Teaching artist (percussion) Mark Powers
"The wonder and excitement in the eyes of K-5’ers when I introduce new instruments gets me pumped up." Teaching Artist Mark Powers. Photo courtesy of the artist.

Roster of Teaching Artists

ArtsWA’s rostered teaching artists are strong artists and experienced educators. They collaborate with and support classroom teachers. They make connections between their art form and the Washington State arts standards.

Many rostered teaching artists integrate arts concepts with other subject areas. Examples include dancing and math, or drawing and literacy. Some specialize in professional development for classroom teachers. Others work with specific student populations.

If you are interested in hiring a teaching artist from the roster, review their information here. You may contact the teaching artists directly for availability and more information.

Dance

Dance

Patricia Auch

Primary Artistic Discipline: Dance

Area of Specialty:  Arab Folk Dances

Based in:  Bellevue

Cell Phone: 425.652.6994

Home Phone: 425.649.2058

Email: zulaikaraqs@gmail.com

Website:  www.zulaika.net

BIOGRAPHY

Patricia’s career in Arab dances spans over 35 years. Her passion for Arab music and dance, her BA in Elementary Education, and her teaching and performing experience combine to bring students and teachers engaging and memorable programs. In addition to her soloist career, she was a founding member of Jawaahir Dance Company and taught beginner through advanced dance students at the Cassandra School. She has toured and studied dance in Egypt, Lebanon, and Morocco. She continues to travel to study with internationally recognized teachers of various Arab dances. Patricia developed and presented Jawaahir’s educational outreach programs for schools and community organizations. In addition, she is on the Community Arts Partners roster through Creative Advantage in Seattle. Her passion for, and knowledge of this art form is reflected in all of her performances and presentations.

ARTIST STATEMENT

The ethnic arts provide an exceptional opportunity through which we can learn to appreciate what is unique and beautiful about another culture, dispel stereotypes, and develop a broader understanding of the world. My workshops present the rich cultural heritage of the Arab world through its music and dance traditions. I engage students and adults with a myriad of movement, musical, cultural, and language activities. From the men’s stick dance of Egypt, to the colorful women’s thobe dance of the Gulf, to the line dances of the Levant, students see the colorful folk wear, hear the traditional rhythms, and experience the celebratory and joyous dances in their cultural context, thus broadening their view of Arabs beyond the media presentations.

CURRICULUM

Suitable for Grades: Pre-K to 12

Preferred Grades: 2-12

Curriculum Integration Possibilities: Literacy, Reading, Writing, Math, Science, History, Social Studies, Technology

Additional Interests/Experience:

Working with at risk students

Working with students with special needs / disabilities

Debbie Gilbert

Primary Discipline: Dance

Areas of Specialty: Performer, Choreographer, Teaching Artist

Based in: Seattle

Phone: (206) 369-1511

Email: gilbertmcmullen@comcast.net

Website: www.whistlestop-dance.org

BIOGRAPHY

Debbie Gilbert is the Co-Artistic Director of the Whistlestop Dance Company. Whistlestop has earned a reputation for excellence in creating dance experiences for people of all ages and abilities. The Dance Educators Association of Washington awarded Whistlestop its 1996 Honor Award for outstanding contribution to dance education in Washington schools. Gilbert performs, choreographs, and teaches students, educators, and teaching artists both nationally and internationally. She has developed training courses and manuals for the arts, has presented at national and international conferences, and has served on the Arts Cadre (OSPI), Arts Implementation Task Force (OSPI/WSAC) and the Arts Endorsement Committee (OSPI). Ms. Gilbert has also written dance curriculum for the Washington Alliance for Better Schools, and the Seattle and Anacortes School Districts. Consulting with the Committee for Children on the latest edition of their Second Step Program, she choreographed the video for the “Calm It Down Dance.” She is an artist mentor for Arts Impact and performs with Tickle Tune Typhoon and the Light Motion Dance Company, which showcases wheelchair and stand-up dancers. She is the Project Director for Whistlestop’s Dancing Math, Dancing Science, Dancing Poetry, Dancing Music, Dancing Times and Cultures, Dance and Critical Thinking, and Dance and Communication Programs.

ARTIST STATEMENT

I believe anyone can dance and that you can dance about anything. I also believe that dance is basic to learning. I love working with the diverse ideas and abilities of the public school students and teachers, crafting programs to meet individual needs and making connections with other aspects of school learning. The challenge keeps me constantly thinking, moving and learning. I begin by asking students to help me set expectations for both safe and creative experiences. Then I help them build dance concepts and skills and apply those skills through improvisation and choreography. Finally, students reflect on their work. I have also led classroom-based performance assessments that allow the students to appreciate their accomplishments with dance creation and performance. As a mentor to teachers, I develop an individualized approach that will support the teacher’s work in bringing dance to students. Watching students make discoveries through dance keeps me coming back.

CURRICULUM

Suitable for Grades: K-12

Preferred Grades: K-12

Curriculum Integration Possibilities: Literacy Reading, Writing, Math, Science, History, Social Studies, Technology, Other Art Disciplines

Additional Interests/Experience:

Leading Professional Development workshops for K-12 Teachers

Working with at risk students

Working with students with special needs / disabilities

Working with students who are English Language Learners

Charlene A. Curtiss

Primary Discipline: Dance

Areas of Specialty: Integrated Dance (disabled and non-disabled), Creative Dance, Wheelchair Dance

Based in: Seattle

Phone: 206.328.0818

Email:  cacurtiss@msn.com

BIOGRAPHY

Charlene Curtiss, Founder and Director of Light Motion Dance, has been choreographing, performing and teaching integrated dance (disabled and non disabled) since 1985. She has worked as an artist in residence since 1991 and she toured for several years with WSAC’s touring artist program under Dances with Wheels. Curtiss has performed and taught dance at the University of Washington and Harborview Medical Centers, as well as in various national and international venues. Her work has been featured on National Public Radio, the NBC Today Show, ABC News, CNCB, CNN, PBS, Reuter’s International News and Seattle television stations, KIRO, KING and KOMO. Curtiss’ original dance techniques in “front-end chair control” have redefined the choreographic terminology of integrated dance. Curtiss is also a licensed attorney.

