METHOW ARTS ALLIANCEPO Box 723Twisp, WA 98856509.997.4004info@MethowArtsAlliance.org, artseducati on@MethowArtsAlliance.org

Okanogan Region Arts Education Partnership

ARTIST ROSTER - 2013/14

Connecti ng students with ART in schools throughout Okanogan County.

Methow Arts AlliAncePO Box 723Twisp, WA 98856509.997.4004info@MethowArtsAlliance.org, artseducation@MethowArtsAlliance.org

Okanogan Region Arts Education PartnershipART EDUCATIONMethow Arts Alliance facilitates a part-nership with Okanogan region schools, businesses and funders to bring quality and enthralling arts programs to stu-dents.

The following pages showcase our Pro-fessional Teaching Artists who work with students in Okanogan County Schools. Our program is the core Arts Education Program for students K-8 throughout the County.

Methow Arts works with seven school districts, over 5,600 students, 375 teach-ers in Okanogan County (Pateros, Brew-ster, Omak, Okanogan, Methow Valley, Bridgeport and Paschal Sherman Indian School).

GET INVOLVED!If you are a teacher, school administrator or an artist who is interested in con-necting with us about our Artist Roster, please contact us at 509.997.4004, info@MethowArtsAlliance.org or artseducation@MethowArtsAlliance.org.

Thank you.

ARTIST ROSTER - 2013/14

Preferred Age/Grade level: grades 3 - 12 Possible Curricular Ties: History, Life Science, Literature Residency suggestions: Creatures and Characters: Puppets, Masks and Totems with a story to tell: Students will create three-dimensional figures or masks to explore such themes as history, life science or literature. Mythic, real or imagined, these creatures could take several forms: they could be a freestanding sculpture, a high relief mural or in the form of a mask, constructed from cardboard and papier-mâché. Using simple sculptural techniques, students will form and model features and gesture to show character. The final form can then be painted or decorated. Previous residencies have explored Greek mythology, extraterrestrials, Chaucer’s Chanticleer, Northwest Native totems and regional wildlife. A presentation event can follow, adding impact to the construction experience. ***Artist is also experienced in bilingual instruction with Spanish fluency.*** Supplies, Equipment, Space and Time Considerations: Readily available materials Parent volunteers are helpful Safe storage is needed for works in progress These projects require 3-4 one hour working sessions Teaching Experience: 2001-present Artist in Residence, Methow Valley Elementary School, Liberty Bell Jr. High, Omak East

Elementary, Pateros Elementary, Brewster Elementary Paschal Sherman Indian School. 2000-2002 Procession of the Species Art Camp, Twisp, WA, Natural history activities and costume creation

for students of all ages 1992-2008 6th Grade Outdoor Education; Methow Valley Intermediate School, mountain drawing

instruction 2004, 2006 Carnival Masks, Barra de Navidad Elementary School, Jalisco, Mexico 1990-96 Methow

Arts, Community Art Program, Carving Instructor 1984-94 Allen Elementary School, Twisp, WA, Art enrichment and drawing instructor Artist’s Statement: For thirty years I have worked as a sculptor and teacher in our mountain valley. Offering students the ability to manifest their vision as form is a deeply satisfying aspect of my work.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Bruce Morrison PO Box 1043 Twisp, WA 98856 509-429-7726 ovalpeak@gmail.com www.brucemorrison.com

3-Dimensional Construction Watercolors & Acryllics Pencil Sketching, Botanical Drawing All Districts

Preferred Age/Grade level: grades 3 - 12 Possible Curricular Ties: History / Shop Residency suggestions: Hanging Story-line mobile: The students will create a large hanging art installation, specifically a mobile modeled upon the work of Alexander Calder. The students will first explore and develop a theme of their own choice for the mobile. They will be encouraged to reflect upon and incorporate the culture of the Methow and Okanogan Valleys. This mobile will be a hanging sculpture constructed from Plexiglas, aircraft cable, copper, and paint. A presentation event can follow, adding impact to the construction experience. The students will be encouraged to reflect upon the opportunity to take an artistic vision of their own conception to finish. Supplies, Equipment, Space and Time Considerations: Plexiglas, copper tubing, aircraft cable, miscellaneous nuts, bolts, clamps Safe storage is needed for works in progress School maintenance person will need to be involved in the installation Teaching Experience: 2010-present Artist in Residence with Methow Arts Alliance July 2009 Okanogan Valley Apple Hill Art Camp –t-shirt painting instruction for children ages 8-17 1988-present Bead-making- independent and group instruction in private gallery 1988-present Glass Fusing- independent and group instruction in private gallery Artist’s Statement: The most satisfying part of the artistic life is bringing conception and vision to a conclusion. I hope to share my enthusiasm for the artistic process with these school children by facilitating their journey through their own artistic process.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP

