun forms. Photographs of impressionist and surreal art offer stimulus for writing, as do still-life objects, music and an array of scents to stimulate memories. Each day we read aloud our poems, talk about craft and begin a new exercise. Students develop an understanding of poetic forms; improve their communication and evaluating skills; develop self-confidence, gain appreciation for the natural world and our human role in it. Teachers will come away with many new creative-writing projects for the future! Preferred Age Level: Middle/Jr. High; Senior High Geographic Availability: Statewide Special Needs: None | |
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Paula Martin Morell Literature: Fiction; Non-Fiction; Poetry; Creative Writing Little Rock, AR 501-372-7976 | 501-301-8196 pmorell@hotmail.com |
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Background I earned my MFA in Creative Writing form the University of New Orleans, and have won regional, national, and international awards for my short stories and poetry. My work has appeared in publications such as Short Story Journal, New Works Review, Outsider Ink, The Double Reader Redux, The Little Rock Free Press, The Arkansas Women’s Journal, and Word Salad. In addition to teaching creative writing workshops and English classes for Saint Leo University, I have been featured three times as an emerging writer at the International Conference on the Short Story in English and am the cofounder and creative director of A Way With Words Writing Workshops (www.awaywithwords.org). My critically acclaimed first novel-in-stories, broken water (2004), is set in Little Rock. My second book, Invoking the Gifts (2005), is a creative writing workshop that is garnering national attention and being used in drug and alcohol treatment centers, high schools, youth groups, and art centers. AIE Program My focus is on using art, music, drawing, and other forms of expression along with writing to show students how to use both right and left brain modes when writing. Students will write a piece for each class (poetry, fiction, or creative non-fiction) and will be encouraged to continue working on and developing these works after the course is over. Skills include learning how to use art to access deeper levels in writing; turning off and tuning out internal editors while creating; understanding the different phases of writing (creating/revision), the importance of each, and how to isolate each effectively; and sharing work with other classmates in a non-threatening environment to build confidence, develop oral communications, and to foster a sense of a writing community. Neither students nor teachers need any background in writing or art. Preferred Age Level: Elementary; Middle/Jr. High;Sr. High Geographic Availability: Statewide Time Availability: Open Special Needs: Writing supplies, crayons/colored pencils, poster board, glue | |
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Oda B. Mulloy Literature: Fiction, Non-Fiction, Poetry, Creative Writing, Storytelling Fayetteville, AR 479-521-4279 oda_mulloy@sbcglobal.net |
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Background I was born in Hamburg, Germany and was sent at the age of six, to a boarding school in Holland where I spoke German, Dutch and English. After coming to America, I graduated from Dickinson College in Carlisle, Pennsylvania and worked as a bacteriologist. During this time, I was active in the “Great Books” program that took me to grade schools as well as high schools. I loved it and was asked to teach English and American Literature in a private school in Philadelphia. I stressed the importance of writing as a toll for self-realization and self-expression. After moving to Arkansas, I did more laboratory work and took a master’s degree in natural sciences from the University of Arkansas. I volunteered at the Shiloh Museum as a tour guide and lecturer. I also took creative writing classes to write rememberances in the form of short stories. Since I grew up during World War II, I wanted to leave my sons with first-hand impressions of those years. I have spoken in schools and have written about the effects of war on civilians and the shortages brought on by war. I have read my stories on K.U.A.F. Radio in Fayetteville since 1993. I am also a member of “Tellers of Tales,” an organization that keeps the art of storytelling alive. I have entertained a variety of audiences with traditional folk tales and stories of my own. My background in science has furthered my creativity, my interest in detail and my admiration for the beauty of this world. AIE Program As a member of “Tellers of Tales,” I tell stories to children of all ages. My stories vary as to age and setting of the audience. I encourage listeners to tell their own stories, which may be invented or traditional, focusing on dramatic expression and vocabulary. I show the importance of writing as well as the mechanics. I encourage discussion about how to get ideas and how to inspire enthusiasm. Preferred Age Level: All ages Geographic Availability: Northwest Arkansas Time Availability: Open | |
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Poets in the Streets Literature: fiction, non-fiction, poetry, creative writing Little Rock, AR 501-541-0681 poetsinthestreets@gmail.com |
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Background Poets in the Streets began as little more than an idea three years ago and just last year received its not-for-profit status from the state of Arkansas. The idea, and truly, the goal of the organization is to bring a passionate and interactive approach to literature for the public schools, and especially its students, as the financial need of our schools grows dire. Aware of this, Poets in the Streets has often done much of the work for free, focusing on getting students excited about literature and poetry. Our members come from a diverse background, coming from such cities as Chicago and New Orleans, as well as Conway, Little Rock, and Fayetteville. They provide a unique perspective to the classroom as they perform their own poetry. All members are creative writers, whether poets, novelists, or fiction writers. We also perform at other venues such as festivals and galleries. The three principals are Kimberly "Krysis" Vowell" John "Nare Diata" Smith, and Amoja "The Mo-Man" Sumler. AIE Program At the heart of a poet is brilliance and pain, psyches that have experienced life and embraced a wisdom that instills the foresight to capture this raw emotion into diction. By any measure it is a gift. No gift is free. What good is this mastery of meter, if not metered out for the betterment of humankind? As such, it is the aim of Poets in The Streets to use our written and spoken words for education and healing. Young minds still daring to dream, failing bodies with fighting spirits -- this is the audience thirsting most to find passion, deliberateness, a reason to believe. The power of creative thought, the inspiration spawned by the simple statement of "What if?"-- These concepts drive us in our youth and then are brutally repressed until nearness of journey's end. Poets must never stop this, the chronicling of each and every era. Where would our culture be without Longfellow's musings, Shakespeare’s wit, Poe's dance with darkness, Keats' word painting or Hughes'soft humor (even in the face of outrageous racial tensions)? These souls suffered yet shared the essence of who they were by writing what they witnessed. Poetry is taught in school systems yes, the words brought out, but how dynamic is the delivery, how deep do you delve into the metaphor, the alliteration, the double entendre? Poetry must always remain poetic. We can examine written poetry, help to interpret classical literature, or demonstrate the power of modern performance poetry. Although we can create courseware for any age group, our core mission aims to enhance literacy primarily among high school and college students. Poets in the Streets was formed with the goal of putting our poets in high schools, universities, and in after-school programs for younger students to keep this interest of words flourishing and fearless. Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: Open Special Needs: Writing supplies; dry erase board; CD or cassette player | |
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W. Clayton Scott Literature: Poetry Fayetteville, AR 479-414-5116 poetrymovement@juno.com |