ARTIST STATEMENT

My purpose as a teaching artist is to share not only the principles of integrated dance, but also to teach concepts of creative dance that will give students an opportunity to find their own unique way of moving. I feel that by sharing my work as an artist I can change students’ attitudes about disability and the potential of disabled people. I want students to learn to dance creatively, to understand disability and integrated movement, to feel confident about performing and to enjoy the experience of dancing. I integrate our work in dance with the current classroom curriculum. Students learn elements of creative dance and then choreograph those elements into a performance that relates to their curriculum. The residency culminates in performances for the school and the students’ families. I believe that creative dance can increase a student’s capacity to learn both within and outside the school environment. Education in the arts produces a strong sense of self, which supports the student’s lifelong development.

CURRICULUM

Suitable for Grades: K-12

Preferred Grades: K-5

Curriculum Integration Possibilities: Literacy, Reading, Writing, Math, Science, History, Social Studies, Technology

Additional Interests/Experience:

Leading Professional Development workshops for K-12 Teachers

Working with at risk students

Working with students with special needs / disabilities

Working with students who are English Language Learners

Joanne Petroff

Primary Discipline: Dance

Areas of Specialty: Creative improvisation, Curriculum integration, Mixed ability inclusive dance

Additional Disciplines/Specialties: Collaborations with other artists

Based in: Seattle

Phone: 206.323.0426

Email: dnznte107@comcast.net

Website: www.whistlestop-dance.org

BIOGRAPHY

Joanne Petroff is co-founder and co-artistic director of Whistlestop, a Seattle based performance and educational modern dance company, critically acclaimed for its work with adults, children, and special needs populations throughout the United States and abroad. She has co-authored several dance education publications and is sought after as a presenter of professional development workshops and educational conferences. She is on the Washington State Arts Commission AIR roster, and has been an artist/mentor for Arts Impact for over a decade. She is currently a dance specialist for the Broadway Center for the Performing Arts, and was a member of the Powerful Schools teaching team for many years. She has recently begun co-teaching a dance class for persons with Parkinson’s disease and is an instructor for the DANCE FOR PD® PROGRAM managed by Seattle Theatre Group.  Joanne performs and choreographs with Light Motion, a dance company established to develop artistic expressions of both disabled and non-disabled artists. She has been instrumental in bringing integrated wheelchair dance to the forefront of new trends in dance.

ARTIST STATEMENT

As a teaching artist I expose students to the joy and excitement of movement, teach them about creating dances and help them learn about the creative process. I teach dance through accessible, energetic, non-competitive movement activities that challenge students to discover new realms of creativity and expression. Students learn about the elements, techniques and skills of dance, as well as some of its historical and cultural aspects. They also choreograph and perform dances, using the performances to communicate knowledge from other areas of their classroom curriculum. I employ diverse teaching approaches that meet the needs of different learning styles. I also offer the classroom teacher strategies for using a kinesthetic learning model.

CURRICULUM

Suitable for Grades: K-12

Preferred Grades: K-5

Curriculum Integration Possibilities: Literacy, Reading, Writing, Math, Science, History, Social Studies, Other Arts Disciplines

Additional Interests/Experience:

Leading Professional Development workshops for K-12 Teachers

Working with at risk students

Working with students with special needs / disabilities

Working with students who are English Language Learners

Gary Reed

Primary Discipline: Dance

Areas of Specialty: Creative Movement, Modern Dance, Musical Theater

Additional Disciplines/Specialties: Musical theater

Based in: Seattle

Phone: 206.723.8311

Email: g4reed@gmail.com

BIOGRAPHY

Gary Reed is a professional dancer and creative movement specialist. He graduated from the University of Utah in 1978 with a BFA in Modern Dance and has been dancing and teaching professionally for over 36 years. Reed began teaching with the NEA’s Artist in Schools program in Ohio, South Dakota and California, and has gone on to become a master teacher of creative movement and a teacher mentor for Arts Impact. He is a rostered dance artist with the Washington State Arts Commission and has been teaching dance residencies in Washington for over 30 years. He has also worked with the Very Special Arts Washington, Powerful Arts, Shoreline Arts Council, and Bainbridge Arts and Humanities. Reed has worked with many national and Northwest choreographers. He danced with Co Motion Dance for 19 years in Washington, throughout the United States and in Chongqing, China. He has performed on the 5th Avenue Stage in Seattle and has choreographed numerous musicals.  Reed currently teaches at the Bertschi School, Bainbridge Dance Center and for Arts Impact.

ARTIST STATEMENT

Watching students dance inspires me.  I enjoy helping them learn to move with intent and expression. I want them to experience how rewarding dance can be. Dance offers a connection to themselves and others that is unique from other mediums of artistic expression. It teaches self and body awareness, self-control, and focus. Dance is a wonderful way to expore and and develop the 21st Century Skills that are so important to every student’s growth.  My distinctive strengths as a teacher are my experience and my ability to provide a role model as a male dancer, along with a sense of humor and a keen ability to collaborate with teachers.  I enjoy the challenge of working school curriculum into a creative movement structure, and I bring well planned movement concepts to the classroom so that students are engaged and challenged to try new ideas and learn more about dance, themselves, and the world around them.