ARTIST PROFILE Bruce Townsend-Cook 3D Construction PO Box 281 All Districts Riverside, WA 98849 509-422-3607 griggsstglass@gmail.com

Preferred grade level: 7-12 Residency offered: A World of Music: A hands on introduction to the rhythmic and harmonic/melodic roots of Afro-Cuban, Jazz, and Blues music. Alternatively, an introductory music appreciation residency would introduce and expose students to the basic genre’s of western classical music, jazz, blues, and rock and roll. Additionally, an elementary course on composition/improvisation is offered to help students create their own compositions. Curricular ties to African studies, 20th Century history, and European/Afro-Cuban cultural blending in the new world is possible. Supplies and time considerations: Ideally, a number of basic percussion instruments ( shakers, tambourines, claves, etc.) would be available for students. A room that we can play music in that would not disturb neighboring classrooms would be required. A minimum 4 hour commitment of my time per teaching day would make my participation economically viable. Photocopying of materials for the composition/improvisation module would be a minor additional expense. Teaching Experience/related experience: 2004- present: Artist in Residence with Methow Arts, Jazz and World music gr. K-12 Pateros School District Professional jazz musician 1988-present Private music instruction from 1992-present Music reading skills for Suzuki violin students 2002-present Jazz History presentation for the Methow/Okanogan public schools circa 1999 One of the leaders of African drumming ensemble in the Methow1990-1993 Artists statement: Our land is a richer place for being a musical melting pot. Introducing children to our diverse and inspiring musical heritage brings a sense of what is truly valuable in our culture. Learning to create their own music opens the musical doors of tomorrow.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Chris Frue Multicultural Music Box 194 All Districts Carlton WA 98814 509 997 5299 jazz@methownet.com

Preferred Age/Grade level: Grades 2-6 Possible Curricular Ties: Wide range of possibilities such as geometry, natural history, etc. Residency Suggestions: Focusing on basic, fundamental art skills, we will draw a detailed pencil sketch of a chosen subject (can tie in with many different areas of study). The kids will learn about composition, highlight and shading, texture, line quality, overlapping, and perspective, all of which will tie in with age-appropriate EALRs. My focus is always on building self esteem and fostering positive self talk while developing a solid foundation of basic art skills. Supplies, Equipment, Space and Time Considerations: Simple drawing materials-- Soft lead pencils or large kindergarten #2 pencils. Chalk, Soft erasers and heavy cream- colored drawing paper recommended for kids in 2nd and 3rd grades. For 4th-6th graders medium charcoal pencils, white charcoal pencils and a heavy cream-colored drawing paper with some tooth, plus a kneaded eraser is recommended. Teaching Experience: I am best known for public sculpture and have an award winning municipal piece in front of the library in Puyallup, another sculpture in front of the library in Leavenworth, and have participated in numerous outdoor sculpture shows around Washington. I have been an art specialist in the Leavenworth schools for over 20 years, as well as having run a summer children’s art program for 9 years and worked with Methow Arts’ Artist-in-Residence program since 2007. I have been making videos to teach children art for 6 years. Artist’s Statement: I believe that most talented artists were blessed with a positive experience around their first endeavors that enabled them to continue without all the negative voices that live in most brains. If we can help children have early, recognized successes in art while young, it will help greatly with their ability to be courageously creative in many realms, not only in visual art!

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Cordi Bradburn Drawing, Sculpture, Clay PO Box 2049 Professional Development Leavenworth, WA 98826 All Districts 509-548-5110 cordi@easy2draw.com www.easy2draw.com