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Background Clayton Scott is the Poet Laureate of Fayetteville, Arkansas. He has an MFA in Writing and a B.S. in Education from Southeastern Oklahoma State University where he graduated Magna Cum Laude and went on to teach school. For the last five years he had dedicated his efforts to help students across Arkansas heighten their skills in writing and speaking. AIE Program Improve students’ “style” in writing and help them to learn how to be better all-around communicators – those are the primary goals of Clayton’s presentation. Through energetic and innovative teaching approaches, he inspires students in creative writing by using poetry as the vehicle. Students get excited about writing, teachers are encouraged and feel that the required Arkansas Frameworks have been taught, and principals are pleased that an artist has helped his or her teachers and students. Oh, and when you have Clayton at your school, get ready for a movement through Slam Poetry. Many schools are making it an all school annual event!! “One of the most inspirational presentations seen in my 33 years of teaching. He brought poetry alive for the whole school.” Carolyn Tarver, English teacher, Greenwood High School “An extraordinary talent with the ability to capture the attention of all levels of students.” Jerry Valentine, Principal, Alma High School Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: Open Special Needs: Student literature books, writing supplies, scrap paper, marker board, overhead projector | |
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MULTI-DISCIPLINARY |
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Zinse Agginie Multi-Disciplinary: Folk/Ethnic; storytelling, dance, music, drumming Little Rock, AR 501-912-5807 zinsaggin@gmail.com |
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Background 2008 Governor’s Award winner (AIE) Zinse, was born and partly educated in Ghana, W. Africa. He later moved to England where he studied Psychiatric Nursing and remained in that profession for many years. He is also a diploma graduate of the London School of Printing where he majored in Graphic Arts reproduction Technology. Zinse later moved to Arkansas where he has worked over the past decade as AIE artist. Zinse is also on the AIE roster of Utah and works there regularly as well as other states like OK, PA, VA WVA and TX. He has written and produced plays at high schools and colleges and is also a member of The Gathering, the AR African American Living history program. Zinse uses hand drums for his storytelling and also as a percussive symphony. Both the storytelling and rhythms can support areas of the curriculum –social studies, history, geography and even basic maths. AIE Program He continues to improve his storytelling and creative rhythm making using drums. Expect positive dynamics among your students as they realize and enjoy their own personal creative abilities. Zinse’s composition the Drum ballet has grown by leaps and bounds since the first public presentation at the opening of the WJ Clinton Presidential Library. Participants are absorbed by the challenging rhythms and cannot help but focus and concentrate as they improve their general coordination. The activities engage fundamental cognitive and problem solving skills, nurturing creative thinking. It is appreciating and learning music in a way that is different and unconventional. Participants have presented to a meeting of several state governors and continue to present at many dignitary functions. The drum ballet is included in ‘Class Acts,’ the 2006 national film documentary as one of the ten most effective arts programs in America’s schools. The Drum ballet was also the strongest catalyst the brought the ‘Coming Up Taller Award’ to Arkansas for the first time and only time so far. Schools in many states are requesting workshops and residencies. The Drum ballet has also become an effective tool in corporate team-building programs with high recommendations from corporations that have used Zinse. Zinse’s approach in the educational setting is designed to reduce competition and stress. Students learn to appreciate their own abilities, understanding that although everyone can learn anything, each person has his/her own pace and that the only requirement is to try and persist. Enthusiastic teachers are great assets to each workshop or residency The goal of each residency is to support areas of the school curricula previously discussed and planned with teachers or school. One recent successful residency was cooperating with another artist to compose percussion and choreograph a dance for recital by a college dance company. Elements of Zinse’s creative workshop have also been approved by the state education department as a professional development tool. Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: Open Special Needs: Adequate space to accommodate up to 30 participants. Chairs, good lighting, writing materials and a non-slippery floor are preferred. Other materials as needed. | |
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Maria Botti-Villegas Multi-Disciplinary: Graphics, Painting, Sculpture, Dance, Music El Dorado, AR 870- 862-5474 | 870- 862-5557 marjo5646@sbcglobal.net |
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Background Maria, a native of Argentina, holds a five-year professional degree in Drawing and Painting. Although trained and formed as a visual artist, she has a lot of experience with dancing and singing, two art forms that have been part of her culture since childhood. She came to the United States in 1991, and since 1993 she has been working as an AIE artist throughout Arkansas. She has also participated in numerous exhibitions and competitions in Arkansas and Louisiana. In El Dorado where she lives and has her studio, Maria is currently involved in The Art School of the South Arkansas Art Center, teaching visual art classes for grades K-6. She also works as a muralist. With her husband Jorge, she has designed and painted twenty murals in Arkansas and Louisiana. AIE Program An example of an week-long AIE residency is for twenty-four 5-6 graders that explores the concept of space from the third dimension into the fourth through a study of art history from the Renaissance to Modern Art, integrated with geometry. Maria introduces these concepts showing some of her work. Students will learn to apply the properties of geometric shapes and special sense to connect geometry with problem-solving situations. They will also discover a solution for representing space in their individual art works. Students will gain skills in drawing, painting and writing about their projects. The concept of the fourth dimension will open students to more abstract thinking. Preferred Age Level: Preschool-K; Elementary; Middle/Jr. High Geographic Availability: Statewide | |
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Repha Buckman Multi-Disciplinary: General Theater, Directing, Puppet, Mask-Making, Playwriting, Poetry, Short Stories, Mixed Media Hope, AR 870- 777-8200 | 870- 777-5154 rephab@yahoo.com |
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Background Executive Director of Southwest Arkansas Arts Council since 1999, Repha has been an Artist-in-Education for thirty-four years. With a B.A. in Education and an M.A. in English Literature, she was a secondary teacher for nine years and joined the AIE program in Kansas in 1984. She has done residencies in Kansas, Nebraska, California, and Arkansas. She also designed training programs and trained staff in detention centers and youth shelters in Kansas for five years. Repha initiated and designed SWAAC’s After School/Summer arts programs, which won the President’s Committee for the Arts and Humanities 2006 Coming Up Taller Award. She often teaches classes in her fields of poetry, playwriting, theater, puppetry, and mask-making. In 2000, she won the Arkansas Governor’s Arts Award for Individual Artist for her work with students and the community in Hope, and in 20065, was named Hope Business and Professional Woman of the year, again because of her work with at-risk children. Her philosophy is, “We never know where the ripples will stop. In a time when we, as a culture, spend more on incarceration of our youth than on intervention, it is imperative that we do as much as we can, to save as many as we can, however we can. We know that the arts work for many of our children who otherwise, would fall through the cracks. AIE Program No matter what genre I am working in with students and teachers, I have the same goals: 1) enrich the curriculum, 2) increase their understanding of the art form, 3) enhance behavior and social skills, 4) celebrate our diversity, 5) increase their ability to communicate, 6) increase their self-esteem, and 7) have fun. I begin a writing residency by sharing some of my favorites so that students can identify with my own process in the form we will be working in. Then I take them through the steps of the writing process as a group, practicing as we go. We then do the process individually, breaking it down into steps, one by one. In a playwriting residency, we usually work as a group, outlining and writng together, so that everyone contributes and feels included in the adventure. I put their lines on the board, while our scribe puts it to paper or computer. Every student has ownership of the entire play. We have created plays that deal with math, science, social issues, English as a second language, and history. With all art forms, I want the students and teachers to end the residency stronger in their skills, aware that art is a life-long activity for learning and pleasure, that correlations can be made between subjects, that everyone is creative, and that creativity enhances everything we attempt in life. And, I want them to feel that whatever the subject, there are no limits to how the arts can enhance it and the learning about it. Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: Open Special Needs: It will vary with the discipline. | |