CURRICULUM

Suitable for Grades: K-12

Preferred Grades: K-5, 9-12

Curriculum Integration Possibilities: Literacy, Reading, Writing, Math, World Cultures, Other Arts Disciplines

Additional Interests/Experience:

Leading Professional Development workshops for K-12 Teachers

Developing 21st Century Skills

Working with special needs students

Literary

Literary

Teaching Artist Judy Sobeloff

Judy Sobeloff

Primary Artistic Discipline: Literary Arts

Area of Specialty:  Fiction, Non-Fiction, Playwriting, Poetry

Based in:  Moscow, ID

Email: freewriting@turbonet.com

BIOGRAPHY

Judy Sobeloff works with students on individual and collaborative writing projects of all types: fiction, nonfiction, playwriting, and poetry. She strives to build an inclusive classroom community in which students think of themselves as writers and every student feels valued and encouraged to do their best work. A published author, she’s received several awards, including an Idaho Literature Fellowship and the PEN Northwest Fellowship, a six-month residency in a remote wilderness cabin. A teaching artist since 2005, she has an MFA in Creative Writing from the University of Washington and completed the yearlong Washington State Teaching Artist Training Lab. In addition to leading creative writing residencies in K-12 schools, she has worked with youth in residential treatment, on the Coeur d’Alene reservation, and on Outward Bound courses.

ARTIST STATEMENT

I thrive on supporting students to challenge themselves and create work that is emotionally true and relevant for them. I believe my background in social services and work with students in intense situations other than school has prepared me well for supporting a wide variety of students in school.

Living in Idaho on the Washington border, I especially enjoy doing residencies in small rural communities where students tend to have fewer arts opportunities. Students I’ve worked with tend to be incredibly appreciative and surprised by how much fun they are having and by the high quality of the work they are producing, and I get tremendous pleasure from hearing students comment that they didn’t know writing could be so much fun or that they could be so good at it. I’m also thrilled when students who teachers have cautioned me are resistant turn out instead to be eager to write and to share their writing. I see initially reticent students lose their shyness in the process of writing and sharing their writing and students who might at first have a hard time settling down becoming increasingly engaged. In using a variety of activities—verbal and physical in addition to written ones—I am able to see every individual student have a chance to shine.

CURRICULUM

Suitable for Grades: K-8

Preferred Grades: K-8

Curriculum Integration Possibilities: Literacy/Reading/Writing/Social Studies

Music

Music

Saeed Abbas

Primary Artistic Discipline: Music

Area of Specialty: Ghanaian drums, xylophone, and flute

Based in: Freeland

Cell Phone: 518-729-8192

Home Phone:

Email: mar.leone@frontier.com

Website: saaedabbas.com

BIOGRAPHY

Saeed Abbas is from the Hausa tribe in Ghana, a country rich in music and dance styles. Abbas showed prodigious musical talent from childhood and overcame much to pursue his passion. He began teaching in Ghana Public Schools at 16 and at 19 he auditioned into Ghana’s prestigious National Dance Ensemble as their master drummer.

Abbas traveled the world performing for many dignitaries before settling on Whidbey Island in Washington where he teaches music in schools and performs nationally. He recorded two solo albums Gye NyamE in 2004 and Kowanaso in 2007. He has made a lifelong study of the music of his country and was awarded the coveted Master Drummer Certification by the Minister of Culture of Ghana in 2012.

“Music is my happiness,” he says.

ARTIST STATEMENT

In my work as a teaching artist I tune into the varying aptitudes of every student. I don’t teach to the middle only, I teach in a methodical, intentional manner. Everyone can get it and when they all do, I feel rewarded.

I have been teaching for 27 years. Over the years I have learned patience. I do not judge or put expectations on my students. My personal philosophy as a teaching artist is that everyone can learn the rhythms and benefit from drumming. Drumming reduces stress. It serves as an emotional outlet and provides an alternative to video games and television. As a teaching artist I see my purpose is to teach a form of music that is primal and joyful. For many children the discipline of music and the cooperative effort of playing in unison is arare experience. It is a way of developing a feeling of competency and teamwork.

As an individual artist I perform traditional West African music on traditional instruments i.e., the talking drum, the Antenteben flute, xylophone, kpanlogo drums, cowbell, Calabash Rattle and others. I create complex solos within the context of pure indigenous rhythms. I also sing traditional songs .I approach my art form with a dedication to preserving the integrity of the music of West Africa. They are the roots of Brazilian Samba, Reggae, the Blues and much more. I feel it is important for the world to know the rhythms of Ghana. This music is for everyone.

CURRICULUM:

Suitable for Grades: K-12

Preferred Grades: 3-8

Languages spoken other than English: Hausa

Miyo Aoki

Primary Artistic Discipline: Music

Area of Specialty:  Recorder, Early Music

Based in:  Renton

Cell Phone:  812.322.8565

Home Phone:  812.322.8565

Email:  meaoki@umail.iu.edu

BIOGRAPHY

Miyo Aoki, is a dedicated recorder player and teacher, performing music ranging from medieval to modern and teaching students of all ages and levels. She has performed in the US, Germany, and Poland, with groups including Farallon Recorder Quartet, Salish Sea Players, Utopia Early Music, and Gamut Bach Ensemble, and at the Bloomington Early Music Festival and Whidbey Island Music Festival.  She is a founding member of the Seattle-based chamber group sound|counterpoint and has premiered works by contemporary composers Natalie Williams and Agnes Dorwarth. She has taught at the Port Townsend Early Music Workshop, SFEMS Recorder Workshop, Next Level Recorder Retreat, for the Early Music Seattle’s Recorder Residency program, and privately.  Miyo holds a KAZ Diplom (Artist Diploma) from the Hochschule für Künste in Bremen, Germany, where she studied with Professor Han Tol, and degrees in both early music performance and mathematics from Indiana University, where she studied with Professor Eva Legêne.

ARTIST STATEMENT

I strongly feel that the skills developed through music study are beneficial to individuals and society as a whole. Not only can music foster important life skills, it can also provide a creative outlet for students who may be struggling in other subjects.  I would like to make sure that music and other arts continue to be sustainable in our society, and to that end I believe that giving K-12 students a thorough and high-quality musical education is vital.

I began teaching in college and became more invested in teaching while working for Indiana University’s Pre-college Recorder Program.  In Germany, I built and maintained a private teaching studio and collaborated with a musical outreach program in the Bremen concert hall.  Since moving to Seattle in 2014, I have taught in public schools in various residencies and performed in several outreach programs.  Additionally, I am an active teacher in recorder societies, leading meetings, teaching workshops. As an artist, I am passionate about connecting with audiences, inviting the audience into the musical world that I experience when I play music; to offer them something new, interesting, or delightful, and to share the human connection that can be made and strengthened through a shared musical experience.