Preferred Age/Grade level: grades 1 thru 12 Possible Curricular Ties: literature; history; current events; environment; pop culture. Residency suggestions: An introduction to song-writing using the form of the pop song. The aim is to reconnect with the inner musical sense we all possess, and to demonstrate that no formal musical training or grounding in music theory is necessary to create a song. Instead of using lines and colors to create the form and texture of a painting, we will arrange sounds in layers drawn in the air to create music. The aim would be to create a song or songs, primarily using vocals and guitar or piano if available to demonstrate a working method of song-writing that is open to all, and in the process to quite naturally re-discover music as “the language of emotion For older students I would include some elements of looking at music as a language in our popular culture and exploring the dynamics of being in a band. Supplies, Equipment, Space and Time Considerations: Paper, pens, whiteboard. Piano if available on site. I bring a guitar and a computer to record ideas. A regular classroom is good or an intimate performance space if the school has one is great. I can do a basic introductory one-off class 45 minutes to an hour. Creating a song and then refining it and recording and/or performing it is best done over three or four sessions. Teaching Experience: :I never picked up and instrument or really stood on a stage until I was seventeen, but have since created and performed music all my adult working life. I toured and recorded with the British punk rock band Chumbawamba from 1982 through 2004 from humble punk rock beginnings to making eleven studio albums and having the world-wide hit record “Tubthumping” in 1997. I have also made three albums as a solo artist, act in theater and film, host a radio show and write young adult fiction. I have led various song-writing workshops and song writing projects prior to, and since moving to the Methow Valley in 2007 and I have led workshops on working in the music business for High School students in Berkeley CA and Seattle WA. Artist’s Statement: Music is a powerful part of our daily lives and we all have an inner sense of what sounds good or not.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Danbert Nobacon PO Box 1053 Twisp, WA 98856 509-997-0609 danbertnobacon@yahoo.com

Songwriting Performing Movement Storytelling All districts

Preferred Age/Grade level: K-12 Possible Curricular Ties: History, Cultural Studies, Public Speaking Residency suggestions: Storytelling: Storytelling is a living ART, but it lives in the telling of the story. Through story, we will enter into and exercise the right hemisphere of the brain, stimulating imagination and creativity. The student will experience story through seeing, hearing and becoming an intricate part of its creation. The student will learn to focus and conceptualize through the development of the story: characters, setting and theme. In the process of analysis, the student will rehearse, adjust and refine the story; discovering through reflection an interpretation for self-evaluation, and a story to present to others. The culmination of this study could be a storytelling festival, open to the community, to celebrate and integrate culture and history. Puppets: All of the above also apply to this residence. In addition, the student will make at least one personalized puppet; younger students will create a puppet, while older students will create a companion. The student will learn to operate, control and communicate with puppets. In the process, the student will develop technique and understanding of expression and feeling with this discipline, which gets more intricate as students get older. The student will present a puppet show to share with an audience. Supplies, Equipment, Space, and Time Considerations: I would like to have library access for both disciplines. Teaching Experience: AIR: 2004-present, Brewster, Pateros, Methow Valley, Virginia Grainger and North Omak Elementary Schools. From 1975 to 2000, I was a missionary for the United Methodist Church in the field of education, spending 22 years assigned to work in Okanogan County. During that time I was a guest teacher, speaker and storyteller for all the public schools, home-schooled, alternative, preschool, private schools, and the colleges that are within the county. My teaching has taken me beyond Okanogan Valley, reaching Hawaii and Alaska, around to NY, the Virgin Islands. Artist’s Statement: Storytelling is the basis of my life’s work. All my art forms are physical manifestations of the storyteller’s ability. I was initiated into the sacred art of storytelling in the summer of 1979 when a gift was given and a story received. Storytelling becomes a way of life, and the story is passed on through many mediums. The roll of the story teller is to preserve the collective memory of the community and pass it on so others may hear, see, feel, enjoy and become a part. Hear the story-learn the story- become the story- pass it on. My purpose is to tell the story and to initiate others into the sacred art. The stories I tell gently challenge people to grow.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Dayton Edmonds Theater/Storytelling/ Puppetry PO Box 3226 All Districts Omak, WA 98841 509-826-5549 dayton@daytonedmonds.net www.daytonedmonds.net

Preferred Age/ Grade Level: grades k-12 (1-3 Creative Movement, 4-12 African Dance & Percussion) Residency Offered: Creative, Exploratory Movement: This study offers children a chance to discover new ways to explore within and use their body to express themselves, as well as a chance to perform. The dance I share includes elements of modern technique, creative exploration, traditional West African Dance, yoga, and meditation. Choreography can be created, along with simple costuming, using compositional exercises presented by the artist. The music will be cross-cultural world music supplied either by a live percussionist or from recordings. Subjects for the creative movement pieces can easily incorporate curricular topics, and children will see them ‘come to life’ through dance. Traditional West African dance and rhythm: History of the origination of steps in traditional dances from West Africa will accompany a study of the movements. The distinction between different parts of a rhythm that are used to make up the whole will be explored in the study of percussion. A group could be divided into dancers and percussionist, or the whole class could learn both aspects. The integral connection between the dance steps and the rhythms will be experienced. Supplies, Equipment, Space, and Time Considerations: Fabric for simple costumes may be used. A large empty space is needed for preparation and performance. Ideally, we would work 1-2 days a week for one hour for several (3-5) weeks, then hold a performance. Working with a live percussionist would greatly enhance this residency. Teaching Experience: 2007-present Teacher of Modern Dance and Creative Movement at various locations in Methow Valley 2001-present Teacher of West African Dance in Twisp, on Vashon Island, and throughout Northwest 2004 Artist In Residence: Methow Valley Elementary Kindergarten – Dance 2005 Artist In Residence: Methow Valley Elementary 4th Grade – West African Dance 2001-2003 Teacher of West African Dance on Vashon and throughout the Northwest 2000-2002 Teacher of Creative Movement at Mother’s Place in Seattle, and at Vitality Studio in Seattle. Artist’s Statement: “If you can talk, you can sing. If you can walk, you can dance.”