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Monica Cai Multi-Disciplinary: Music, Dance, Creative Movement, Instrument, Crafts, Visual Arts, Storytelling, Poetry Little Rock, AR 501-658-2828 | 501-868-1818 monicacai88@yahoo.com |
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Background Monica Cai is a native of China. She received a Bachelors degree in Music and a diploma in Child Development and Education in China, and a Masters degree in Music Education at California State University in Los Angeles. She was a recipient of a scholarship for advanced studies in music and art education at the College of Arts in Berlin, Germany, and in the Mozarteum Orff Institute In Salzburg, Austria. Over the past twenty years she has traveled around the world, has taught music, piano, Chinese music and instruments, and has conducted workshops in various settings, from preschool to college, and in community centers. In Arkansas, she has taught at the University of Arkansas at Little Rock Community School of the Arts, Little Rock's four community centers (Dunbar, Stephens, East Little Rock, Southwest), the Children's Museum of Arkansas, Therapeutic Recreation Center and the Central Library System. AIE Program Monica believes that a child who is exposed to good environmental conditions and integrated art based on appropriate child development teaching methods will develop superior abilities. As an artist and childhood music specialist, she integrates music, movement, art and literature in her program, “Kid’s IQ Music.” It is based on the theories of psychologists and educators such as Piaget, Bruner and Montessori, and music educators Orff, Kodaly, Dalcroze and Laban. The goal is to enhance the development of the child’s four domains – cognitive, emotional, social and physical – and stimulate the learning potential. Kid’s Music IQ employs children’s favorite music such as nursery rhymes, singing games, and traditional, classic and contemporary music. Integral to the program are literature, visual arts, body movement and playing instruments. Through the art forms, Kid’s IQ Music works in tandem with children’s own inner urges to encourage and foster their creative and musical instincts. Kid’s IQ Music is an age-appropriate educational program that is presented in a series of sessions. It can also be applied to children with special needs. In the program, children are encouraged to explore novel ideas and express their own ways. Exploration, imagination and creativity are indispensable features of the program as Monica’s goal is to improve performance and overall well-being of Arkansas children. Preferred Age Level: Elementary, Middle/Jr. High Geographic Availability: Statewide Time Availability: Open | |
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Community Imagination Studio Multi-Disciplinary: ceramics, sculpture, fibers, mixed media, acrylic and oil peinting, charcoal, water media, pastels Fayetteville, AR 479-442-8585 alison@communityimaginationstudio.org |
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Background The Community Imagination Studio is a non-profit arts studio that has been in existence since 2003. Current full time staff artists are: Alison Carter and Amy Richards. Carter earned her Master of Fine Arts in Ceramics and Sculpture from the University of Arkansas in 2007, and her Bachelor of Fine Arts degree in Studio Art with a minor in Art History at the University of Oklahoma in 2004. Richards earned her Bachelor of Fine Arts degree with an emphasis in art education at the University of Arkansas in 2007. Our staff artists are experienced in a variety of media: painting, drawing, ceramics, fibers, sculpture. AIE Program The Community Imagination Studio provides art classes and workshops for youth, adults, families, and teachers. In all of our programs our primary goal is to build appreciation for art by fueling participant's understanding through fun, thought-provoking curriculum. The Community Imagination Studio is a division of YouthCAN!, a nonprofit organization established to provide programs that encourage positive youth development. A primary strategy to accomplish this is by making the visual arts accessible to all of Northwest Arkansas. Our program includes Classroom Residencies, Family Workshops, and Professional Development for Artists and Teachers. Available in Arkansas: Seven or One Week Residencies for Washington and all adjoining counties One Week Residencies available for all other counties negotiable. Preferred Age Level: All ages Geographic Availability: Northwest Arkansas Time Availability: August - May; 9-12, after 3 pm Special Needs: For art workshops - basic classroon set up; for professional development - basic classroom set up, digital projector and screen | |
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Angela Cooper Multi-Disciplinary: General Olive Branch, MS 901-413-8937 | 662-893-2927 angeleye_35@hotmail.com |
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Background I graduated with honors from Memphis State University with a BFA in Graphic Design. I am also an active professional artist with my work in private collections across the United States; I am a member of the Made In Memphis Arts Collective. My work may be found at the Center for Southern Folklore in Memphis, TN and on my website at: www.angiart.com. My most recent exhibition was entitled “Assemblages” at Circuit Playhouse in Memphis, and it featured mixed media work in both 2-D and 3-D formats. Currently, I am active with the Crittenden Arts Council, Arts Advantage and Memphis City Schools in teaching artist residencies for the school year, after-school and summer camp art programs. Some of my most recent residencies have included activities based around Picasso and cubism, shadow puppet theatre and geometry as it relates to origami. AIE Program : In the programs I present, I like to approach the curriculum with a fun opening activity that serves as a sort of ice-breaker to get the students in a mind-set for what will be happening during the rest of the residency. With the Picasso cubist lesson, it could be as simple as going around the room and making funny faces that will serve as inspiration for Picasso masks. For the shadow puppet theatre, students have a great time looking at silhouettes and guessing as to what the shapes are. As a result, students are introduced to the residency with some visual aspects and a little bit of technique that will increase in skill building as the residency unfolds. During my “It’s No Longer Obtuse: Exploring Geometry Through Origami” residency, I approached the first lesson with a discussion of some visual examples of 0, 1, 2 and 3 dimensional aspects of geometry. (I also like to include some historical background on the residency art form and usually include some of that after the opening activity). The goal of the residency was to integrate the art of origami through the school’s geometry curriculum. Students were able to put real concepts of geometry in place by manipulating a 2-dimensional form (paper) into a 3-dimensional origami object and seeing geometry in the flesh so to speak. Students were able to recognize the elements of geometry (angles, shapes, lines, vertexes, etc.) in their forms and in the world around them, and they also gained experience in dexterity, craftsmanship, following directions, creating art and assisting other students. The residency began with simple forms (sailboats, houses, hats and gliders) that included some basic origami folds. As the residency progressed, the projects became slightly more complicated (swans, jumping frogs, star boxes and hexahedrons) than the previous lesson, and new folds were introduced from lesson to lesson. Previously learned skills were also reviewed as students were asked to identify