CURRICULUM

Suitable for Grades:  K-8

Preferred Grades:  K-8

Curriculum Integration Possibilities: History, Social studies, Music (especially recorder unit).

Additional Interests/Experience: German (Speak and Read fluently)

Laura Dean

Primary Discipline: Music

Areas of Specialty: Music assembly programs for K-12 in a chautauqua format; Classroom Residencies; Vocal Workshops

Additional Disciplines/Specialties: Movement/Folk Dances

Based in: Seattle

Phone: 206.349.0577

Email: lauramusic@comcast.net

Website: www.lauramusic.biz

BIOGRAPHY

Laura’s music career spans over twenty years and includes venues in the United States, Europe, and Mexico. She lives in Seattle where she performs, teaches, records, and collaborates on a variety of music projects including private and public concerts, school/community residencies, and music education workshops. Laura thrives on travel opportunities that allow her to perform, teach, collaborate, and explore local culture. Her travels include journeys to France, Mexico City, the Baja, Montana, Unalaska, and most recently, Cuba. On her cultural music journeys, she collects stories, photographs, and inspiration for her solo programs and educational residencies. Laura is especially excited about her current work related to the Westward Expansion, in which the history and diverse cultures of the American West are brought to life through folk songs and dances.

ARTIST STATEMENT

I began as a private studio teacher and I continue to maintain a vibrant private studio. At the same time, my teaching has expanded to include adult vocal workshops, K-12 school residencies, college lectures, group piano lessons, classes in retirement home communities, beginning guitar workshops and preschool music. I strive to use my education, experience and talents to help students reach their full potential. I feel that I serve others through music. Music inspires, motivates, challenges, relaxes, stimulates and adds beauty to our lives. As a teacher, I advocate the idea that music is a gift available to all of us.

CURRICULUM

Suitable for Grades: K-12

Preferred Grades: K-8

Curriculum Integration Possibilities: History/Social Studies, Technology, Other Arts Disciplines

Additional Interests/Experience:

Leading Professional Development workshops for K-12 Teachers

Eduardo Mendonça

Primary Discipline: Music

Areas of Specialty: Music, Drumming, Choir

Based in: Kent

Phone: 425.254.1616

Email: eduardo@showbrazil.com

Website: www.showbrazil.com

BIOGRAPHY

Eduardo is a native of Salvador, Bahia, Brazil and he is graduated in Arts Education from the Music Institute of the Catholic University of Salvador and has been teaching and performing professionally since 1982. Before moving to the United States Mendonça taught in the Salvadoran public schools in the capital of Bahia in Brazil, and Principal for “Escola Parque”. He is interested in sharing his Brazilian culture and introducing less well-known styles of music to his students in this county.

ARTIST STATEMENT

I believe that the arts are an important tool in education. Exposure to art forms from different cultures fosters respect and builds a community in which difference is valued. In my classes students learn that music can be made from a wide range of objects not traditionally considered instruments. Plastic tubs, chairs and soda cans come into perfect harmony. Recording the students’ performances is a way to externalize the creation and to confirm what we have learned. I welcome the classroom teacher’s involvement and will tailor my residency to their current curriculum.

CURRICULUM

Suitable for Grades: K-12

Preferred Grades: K-12

Curriculum Integration Possibilities: History, Social Studies, Other Arts Disciplines

Additional Interests/Experience:

Leading Professional Development workshops for K-12 Teachers

Working with at risk students

Working with students who are English Language Learners

Mark Powers

Primary Artistic Discipline: Music

Area of Specialty: World Drumming (African/Caribbean/etc.), Drumset (Popular Syles), and Alternative “Found Sound” Percussion

Based in: Portland, OR

Cell Phone: 920-410-0465

Home Phone:

Email: powersdrums@gmail.com

Website: PowersPercussion.com

BIOGRAPHY

A drummer, educator, author, speaker and actor, Mark Powers has studied, performed and taught in North America, Asia, Africa, the Middle East and the South Pacific.  As a teaching artist, he facilitates a variety of percussion programs, having educated students of all ages in over 200 schools and organizations. Mark is a two-time TEDx speaker, co-author of “Alfred’s Drumset Method: Book 2” and “The 2-in-1 Drummer,” and author of “Solo in Style”,and author of two children’s board books, “I Want To Be A Drummer” and “I Want To Be A Reader.”

ARTISTIC STATEMENT

My first teaching artist experience was 15+ years ago, long before I knew what I was doing or knew that it would be such a huge part of my later life. I have now visited over 200 schools and organizations.

I absolutely love being able to work with students of every age/grade level. The wonder and excitement in the eyes of K-5’ers when I introduce new instruments gets me pumped up. The increased ability of middle and high school students allows me to get into more involved/complex rhythms and concepts.

As a professional drummer, I perform a wide variety of musical styles in both live and recording session environments.  The majority of my work is done on acoustic percussion instruments (drumset, world percussion, etc.), occasionally augmented by electronics (triggering loops and samples).

During the 30 years that I have been drumming, I have had the pleasure of studying with incredible drummers both here in the United States and abroad (Ghana, Cuba, Thailand, Uganda, and Puerto Rico). I have also had the honor of making music with stellar musicians ranging from Rick Nielsen (of Cheap Trick), Devon Evans (of Bob Marley and the Wailers), Clyde Stubblefield (James Brown), Lynn Sorensen (Bad Company), Frankie Yankovic, The Afrodisiacs, The Spazmatics, M.Ward, She & Him (Columbia Records), Falls (Verve Records), Haley Johnsen (American Idol), Rob Wynia (of Floater) and more. My discography includes contributions to nearly 60 different released albums.

I am passionate about continually growing as an artist – learning wherever/whenever possible – and using music not only as a vehicle to pass along that knowledge learned, but also as a way to make the world a happier and better place for those ears and minds who my rhythms and sound waves happen to cross paths with.

CURRICULUM

Suitable for Grades: K-12

Preferred Grades: K-12

Additional Interests/Experience: Youth Corrections,

Languages spoken other than English: Spanish (Beginning/Intermediate)

Theatre

Theatre

Rachel Atkins

Primary discipline: Theatre

Areas of Specialty: Theatre Integration (Literacy and Social Studies), Playwriting, Teacher Professional Development

Based in: Seattle

Phone: 206.355.4891

Email: rachelsatkins@gmail.com

Website: www.dramatistsguild.com/members/rachelatkins/

BIOGRAPHY

Rachel Atkins is a Seattle-based playwright and teaching artist. She is the scriptwriter for the award-winning educational theatre company Living Voices, with whom she has twelve different multi-media shows in ongoing national touring repertory, all focusing on issues of history and social justice,and seen by over 3 million audience members throughout the US and Canada.

Her play Black Like Us (Original Works Publishing) received the Theatre Puget Sound Gregory Award for Outstanding New Play, two Seattle Times Footlight Awards, including Top World Premiere, and was anAmerican Theatre Critics Association Steinberg New Play Award nominee.

Other plays include Treadwell Gold (Perseverance Theatre, Alaska), Baalzebub (published by Theatrefolk) & Frankenstein’s Mary Shelley (both at Seattle Public Theater), and an updated revision of William Wycherley’s The Country Wife (Theater Schmeater). She has also written numerous literary adaptations for Book-It Repertory Theatre, including Jane Austen’s Emma (also produced at Harvard Radcliffe Summer Theater in Massachusetts), Daphne du Maurier’s Rebecca, and a variety of children’s literature. Her play for young actors, Cam Jansen & the Mystery of the Missing Eagle, has been seen in Washington, Illinois, and Virginia. Her short plays Brain Trust, This Is Not September 11, Baby Love, Conspiracy Theory, Zoetrope and Can You Hear the Mermaids Singing? have received multiple productions in New York, Missouri, Ohio, New Mexico and Washington. A 3-time TPS Gregory Award nominee for Outstanding Playwright/New Play, her other work has been produced extensively throughout the Seattle area.

Rachel is also a member of the Seattle Office of Arts & Culture’s Arts Partner roster. She works as a master teaching artist for Arts Impact and Bringing Theatre into the Classroom teacher professional development programs, as well as ACT’s Young Playwrights Program. Previously, she was the Scriptwriter/Dramaturge and Director of Education for Ardeo Theatre Project in France. Rachel graduated from Dartmouth College and holds her Masters in Educational Theatre from New York University.

ARTIST STATEMENT

My teaching philosophy is based in cultural responsiveness and co-intentional education: starting where the students are and empowering them to participate in their own learning. I place strong emphasis on the development of student-centered work. My “best” students are often the classroom teacher’s “worst:” the students who learn kinesthetically, interpersonally, visually, who need to talk ideas through out loud, or get up on their feet and try them out.

I believe in the power of theatre integration to increase a student’s understanding of all curriculum areas, as well as building and practicing essential social-emotional and 21st century skills. When students become what they are studying, stepping into the shoes of a character from a book or a figure from history or an element in an electrical pathway, they make connections, develop empathy, and deeply engage with what they’re learning—and they don’t forget it.

CURRICULUM

Suitable for Grades: K-12

Preferred Grades: 3-12

Curriculum Integration Possibilities: Literacy/Reading/Writing, Math, Science, History/Social Studies,Other Arts Disciplines

Additional Interests/Experience:

Leading Professional Development workshops for K-12 Teachers

Working with at risk students

Working with students who are English Language Learners

Visual

Visual

Nicole Appell

Primary Discipline: Visual Arts

Areas of Specialty: Mixed Media, Mosaic, Painting, Drawing

Based in: Seattle

Phone: 206.595.2812

Email: nicole@nicoleappell.com

Website: www.nicoleappell.com

BIOGRAPHY

Nicole Appell is a Seattle artist who specializes in working with youth in community art projects. A graduate of the University of Washington School of Art, Nicole has taught art at many Northwest venues including the Kirkland Arts Center, the Frye Art Museum, University of Washington Summer Day Youth Programs, and Seattle and Lake Washington Public Schools. In addition to her work in the classroom, Nicole also works in her own art studio, painting and creating multi-layered mixed media artworks. Combining materials such as canvas, wood, papers, paints, fibers, and metal, Nicole’s work is about exploring layers. She regularly exhibits her work at galleries and venues around the Northwest.

ARTIST STATEMENT

My goal as a teaching artist is to expand students’ artistic horizons and help them find the joy in creating art. Art is not about perfection, it’s about exploration. I encourage students to experiment with materials, develop techniques, and to create from the heart. I enjoy working with youth of all ages, but especially ages 6 – 13, because they are excited by art and imaginative play. The students’ enthusiasm and lack of conceptual boundaries generates a classroom dynamic in which anything is possible, creatively. I am drawn to working in public schools and community programs targeting youth-at-risk, English Language Learners, and kids who haven’t had creative opportunities. Many of these kids are hungry for creative instruction and expression. Art gives them the opportunity to build self-esteem and imagine possibilities.

CURRICULUM

Suitable for Grades: K-12

Preferred Grades: K – 12

Curriculum Integration Possibilities: Literacy, Reading, Writing, Math, Science, History, Social Studies, Other Arts Disciplines

Additional Interests/Experience:

Working with at risk students

Working with students with special needs / disabilities

Working with students who are English Language Learners

Cordelia Bradburn

Primary Discipline: Visual Arts

Areas of Specialty: Sculpture, Drawing, Painting

Additional Disciplines/Specialties: Video instruction

Based in: Leavenworth

Phone: 509.548.5110

Email: cordi@easy2draw.com

Website: www.easy2draw.com

BIOGRAPHY

Cordi Bradburn has extensive experience as a professional artist. She is best known for her large sculptural pieces in aluminum and bronze, but she also works in clay. Her work resides in many public and private collections. In her youth, Cordi was known for her window painting at Eastern Washington fairs, rodeos and festivals. Through this work she developed a flair for drawing large and fast, which works well in the classroom. Cordi is an experienced teacher. She has worked for 26 years in elementary schools, in the classroom as an artist resident and in after school programs. She trained with Arts Impact and is familiar with lesson plans addressing the state EALRs. She has completed special projects, such as painted and tile murals, run assemblies on art and self esteem, organized art clubs and offered teacher workshops. Cordi’s inspirational drawing classes are full of tips and strategies and her offerings can be designed to fit a school or organization’s needs.