folds/geometric elements as they proceeded with their forms. As a culminating event, I created a village for the display of the students’ origami forms placing the boats, swans, houses, gliders and frogs on tables of paper lakes, roads and grass created from butcher paper. Teachers were left with handouts of the origami forms so that the activities could be repeated. Preferred Age Level: Elementary; Middle/Junior High; Senior High Geographic Availability: Statewide Time Availability: Open Special Needs: Art supplies and tools which may include: scissors, tape, glue, glue sticks, pencils, rulers, crayons, markers, staplers and may also include paper (white drawing, colored photo copy or construction, poster board, card stock, butcher) paint (watercolor, tempera), brushes, oil pastels. Sometimes mixed media programs require other items like old magazines to cut up, newspaper, popsicle sticks, pipe cleaners, scrapbook paper, paper brads, or yarn. Other items needed for specific projects would have to be purchased with a supply budget; these items might involve printing ink, foam plates, origami paper, thread, rice paper, wooden dowels, bamboo skewers, glue dots, etc. There should also be available room to work which may include a separate work room or large tables for supply set-up and for students to work depending on the lesson. Sometimes the lesson is appropriate for the students to work at their desks; it just depends on the lesson. A place should also be made available where wet work (paintings, prints, and papier-mâché) can dry undisturbed. Also, clean-up sinks for certain lessons should be nearby. | |
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Delta Wolf Trap Multi-Disciplinary: Dance;Music;Theater West Memphis, AR 870-732-6260 | 870-735-0216 janine. earney@crittendenarts.com |
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Background Delta Wolf Trap is a program of the Crittenden Arts Council in West Memphis, AR. It is one of 15 regional Wolf Trap programs in the nation. DWT is a regional program for Wolf trap Institute for Early Learning Through the Arts, which is administered by the Education Department of Wolf Trap National Park for the Performing Arts in Vienna, Virginia. Crittenden Arts Council acquired oversight of DWT in June 2003 from the Memphis Arts Council. DWT inherited a roster of trained Wolf Trap artists and as a result of Memphis’s work in dance, was selected as one of three pilot program sites in the nation for the Smart Start program focusing on dance. A model residency is seven weeks with twice weekly visits to the classroom. The program is designed for 3-5 year olds. AIE Program Founded in 1981, Wolf Trap Institute for Early Learning through the Arts provides arts-in-education programming for children ages 3-5 and for their teachers and families through the disciplines of drama, music, and movement. Regional programs of the Institute are located throughout the country. Crittenden Arts Council is the sponsor and administrator of Delta Wolf Trap serving Arkansas, Tennessee, and Mississippi. The program includes Teacher Professional Development, Classroom Residencies, and Family Workshops. The purpose of the program is to encourage teaching and learning in and through the arts with an emphasis on improving academic, social, and gross and fine motor skills. Emergent literacy is a specific focus. All participating classes receive a copy of the Wolf Trap Stages for Learning, a handbook of age appropriate drama, music, and movement activities for 3 to 5 year olds. Delta Wolf Trap has trained professional artists who conduct the residencies and workshops. Available in Arkansas: • Seven or One Week Residencies for Crittenden and all adjoining counties • One Week Residencies available for all other counties Preferred Age Level: All ages Geographic Availability: 7 week residencies - easter AR areas; teacher in-services and one-week models- statewide Time Availability: Open Special Needs: The teacher must be a participant in the residency activities. | |
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Nahsechay Dipo Multi-Disciplinary: Music: Afrikan song in traditional languages (Yoruba, Zulu, Dioula, etc.); Visual Arts/Crafts: African adornment arts - weaving, knitting, Lancaster, TX 214-207-5233 management@gaskiyas-compound.com www.gaskiyas-compound.com |
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Background I have been providing art education programs since 1982. I currently have an Associates in Marketing, a Bachelors in Business Management, and am working on my Masters in Higher Education. Additionally, I am a certified teacher (EC-4 and Special Education EC – 12). I am a conscientious educator and student. I believe we learn throughout our lives, and I diligently try to keep updated in my field as well as with the technology available to us. I also believe the talents I possess are God-given, and I consider it an honor and a blessing to be able to share them with others. I have provided programs internationally and am constantly modifying my programs to accommodate classroom and instructional needs. AIE Program The first African was not a slave. The totality of African culture cannot be summed up with the slavery experience. We invite you to embark upon an educational journey with us to the various regions of Africa. Learn of her people, her culture, and her traditions. Our workshops provide a passport to information some may have never considered in relationship to Africa and African culture. The transmission of culture is the responsibility of every generation. Recent events have shown the urgency of our learning about each other and learning to respect one another. Our classes include, but are not limited to, “Wisdom Weaving,” “Speaking with Beads,” “Garments of Praise,”, “SAKA”, and “ADINKRA, The King’s Cloth.” Programming format can be in a residency, master class or in a performance. Through the program (depth of study is contingent upon booking time) we look at the communicative nature of the art forms in Africa and their “wholistic” application to the indigenous society. Our programs are “living programs” and this allows modifications to accommodate almost any educational component required of our partner teachers. Math, social studies, language arts, science, and history can be addressed through a variety of art projects relative the traditional arts of Africa. As a visual/performing artist, I provide cognitive, affective, and psychomotor learning through my programs. In addition to the core education component, social functions are also addressed. Children must learn to work together, to share, and to be efficient users of supplies and materials. This is part of our learning process with our programs. The strength of my work and programming is versatility. Students are required to be respectful of themselves and others. Projects are given that encourage group work and responsibility. Teachers are encouraged to comment and give suggestions about programming. We look forward to sharing with you. Program Specifics • Wisdom Weaving – program that conveys the symbolism of the woven arts of Afrika • Speaking w/Beads – participants recreate simulated beadwork that reflects the region of study • Garments of Praise – the leatherwork of Afrika and its use is studied and participants recreate Afrikan pouches • SAKA – a handloom of the Hausa is used to create woven treasures, and • ADINKRA – The King’s Cloth – students create personal messages using a symbolic messaging system of western Afrika Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: Open Special Needs: Needs are contingent upon program requested. Basic requirements might include an overhead screen, opaque projector and a TV/VCR. | |
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Robert A. Ford Multi-Disciplinary: General, Playwriting Fayetteville, AR 479-445-6333 bob@raford.com |