ARTIST STATEMENT

I have been a life-long artist with work ranging from commercial murals and window painting to municipal sculpture in bronze and aluminum. I paint in watercolor and black brush style (Sumi-e) and am comfortable with many drawing techniques. As an elementary or middle school art educator, my strong points are being able to model drawing and drawing techniques, sometimes done large in front of a class or multi class situations. I work on creating self-esteem and focus on negative self-talk to overcome art blocks.Techniques taught are all methods of drawing, pen and ink, charcoal, pencil and painting with a black brush technique. I especially like using animals or birds as subjects to study as well as draw. I work with elementary as young as Kindergarten and can teach up to 9th grade with confidence. I also created an art appreciation program that is taught by parents and community docents once a month in the Cascade School district.

CURRICULUM

Suitable for Grades: K-5

Preferred Grades: K-5

Additional Interests/Experience:

Teaching in Spanish

Leading Professional Development workshops for K-12 Teachers

Isobel Coney

Primary Discipline: Visual Arts

Areas of Specialty: Natural outdoor art, print making, scultpure, felt-making

Based in: Bainbridge Island

Phone: 206.228.3644

Email: ijconey@gmail.com

Website: www.ijconey.com

BIOGRAPHY

Isobel is a UK qualified art teacher. She taught art and Textiles in the UK. Whilst in the UK she developed professional development workshops for teachers to explore and use art in the outdoor environment. In 2014, Isobel worked as an artist in residence at Island Wood. In the summer of 2015, she worked at Bainbridge Island Museum of Art, running their summer Art in Action program. Most recently she developed and ran a special art project across all of the 4th grade classes of the Bainbridge Island school district Called “Art Partners”.  Each student designed a unique piece of copper which then became an integral part of an installation at Bainbridge Island Museum of Art.

Isobel enjoys combining cultural, environmental and historical studies with art, using techniques spanning painting, quilting, felting, knitting, batik, print-making, hand-made paper and woodland crafts. She has experience teaching in schools and running workshops for adults.

ARTIST STATEMENT

I have mastery in textile design including print making and felt making in particular. I am passionate about exploring and experimenting with new techniques and sharing that journey with students. As an artist I am most passionate about using my making and drawing skills to create something intricate and beautiful. I love pattern and detail and combining different qualities of line and mark making.

The most rewarding part about teaching K-12 is when I can see each student create a unique piece of work. Students are thrilled by their own potential, their own achievements, their own independent thought, through hard work and determination. I have found that students bring different experiences and interests which can be expressed through art.  It is a way for students to explore independent paths within the same project and to help evolve their personal expression.

These lessons learned through art can be applied in other subjects and other parts of life.  Art can be a profound learning experience and to share that with each other is treasure in its self.

CURRICULUM

Suitable for Grades: Pre-K – 8

Preferred Grades: K – 8

Curriculum Integration Possibilities: History, Social Studies

Meredith Essex

Primary Discipline: Visual Arts

Areas of Specialty: Drawing, Painting, Printmaking, Sculpture

Based in: Port Orchard

Phone: 360.551.5954

Email: meredithkessex@gmail.com

Website: www.gallerysx.com

BIOGRAPHY

Meredith Essex is a visual artist who has exhibited her art throughout the region for over 30 years. She has inspired many people to discover their creative selves and find confidence in making and teaching art. She has a long history as a teaching artist, teacher, and teaching artist trainer, and mentor. She has been lead visual artist for Arts Impact, an organization that trains teachers to teach the arts, since its inception 19 years ago.

She serves several organizations including the Washington State Arts Commission, ArtsEd Washington and Port Townsend’s P.T. Artscape. She has written art and art-infused curriculum materials for the Lake Washington, Tacoma, Enumclaw and South Kitsap school districts, as well as the Idaho Commission on the Arts, Tacoma Art Museum, Museum of Glass, and the Washington State History Museum. In 2012, she designed and piloted the City of Tacoma’s Arts EnviroChallenger program: A visual art, science and environmental sustainability residency program for grades K-5 students in Tacoma Schools. She also teaches Elementary Visual Art in the Masters in Education program at the University of Puget Sound.

CURRICULUM

Suitable for Grades: K-12

Preferred Grades: K-8

Curriculum Integration Possibilities: Reading, Writing, Math, Science, Social Studies, Other Arts Disciplines

Additional Interests/Experience:

Leading Professional Development workshops for K-12 Teachers

Working with at risk students

Janet Essley

Primary Discipline: Visual Arts

Areas of Specialty: Murals, Painting, Installations

Based in: White Salmon

Phone: 509.493.1029

Email: essmoy@gorge.net

Websites: w3.gorge.net/essmoy

www.theredknotsproject.org

BIOGRAPHY

For 25 years, Janet Essley has taught art to students of all ages, in settings as diverse as a Cambodian Refugee Camp and the Honolulu Academy of Art. She has completed numerous murals, for both public and private clients in the Pacific Coast states and has worked with children to create murals in several states, Mexico and Belize. Essley exhibits her paintings, drawings, and installations throughout the Pacific Northwest and several of her works reside in the Washington State Public Art Collection.

ARTIST STATEMENT

My work with collaborative murals began when I spent a year working with neighborhood youth, painting murals over graffitied walls and fences. This led to projects in the schools creating murals with students that integrated arts skills with other subject matter. With murals or at their desk lesson, I teach students the elements and principles of the arts and the technical skills and processes that will allow them to present their own ideas effectively. Whenever time and space allow, I add a collaborative process to art making. This can be through murals, or in smaller group printmaking or design “studios.” Collaborative projects help students learn and practice 21st Century skills. They allow students to see themselves as responsible individuals within a group effort, to see in very immediate ways how many individuals’ skills and aesthetic sensibilities can combine to achieve community goals.

CURRICULUM

Suitable for Grades: K-12

Preferred Grades: K-12

Curriculum Integration Possibilities: Literacy, Reading, Writing, Science, Math, History, Social Studies

Additonal Interests/Experience:

Essley is an experienced Tai Chi instructor (for adults and seniors) certified in Yang Style. She has developed an integrated dance/storytelling/visual arts residency based on Chinese folktales and culture, tai chi movement, and pictographic choreographies. She has presented this to grades K-8 in public schools in both classroom residencies and after-school programs.

Gloria Gonzáles García

Primary Discipline: Visual Arts

Areas of Specialty: Drawing, Painting, Printmaking

Additional Disciplines/Specialties: Literary Arts, Poetry

Based in: Yakima

Phone: 509.457.0176

Email: ggonzalesgarcia@hotmail.com

BIOGRAPHY

Gloria Gonzáles García is a visual artist, art educator and arts advocate. She earned a BA from The Evergreen State College where she studied printmaking, digital imaging and art education. She also attended Otis Art Institute of Parson’s School of Design, majoring in Communication Design. García works primarily in portraiture and figurative art; her prints have been included in national exhibitions and selected for public art collections. In 2001 she received an Artist Trust GAP Award for her “Lost Children” Series of prints. García has served as a teaching artist in public schools (including gifted and alternative programs); in art and community organizations; and in county and state juvenile institutions. As a rostered teaching artist with the Washington State Arts Commission she has taught students in dozens of schools. Her work with high-risk youth has been an especially important part of her career. García is an adjunct instructor at Heritage University, she also served on the executive board of the Larson Gallery Guild and the Yakima Arts Commission.

ARTIST STATEMENT

I believe in the transformative power of art and art’s ability to engage students in learning. Integrating art into the curriculum strengthens learning across multiple disciplines, builds self-esteem and offers students a way to express themselves in positive and constructive means. My goal as a teaching artist is to design and execute a positive, educational, inclusive and creative art experience for students, classroom teachers and the local community. I focus on building skills with art materials and tools and teaching the principles of art. I stress the experience and process of creating art more than the finished product. My goal is to build confidence in students so that they are comfortable expressing themselves creatively. My experience teaching art to at-risk youth has enforced the importance of teaching to multiple intelligences by including approaches for a variety of learning styles. I also incorporate multicultural arts education as a tool for self-discovery, cultural awareness and redirecting youth. This approach allows students to make connections with the world around them.

CURRICULUM

Suitable for Grades: K-12

Preferred Grades: 3-12

Curriculum Integration Possibilities: Literacy, Reading, Writing, Science, History, Social Studies

Additional Interests/Experience:

Leading Professional Development workshops for K-12 Teachers

Working with at risk student

Thaddeus Jurczynski

Primary Discipline: Visual Arts

Areas of Specialty: Sculpture, Batik, Celebration Arts, Parades, Puppetry, Masks and Props

Based in: Port Townsend

Phone: 360-301-8285

Email: Thaddeus_Jurczynski@csd49.org

Website: www.artsthaddeus.blogspot.com

Creative Advantage Roster

BIOGRAPHY

Thaddeus Jurczynski teaches science and art in the Pi Alternative program at the Chimacum School District but also presents science and art enrichment programs for other schools and programs. He offers workshops and residencies in reed/bamboo sculptures, lanterns, puppetry, batik, self-portraits, kirigami and celebration art. He also offers science workshops in various subjects, including physics, color theory, rocketry, and the scientific method.  He is a graduate of the Teaching Artist Training Lab program.

Thaddeus also enjoys the challenge of creating theatrical puppets. These include a Cyclops and Scylla for “The Odyssey,” flying seagulls and an angry rhino on wheels for “James and the Giant Peach,” and the Audrey Two puppets for “Little Shop of Horrors.” His puppets and sculptures can sometimes be seen in local parades and in selected locations. During First Night in Port Townsend, a 6-ft tall glowing anchor he created is hoisted to the top of a tall crane, followed by fireworks!

ARTIST STATEMENT

I consider myself a catalyst. My role is to provide students with the tools, materials, and guidance they need for discovery learning. I believe that learning is something that children do, not something that is done to them. I want children to know they can be artists and to learn how they can use art based knowledge and skills. I enjoy working with kids and am inspired by what they create. I enjoy working in the public schools because I am able to have an impact on so many students. I also enjoy collaborating with teachers.

CURRICULUM

Suitable for Grades: K-12

Preferred Grades: 3-12

Curriculum Integration Possibilities: Literacy, Reading, Writing, Math, Science, History/Social Studies, Technology, Other Arts Disciplines

Additional Interests/Experience:

Leading Professional Development workshops for K-12 Teachers

Working with at risk student

Working with students who are English Language Learners

Diane Kurzyna

Primary Discipline: Visual Arts

Areas of Specialty: Sculpture, Mixed recycled media, Fiber arts, Crafts, Design, Trash Fashion

Based in: Olympia

Phone: 360.352.9530

Cell: 360.349.1136

Email: dkurzyna@comcast.net or rubyreusable@gmail.com

Website: www.rubyreusable.com

BIOGRAPHY

Diane Kurzyna, aka Ruby Re-Usable, is a visual artist who specializes in mixed recycled media. As a teaching artist, she has over thirty years experience working with diverse populations in a variety of settings. Her award-winning art work has been exhibited in museums and galleries throughout the Pacific Northwest and around the world. A member of the Northwest Designer Craftsmen, she has a BA in environmental design from Rutgers and a Bachelor of Fine Arts degree and teacher’s certificate with an art endorsement from the University of Washington. Diane believes her role as an art instructor is to encourage experimentation and observation, introduce new techniques and information, and develop skills. Her goal is to challenge students to challenge themselves. Diane Kurzyna lives with her husband, 2 sons, and a cat in Olympia, where she has been voted “Best Non-Traditional Artist” by the Weekly Volcano readers in 2011 and 2012.