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Background Robert Ford holds Master of Fine Arts degrees from the University of Texas at Austin (playwriting/screenwriting) and Rutgers (acting), and a Master of Music degree from Yale (flute). He has worked professionally as playwright, musician, actor, and director. His plays have been produced widely and won numerous awards, including a Stanley Drama Award for best new American play. He has worked extensively in the play development process. While work shopping his play Tierra del Fuego at the Mount Sequoyah New Play Retreat in Fayetteville in 1994, he met his future wife, subsequently moving from New York City to settle down with her in Northwest Arkansas. Bob has taught in a wide variety of settings, from kindergarten through high school, undergraduate, graduate and adult education levels. As an Arkansas teaching artist he has taught and co-taught two-week playwriting workshops at Springdale High School and at Lingle Middle School in Rogers. He continues to work as a resident artist with Arts Live and the Walton Arts Center in Fayetteville, designing and teaching acting classes for middle – through high school – age children, directing showcases and full-scale productions. Bob is skilled in every phase of new or existing play development for children from middle school through high school – from the writing of new plays as a group or individually, through play production. AIE Program Workshops can be designed for absolutely any setting, from a roomful of kids who’ve never been exposed to theatre, through the most serious high school class filled with budding Pulitzer Prize winners. By gearing any of 80 or 100 games and exercises to the particular needs of the group, fun and highly creative experiences can be enjoyed, lasting from one afternoon to three or four weeks. Here is a specific example: At Lingle Middle School in Rogers, the sixth graders were finishing up a unit on the rain forest. Meeting for about 45 minutes a day, every day for two weeks, each class wrote a play involving characters in, or visiting, the Amazon, Indonesian and Central American jungles, and dealing with some of the issues raised in the children’s previous research. Working at the board, day by day Bob helped map out first the issues the class wanted to touch upon, then the characters, then the story outline, and finally the dialogues. All aspects—from issues to final dialogue—were decided and created by the children—naturally with a little coaching from Bob. In a final presentation, each of the classes presented staged reading of the plays they themselves had written. Preferred Age Level: Middle/Junior High; Senior High Geographic Availability: Northwest Arkansas Time Availability: I am currently unavailable for longer residencies. | |
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Carol Funke Multi-Disciplinary: Visual Arts: Drawing, Painting; Crafts: Hand-Made Paper Cherokee Village, AR 870- 257-2778 cbfunke@juno.com |
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Background I began studying art in high school with Frank Howell, who later became an internationally acclaimed Southwestern artist. I furthered my love of art at Taylor University in Upland, Indiana, transferring to the University of Northern Iowa in Cedar Falls, Iowa. Currently, I do not have a degree in art education, however, I have continued taking art classes throughout my life. I have studied in several states (Iowa, Texas, Illinois, Indiana, Ohio), as well as internationally (Hong Kong and Hungary). In 1994, while living in Hong Kong, I took papermaking classes with a British/Chinese instructor and learned how to make paper the “old way.” While there, I also taught handmade paper classes and workshops through the American Women’s Association. In 1996, while living in Budapest, Hungary, I studied the Hungarian techniques of handmade papermaking. I also taught handmade paper classes through the International Women’s Foundation, the American Women’s Association and local Hungarian groups. One of my most unique experiences was teaching in a deaf orphanage while using an interpreter. Currently, I am teaching handmade paper classes and workshops in Cherokee Village as well as giving demonstrations to several clubs and schools within the area. AIE Program My approach is to stimulate the creativity of students utilizing handmade paper techniques. When I begin my classes, I start with the history and background of the process of papermaking. I then do a demonstration and afterwards, I get the students involved with a hands-on exercise. My objective would be that the students use the handmade paper to develop it into an art form. Students can accomplish this at any age with minimal artistic talents. Preferred Age Level: All ages Geographic Availability: Statewide. Time Availability: Open. Special Needs: I will need warm water for hand-made paper. | |
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Monica Gomez Multi-Disciplinary: Literature: Creative Writing; Music; T'ai Chi; Bilingual English/Spanish El Paso, TX 915-584-9298 monica@monicagomez.com |
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Background Mónica Gómez is an award-winning poet, writer, singer-songwriter and guitarist; a skilled performer, NPR radio host, humorist and recording artist; a former television news reporter; former arts administrator; and a student of the martial arts. As an animated and riveting, bilingual (English/Spanish) teaching artist, she uses these diverse elements to create unique multidisciplinary workshops and residencies. As a full-time professional artist, Mónica is currently compiling a book based on the writing exercises she uses in her workshops; she continues to teach and perform; she has released three CDs; and she pursues a wide variety of independent projects. Mónica is listed in the Texas Commission on the Arts and the Heartland Arts Community Connections Touring Rosters. AIE Program In educational settings – including gifted and talented programs, juvenile detention units, psychiatric units, senior centers, professional retreats, or teacher in-services – my approach to teaching is relaxed and flexible, but I focus on keeping my material relevant and accessible to participants. I use my own art to stimulate the participant’s self-awareness and creativity. My art forms include the ancient internal martial arts, which introduce breath, mental focus and gentle movement; original music, which I use to relax and inspire; and words, which are the main medium of my workshops. Through writing exercises, participants experience the power of words to convert unconscious beliefs and behaviors into conscious intentions and actions. Adolescents learn to envision and articulate their desired futures. Teachers clarify dreams of retirement. Retirees identify old longings they still want to fulfill. In the course of a workshop (1-6 hours) or residency (up to 2 weeks) -- I sing a few original songs, accompanying myself on guitar, to begin discussions of subjects such as art as a safe place for powerful feelings; the natural chaos of creativity versus organization and time management; how the microcosm reveals the macrocosm; the five senses as gateways to the past, present and future; and redefining perfection. We write group poems to experiment with spontaneous word use, creating simple, concrete descriptions of, for example, favorite foods that elicit watering mouths and growling stomachs. Individual writing exercises allow participants to explore their own lives with equally effective results. As participants read aloud, we recognize ourselves in others. We also explore performance anxiety and stress management. To teach the conscious ability to relax, I introduce concepts from T’ai Chi and Chi Gung, leading simple breathing exercises and gentle, meditative movement. Residencies allow participants to practice and refine writing and performance skills, internalize principles of the martial arts, or even create and present a performance with choral readings and coordinated Chi Gung movement. Through my programs, participants acquire a broader concept of the relevance of the arts in daily life; an enhanced understanding of the creative power of words; and the conscious ability to relax using the internal arts. Preferred Age Level: Elementary - grade 3 and older);Middle/Jr. High;Senior High Geographic Availability: Statewide Time Availability: Open Special Needs: In small settings - I require a dry-erase or chalkboard and a resonably quiet environment. Students need writing materials. For performance in larger settings - I require a music stand and a sound system with two microphones on stands. (Because i play guitar and sing, I cannot use a microphone attached to a podium or without a stand.) | |
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Jonelle Grace-Lipscomb Multi-Disciplinary: Theater- general; Media Arts - film making; Literature - playwriting Fayetteville, AR 479- 790-9596 | 479- 521- 2023 jlipscomb@fayar.net |
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Background Jonelle is a playwright, director, actress and educator. She holds a B.S.E. and M.A. in Theatre and Communication from the University of Arkansas and a M.F.A. in Playwriting from the University of Georgia. For the past two summers, she has studied DV filmmaking at Rockport College in Rockport, Maine. Many of her plays have toured across Arkansas, and she was awarded an Individual Artist Fellowship from the Arkansas Arts Council in fall of 2000. She is a Certified Teacher currently teaches drama and DV film making at Fayetteville High School in NW Arkansas. AIE Program As a teaching artist Jonelle has presented over 100 workshops and residencies for learners of all ages for organizations such as Walton Arts Center and Arts Live Theatre. She has worked with both educators and students, and her workshops and residencies are designed to develop skills in the areas of acting, directing, playwriting, and all phases of video production from pre-production planning through the editing process. Workshops and residencies may also focus on integrating arts-based activities to cross-curriculum projects in core subject areas. Examples of cross curriculum projects might include developing a play based on historical events or producing a video that explores events within the school and/or community. Jonelle emphasizes the importance of the arts in developing an understanding and pride in self and others as well as the ability to communicate with others in a positive environment. Preferred Age Level: All ages Geographic Availability: State wide during summers; NW Arkansas all year, with limited availability during school year Time Availability: Summers; limited availability during the school year Special Needs: Depends on the residency – large open space, overhead projector, slide projector, tables, chairs. | |
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Tom Hansell Multi-Disciplinary: Media Arts: video and audio Vilas, NC 606-633-1968 thansell@appalshop.org www.appalshop.org |
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Background Tom Hansell is a documentary filmmaker based at Appalshop, a media arts center located in Whitesburg, Kentucky. Hansell has 14 years experience working with mountain communities to produce media about Appalachian culture and issues, producing award-winning radio series and public television programs. His work has screened at the Museum of Modern Art in NYC and in film festivals internationally. Hansell graduated from Ohio University in Athens, Ohio, with a Bachelor of Science in Communication. AIE Program Hansell’s educational residencies focus on community-based filmmaking. These highly interactive workshops provide middle and high school students hands-on experience with interviewing and using pictures to tell a story. Students will work in small groups on team projects. The workshop will be scaled to accommodate whatever level of audio video equipment is in the classroom. Students and teachers with knowledge of audio video equipment and techniques gain leadership experience assisting with the workshops. If equipment is available, students will complete a short community-based documentary during the workshop. Preferred Age Level: Middle/Jr. High; Sr. High Geographic Availability: Statewide Time Availability: Open Special Needs: Audio/Visual screening equipment to match residency work (TV set or video projector, CD player, with speakers) Optional: video camera and editing equipment (preferred, but not necessary) | |
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Laura Hughes Multi-Disciplinary: Dance; Theatre; Design Arts; Media Arts;Folk Arts Jamestown, NC 513-410-0277 balletclassic@yahoo.com |
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Background As a long time dance instructor, choreographer, visual artist, costume designer, and “techno junkie,” Laura has over 20 years experience teaching in the visual and dance arts and managing a ballet studio and children’s ballet company. Laura attained a Bachelor of Fine Arts degree from Xavier University in Cincinnati while attending on a full academic scholarship. Laura also studied classical dance forms and teaching methodologies with Anneliese von Oettingen-Sass, a European classically trained artist, and Cornelia Sass-Berns, a respected Cincinnati dance educator. Laura has continued to teach dance and art expanding her experiences to include work with learning disabled children and adults. She has taught, choreographed, created costumes, and accomplished digital editing for sound effects, music, and video for numerous productions in Arkansas, Cincinnati, Virginia, and North Carolina. As a Fellow for the Arkansas A+ Network, and currently forming working relationships with The North Carolina A+, Laura has increasingly focused on kinesthetic learning techniques for the classroom, exploring and creating unique connections between movement for art’s sake and movement for education’s sake. AIE Program If the object is to create a dance, musical, or dramatic presentation, Laura’s experience as a choreographer, storyteller, technical producer, and dance instructor can be invaluable to create original and engaging stage movement for any age. Students will find success whether or not they have had previous dance training. To this traditional approach of the arts in schools, Laura adds the concept of “curriculum choreography,” to put the “school” directly into the arts. Beginning with broad curricular concepts like numbers, fractions, fact families, multiplication tables, time, or skip counting, Laura will layer in activities using simple, acquired, or student produced manipulatives and visuals. These fun and useful creations will build into larger activities and games where the students themselves become the manipulatives. The end result either takes the form of an interactive game or an informal performance that celebrates the specific curricular theme or concept. Either way a sense of “play” is invoked. The concepts are approached using higher ordered thinking skills and accomplished with a sense of fun and adventure. Any curricular standard or skill from the periodic table to the science of earthquakes can become the theme of wacky informances turning technical and daunting facts into game shows or trailers from B rated sci-fi flicks-- grounding abstract concepts through movement and creative metaphor. Imagine the awe and wonder of parents at the next school presentation or PTA meeting if all the songs, dances and dramas relate directly to what their children are learning in the classroom in a fun and creative way! Preferred Age Level: PreK-K; Elementary; Middle/Jr. High Geographic Availability: Statewide Time Availability: Open Special Needs: Open space for movement; electrical outlets | |
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JoAnn Kaminsky Multi-Disciplinary: Puppet, Mask, Painting, Clay, Paper, Mixed Media Fayetteville, AR 479- 442-0557 | 479- 443-2077 kjo_ann@hotmail.com |
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Background I received my B.A. in Psychology from UCA in 1969. I received further training in undergraduate art courses at Memphis State University and Memphis College of Art as well as the University of Arkansas. I trained as a professional potter under Gary Eagan for three years. After working as a professional artist, on my own for many years, I began working in three elementary schools in Fayetteville as an Artist-in-Education. This experience led me back to school as a counselor and for further training in Art Therapy. I was impressed with how empowering and validating art making was for many of the children who are called “at risk”. I received my M.Ed. in the spring of 1991 and began working in an emergency shelter for teens at Youth Bridge. I was the counselor/director. I led weekly therapeutic art groups. After a year I opened with, with my husband, the Art Experience, where we offered classes in many media for all ages. I have also been heading therapeutic art groups at Charter Vista, Generations Hospital, with children at a women’s shelter and at low-income housing center. This past year we have worked with our local NPR affiliate to receive a grant. We were able to work with at risk youth in a group/mentor art setup to use art making-friend making skills to deter drug use. AIE Program : I want to use the therapeutic nature of art to help children with decision- making, self-exploration and self-expression as well as stress reduction and healing. I would use various art materials to offer optimum choice and variety of sensory experiences. This may include clay, handmade paper, 3-D collage materials, paint, pastels, mask making materials, and paper mache. This could be effective with small groups from the general school population, or children with self esteem issues. Preferred Age Level: All ages Geographic Availability: Statewide for short residencies, otherwise, Northwest Arkansas Time Availability: Open Special Needs: Materials would depend on the residency program. If fired clay is a product, an on-site kiln will be needed. | |
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Melinda LaFevers Multi-Disciplinary: Dance, Music, Crafts, Literature, Folk Arts, Humanities Searcy, AR 501 -230-8758 | 501-279-0075 mlaf@sbcglobal.net |