ARTIST STATEMENT

As an art instructor, my role is to encourage experimentation and observation, to introduce new techniques and to develop skills. My goal is to challenge students to challenge themselves. I work in the area of recycled art. I believe that being a “generalist” is not what teaching art is all about, so I have diligently worked on becoming an expert in my own field. My strengths as a teaching artist are the depth and breadth of my knowledge in recycled art, my excellent classroom management skills, my ability to adapt and problem solve and my education as both an arts specialist and an artist. I also work with teachers to enrich their understanding of art and the art of recycling.

CURRICULUM

Suitable for Grades: K-12

Preferred Grades: K-12

Curriculum Integration Possibilities: Literacy, Reading, Writing, Science, History, Social Studies

Additional Interests/Experience:

Leading Professional Development workshops for K-12 Teachers

Dana Squires

Primary Discipline: Visual Arts

Areas of Specialty: Painting, Drawing, Mixed media/Installation

Based in: Olympia

Phone: 360.357.7214

Email: dana@danasquires.com

Website: www.DanaSquires.com

BIOGRAPHY

Dana Squires lives in Olympia in a periwinkle colored house. She cooks spicy food that her teenage daughters wont eat, but that she and her husband love. After graduating from The Evergreen State College in 1979, Squires worked as Art Director for an independent music publication of the Lost Music Network. She also began showing her artwork at, what is now the William Traver Gallery in Seattle. Eventually she joined the Peace Corps, traveling to both Senegal and the Solomon Islands. Her extensive travel experiences and her interest in food have influenced much of her work. Squires has completed numerous commissions through the Washington State Art in Public Places program. She has taught art through Arts Building Curriculum, a joint project of the Olympia School District and the Olympia Arts Commission. She has also taught at the Thurston County Refugee Center.

ARTIST STATEMENT

My work as a teaching artist has several strands: the process of making art, integrating art into other curriculum, and providing a cross-cultural glimpse of different worlds. These can be separated or intertwined in teaching and learning. Art is not just making marks on paper. To teach how to make art is to teach the creative process. Art teaches one to look at things from different perspectives, to explore, and to develop innovative thinking. Art also challenges learners to be observers in the world around them and to examine what they see, ultimately translating their personal impressions into something entirely different – be it a drawing, group project, or something else completely.

By bringing an artist into a non-art classroom, students can explore the same material from a different perspective and utilize their different learning styles. This opens doors for learners and promotes alternative ways of thinking. Looking and exploring artwork from cultures other than our own can help us understand other lives and worldviews.

All three strands are about learning to see, interpreting what you see, and learning to trust your creativity. I want to leave students feeling confident in their abilities to create, whatever their projects may be.

CURRICULUM

Suitable for Grades: K-12

Preferred Grades: K-12

Curriculum Integration Possibilities: Literacy, Reading, Writing, Math, History, Social Studies, Other Arts Disciplines

Additional Interests/Experience:

Working with students who are English Language Learners

Kristin L. Tollefson

Primary Discipline: Visual Arts

Areas of Specialty: Sculpture, Public Art, Craft (wire and textile techniques)

Additional Disciplines/Specialties: Literary Arts, Music, Performance Art, Poetry, Sound Art

Based in: Bainbridge Island

Phone: 206.331.1857

Email: kltollefson@gmail.com

Website: www.floraform.blogspot.com

BIOGRAPHY

Kristin Tollefson received her MFA in Metalsmithing from Cranbrook Academy of Art and a BA, Cum Laude, in Anthropology/Sociology and Art History from Carleton College. She has received numerous grants and awards from organizations including the Fulbright Program, The American-Scandinavian Foundation, Artist Trust, and Jack Straw. In 2008 she received the Island Treasure Award from the Bainbridge Island Arts & Humanities Council, and in 2010 she was nominated for the first Arts Innovator Award through Artist Trust. Her art has been featured in print in Fiberarts Design Book 7, Metalsmith Magazine, and An Island in Time. Her public art can be seen throughout Puget Sound, including at the Montlake Community Center and Magnolia Library in Seattle, the City of Kent and City of Shoreline. Kristin has taught in K-12 public and private schools, in museums and at the college level around the country, and has mentored teachers from a variety of disciplines. Kristin is the Education Director at the Bainbridge Island Museum of Art.

ARTIST STATEMENT

When I teach, I engage students both verbally and visually, with the goal of engaging the whole child. Cultivating a sense of discovery, curiosity, and agency are overarching goals, and developing critical thinking skills a key method for reaching them. My teaching is also influenced by my experience as public artist with an interest in installation and sound, along with my background in art history, anthropology and landscape gardening. I seek opportunities to help students become teachers and leaders in the classroom, and cultivate both individual and group dynamics to this end. As a specialized instructor within the classroom setting, I augment and integrate kinesthetic skills and creative problem solving in support of classroom learning.

CURRICULUM

Suitable for Grades: K-12

Preferred Grades: K-12

Curriculum Integration Possibilities: Literacy/Reading/Writing, Math, Science, History/Social Studies,Technology, Other Arts Disciplines

Additional Interests/Experience:

Leading Professional Development workshops for K-12 Teachers

How to Apply to be on the Roster of Teaching Artists

Our 2019 application cycle is now closed (as of July 1). Check back here or sign up for our email news (see bottom of home page) to learn about next year’s application period.

If you wish to join our roster, you must apply through a competitive process. A panel of arts education experts evaluates all applications. The panel then makes recommendations for approval.

Please read the application guidelines below before completing your application.

2019 Roster of Teaching Artists Application Guidelines

2019 RoTA Application Form (Word Document)

2019 RoTA Evaluation Form (Word Document)

Current rostered teaching artists must complete an Update Form to remain on the roster. Update Forms are due no later than October 30, 2019.

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