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Background I have an M.A. in Elementary Education, B.A. in Speech Communications, and 40+ units in Early Childhood Education. I continue to take annual workshops in both teaching techniques and childhood development, and have also taken workshops in psychodrama and dramatic play. Since 1982 I have been involved with historical re-enactment. I have conducted workshops and demonstrations for school programs in both Arkansas and California on “Life in a Castle”. I also work with school tours and programs as a volunteer at the local Pioneer Village, which is set in the late 1800’s, and is run with the participation of our White County Historical Society. AIE Program I believe that using a multi-intelligence approach is one of the most effective ways of teaching. My program, “Life in a Castle,” uses a combination of techniques designed with multi-intelligence and learning modalities in mind. I consult with teachers to determine any specific benchmarks and frameworks that they would like me to include in my presentation. I offer teachers a wide variety of choices of what and how they would like their class to learn. These choices include spinning and weaving, paper-making and book-binding, felting, dance, music, ballads, clothing, soap-making, armor, and more. They are taught by demonstration, lecture, re-creation and hands on participation. Participants in my workshops will have a greater understanding of life in the Middle Ages, learn some of the basic skills used in the Middle Ages, and, hopefully, have a greater appreciation for life in the 21st century. "Living in a Log Cabin," with programs in Pioneer Life, are also available. Workshops include butter churning, rag dolls and other toys, Pioneer games, spinning, weaving, tall tales, music, and much more. Preferred Age Level: PreK-K; Elementary; Middle/Jr. High Geographic Availability: Statewide Time Availability: Open Special Needs: Electrical outlets, hot water source, slide or overhead projector, a room that can accommodate possible water spills. | |
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Glenna McBride Multi-Disciplinary: Printmaking, Papermaking, Book Arts Eufaula , OK 918- 617-1689 | 918-689-5362 rtstglena@yahoo.com |
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Background Glenna McBride earned a B.F.A. from Arkansas State University in Jonesboro with an emphasis in printmaking and a B.S.E. from University of Arkansas at Little Rock in Art Education. Glenna also maintains current certification with the Oklahoma State Department of Education to teach art in accredited schools K-12. Other professional affiliations include being on the roster of Artist-in-Residence with the Oklahoma Arts Council since 1994 and with the Arkansas Arts Council since 1999. Glenna has been affiliated with the Oklahoma Department of Libraries, Summer Reading Program since 1999. During the library programs Glenna facilitates interest in reading through hands on printmaking projects. Successful programs such as “Tremendous Transformations in Time” have been developed through the library programs. This is a brief workshop explaining the contributions printing has made to the evolution of modern thought, equal to the development of books and moveable type. A career as a fine art printer is furthered by owning and operating Riveroaks Studio on Lake Eufaula in Oklahoma. At Riveroaks Studio, guests use the printing facilities, classes are held and studio tours are available. It is here Glenna created several public installation works such as hand printed quilted wall hangings and student prints hand bound as permanent reference books in schools and libraries. AIE Program The hands on activities Glenna uses as a framework to start a residency are printmaking, paper-making and book arts. Traditional tools and techniques used by artists are introduced to participants. Glenna’s residency activities are reinvented through basic subjects. Lessons are planned during developmental meetings and integrated with site objectives. Math skills have been taught to 2nd graders in Brinkley, Arkansas through simplified bookbinding. Writing skills have been emphasized, while mono printing idioms with 4th graders at Texarkana. Several types of printmaking projects were used to emphasize basic art fundamentals at Mt. Pleasant schools in a regular art class. The Mt. Pleasant residency also served as an intensive teacher development in areas the regular teacher felt uncomfortable advancing. Another benefit during the Mt. Pleasant residency was the opportunity to help high school students understand career opportunities pertaining to the arts. Teachers and students begin to strengthen and expand their ideas of what art is during Glenna’s residencies. Every day objects taken for granted are especially rediscovered during projects involving papermaking and book arts. Ordinary books and individual sheets of paper are given new meaning. During Glenna’s residency it is not necessary to have any experience in the arts. Participants who feel they are already artists will enhance untapped skills. Five year olds to adults can participate in a variety of different projects. Programs can last from an hour to several weeks or months. Simple printing workshops have been developed into installation pieces. Many non -traditional projects created by Glenna through residency experiences are available to sites to use as a resource. Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: Open. Special Needs: All perishable supplies to accomplish the project such as paper, ink, paintbrushes, scissors and pencils, etc. | |
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Laura McNerney Multi-Disciplinary: Visual Arts; Integrated Art/Science;Storytelling;Crafts;Gardening/Bonsai Franklin, AR 870-368-4388 manideva2003@yahoo.com |
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Background I spent 15 years as a science research assistant and laboratory technologist, retiring to Arkansas in 1989. I became a residency artist in 1998 and have also worked as a lecturer/teacher for 20 years. I am a Bonsai artist, visual artist, and have worked in the performing arts. I enjoy working with all age groups both in and out of the formal classroom setting. AIE Program I have been working on developing an integrated curriculum for art, science, and gardening. The object of this curriculum is to give the student a holistic view of life and to de-fragmentize our view of how the world works. In this time of a tendency towards the “smaller view” that isolates us, I believe that a more complete perspective of the all-inclusive nature of life and our dependency upon everything around us, is essential to our survival as a species. We must strive to make and keep compassionate connections to the world around us and must teach our children to do so through the beauty of life around and within them. To me, there is no better way to do this than through the beauty in art, the understanding in science, and the teachings about the earth. Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: Open Special Needs: Work tables and chairs; electric outlets and extension cables; art supplies as listed per residency; black board, markers | |
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Michael Merritt Multi-Disciplinary: Media Arts: film, audio, video, computer technology Little Rock, AR 501-952-8358 arkietechs@gmail.com |
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Background I received my degree in Political Science from the University of Arkansas at Little Rock, I published my second book of essays, stories, and poems entitled Coalescence. A year later, I moved to New York and went to the New York Film Academy. “Light Lies,” the first of a trilogy of black and white 16mm/MiniDV/8mm shorts, written, directed, and produced by Knowstrings, Inc., my production company, is currently touring the festival and television circuits. I am currently in production of the third short and editing a several documentaries. AIE Program My Arts in Education program would consist of an overview of the independent movie making process. With the aid of camcorders, lights, and a computer, the goal of the group would be to explore expressing their ideas and emotions as filmmakers. The residency would be divided into phases. The students would write, shoot, and edit a short film. Throughout the residency, we would discuss how communication, cooperation, organization, problem-solving, preparation, time management, and responsibility play major roles in our field. Preferred Age Level: Sr. High Geographic Availability: Statewide Time Availability: Open except July 15-31 Special Needs: Each group will need lights, camera, computers, and a desire to learn. | |
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Eden Miller Multi-Disciplinary: Theatre Rogers, AR 479- 790-4915 ihcr100@yahoo.com |
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Background Eden Miller is a multidisciplinary artist with an M.F.A. in Theatrical Design from the University of Hawaii at Manoa. She is an eight-year Arkansas resident with teaching residency experience both here and in Hawaii in visual arts, theatre arts, and combinations thereof designed for particular schools. AIE Program My residency programs are designed around the particular goals of the educators requesting them; usually choosing to focus either upon the art form for its own sake, or upon using the art form(s) to enhance the teaching of the school’s core curriculum: i.e. using drawing to strengthen students’ abilities to visualize and illustrate; using theatre arts to provide storytelling skills vital to progress in writing. These programs are adaptable to any age group(s), with the understanding that classroom teachers should participate along with their students for maximum results, especially in an art/core curriculum program. Particular program content possibilities include, but are not limited to: drawing people, places, animals, and things; puppetry; theatre arts for self-respect and teamwork; songwriting; storytelling in words and/or pictures. Preferred Age Level: All ages Geographic Availability: Within 60 miles of Rogers Time Availability: Open Special Needs: For visual arts: blackboard and chalk or markers. For theatre arts: blackboard, a large empty space preferably carpeted and chairs for all participants. | |
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Martha J. Molina Multi-Disciplinary: Theater, Crafts, Photography, Literature, Folk Arts Fayetteville, AR 479- 871-2778 | 479- 582-0523 marthajsm@aol.com |
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Background Martha spent many years in the public school working with drama students and students with special needs. She holds a Bachelor of Arts and a Masters in Special Education. Having taught in the Arkansas school system she is well versed in curriculum frameworks and has been trained in Core Knowledge Curriculum. Martha works closely with Arts Live Theatre and the Arts Live Theatre & Walton Arts Center Young Actors Repertory in Fayetteville and Sager Creek Arts Center in Siloam Springs. Her work focuses on developing the skills of young actors while addressing social issues. Martha also enjoys working with students at Nadine Baum Studios teaching photography, theatre and crafts. AIE Program Martha completed eleven residencies between January 2000-May 2001 during which she worked to provide a positive and supportive environment where both students and teachers could experiment with self-expression. Martha develops goals and objectives based on desired outcomes and subject from the teachers. She works closely within the frameworks of the Arkansas curriculum to help teachers learn how to integrate the arts successfully through practical, everyday, process oriented activities that are easily reproduced by the teachers. Throughout each activity writing is given a center stage with a strong emphasis on multicultural issues and understanding. The following list is an example of the objectives for one residency: Creating: Develop self-expression through theatre performances. Use appropriate terminology to develop theatre vocabulary. Use improvisation and play writing to communicate ideas and feelings. Demonstrate sensory recall in pantomime activities and in reenacting experiences. Lead small groups in planning visual and aural elements. Expand appropriate terminology to develop theatre vocabulary. Effectively communicate directional choices to a small ensemble for improvised or scripted scenes. Experiment with creative choices by taking risks and appreciating risk-taking in others. Reading: Demonstrate listening, observing, focusing, and concentration skills. Apply skills learned through the dramatic process to other subject areas. Interact with others in acting real life or fantasy problems or resolutions. Use thinking skills and problem solving strategies to resolve problems in stories and situations through improvisation. Demonstrate an understanding of the responsibilities of a director. Demonstrate good citizenship and function as positive members of a theatre audience. Use thinking and problem solving strategies to plan and structure elements of drams in order to analyze and create scripts. Respond appropriately as an audience member. Evaluation: Evaluate performances through critical observation for purpose of self-improvement. Refine performance choices through observation and self-evaluation. These objectives would be accomplished through well-planned activities using works of literature that are in the students text as well as student generated work. Students would also develop self-evaluation skills in rubric design that would help them in other classes. Preferred Age Level: All ages Geographic Availability: Statewide Time Availability: Summer - open; Limited during school year | |
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Nicki Newburger Multi-Disciplinary: media arts Memphis, TN 901-270-1195 nicki_newburger@yahoo.com |
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Background Nicki Newburger has fifteen years experience in film & video production, contributing to feature films, documentaries, and commercials for exhibition or broadcast in the US and internationally. A native of Memphis, she’s collaborated on films shown locally at the Brooks Museum, the Zoo, and the Indie Memphis Film Festival. She is an independent videographer, producing videos for non-profits, corporate clients, and individuals. A Video Instructor/Teaching Artist in Memphis City Schools since 2003, she creates music videos with students in a program initiated with Opera Memphis. She also taught this process with schools in West Memphis, Arkansas. She started a co-educational Film & Video Program at a private college preparatory school, Hutchison School for Girls, in conjunction with Memphis University School for Boys, in 2005. She also facilitates a documentary program for high school students at Lyon College with the TTauri Film Festival in the Ozarks. Nicki received her B.A. in Humanities & Fine Art at the University of California, Berkeley where she integrated Film & Art History with Visual Anthropology in an interdisciplinary Cultural Studies & Communication program. She first made videos with youth in Berkeley in 1990. AIE Program Nicki’s approach to making short videos with young people, whether fiction or non-fiction, is to provide a clear structure and framework of steps while leaving room for adapting to what is personally relevant to the group. Content will be in part self-selected by participants so that it is meaningful to them, while it can also be thematically custom-tailored to the standards taught in the classroom. Bridging material familiar to students and expanding on it in a new dynamic form with dramatic visual storytelling elements is an engaging way to synthesize a message for an audience. Students will learn a fundamental filmmaking process: how to operate a camera, pre-visualizing a concept to be shot, preparing a script and storyboard, collaborating as cast and crew in teams, and then, to assemble all elements together to create a final product. Preferred Age Level: Allages Geographic Availability: Statewide Time Availability: Open summertime and weekends; September-November; February-April Special Needs: Please discuss equipment needs with the artist prior to the residency program. | |
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Will O'Loughlen Multi-Disciplinary: Media Arts: audio and video Los Angeles, CA 310-975-4211 woloughlen@gmail.com |
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Background Will O’Loughlen was born in Sioux Falls, South Dakota. He completed his undergraduate degree in Communications at the University of Memphis in 1997. O’Loughlen resides in Memphis, TN, and is currently teaching television broadcasting to high school students at the Memphis City Schools Telecommunications Center. He is the former director of the Indie Memphis Film Festival and the founder and current director of the Indie Memphis Micro Cinema Club, a free monthly screening event that features short films from around the world. O’Loughlen has been an independent filmmaker since 1997. AIE Program O’Loughlen’s educational focus is on narrative and documentary filmmaking. These workshops are designed to train students of any age on film production techniques. These workshops will provide hands-on filmmaking opportunities, stimulate creativity, develop skills, and help students build confidence and leadership qualities. Students will l | |