--West African Proverb

All day long we move in a thousand different way: we walk, we talk, we drive, we eat, we laugh, we shop, we sit. Yet how often are these movements conscious, and how does it change them to bring consciousness to our movements? Though our lives are an endless portrait of movement, it is not so often that we focus on this element and come to know it deeper. To know it deeper has been my inspiration to dance, and to share it with others. I am excited to help people get active, to connect with themselves, and to connect with each other through movement.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Deirdre Luvon Dance: Creative Movement, 38 Bond Lane Modern Technique, Twisp, WA 98856 West African Dance 509-997-0221 All Districts dancedeirdre@gmail.com

Preferred Age/Grade level: 1-6 Possible Curricular Ties: History, Famous Artists, Cultural Studies, Life Science and Literature Residency suggestions: Paint a Georgia O’Keefe Flowers (or other artist as inspiration): Students learn about a famous artist and then create a large-scale painting inspired by the artist. Using acrylic paint they learn about composition, shape, texture, lines and value as they create their colorful masterpieces. This project takes two 1.5 hour sessions. Landscape Painting: Students examine landscapes of various artists to inspire them to create their own. Using pastels or watercolors students learn how to create depth in their work. Fall and spring work best as students will paint outside. One two-hour session works best. Papier Mâché: There are many possibilities for papier-mâché projects: masks, heroes, animals, fish, etc. These projects take 3 or 4 one-hour sessions. Clay Projects: Clay mask, pinch or coil pots or slab works. Many possibilities for themes are possible using clay. Access to kiln is necessary. Puppets: Students can create puppets in many different media. Examples are: paper, socks, papier-mâché. Works well with stories, fables, teaching historic moments. Time period depends on type of puppets made. Silk Banners: Banners are a wonderful way to permanently brighten any school hallway. Students work in groups to come up with images to paint. The natural world works great with these. Supplies, Equipment, Space and Time Considerations: Readily available materials – mosaics & silk banners require purchasing specialized materials Storage necessary for on-going projects Parent volunteers are helpful Teaching Experience: 2000-2013 Core Teacher 5&6th grade for Language Arts, Social Studies & Geography & Art Teacher for 1-6

grade at Methow Valley Community School, Winthrop, WA 2005-2007 Artist in Residence with Methow Arts Alliance: Virginia Grainger Elementary, Brewster Elementary 1995-1998 Art Teacher, Methow Valley Elementary School, Winthrop, WA 1998-1999 Ceramics Teacher for Liberty Bell High School, Winthrop, WA 1988-1995 Art Teacher, Alta Elementary School, Alta, WY Artist’s Statement: Children are born with a natural sense of play and creativity. I enjoy nurturing this sense in children through creative art activities. I provide them with the freedom to explore art materials and to learn about the elements and principles of design in doing so. I believe anyone can learn to draw through the process of “learning to see”. Children are particularly adept to picking up the skills quickly when given the chance. Children love opportunities to express themselves and having the drawing skills gives them confidence when exploring different art media.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Deirdre Cassidy Po Box 973 Winthrop, WA 98862 509-996-2589 dcassidy2589@gmail.com

Drawing & Painting –all media 3/D sculpture – papier mâché Mosaics Murals Clay Silk Painting Printmaking All Districts

Preferred Age/Grade Level: Grades K-5, but especially Pictures and Prose could certainly be tailored to older groups. Possible Curricular Ties: Language Arts Residency suggestions: How a bear becomes a book: A show-and-tell style presentation in which I explains my process for creating a story and its illustrations. Using artwork and writing samples from my own elementary school experiences and recently published picture books, I will tell students about my background as an author/illustrator and show them how a book goes from inspiration to publication. Practically Perfect Pictures and Prose - Process Percolates to Pride: Words and pictures each have a voice in storytelling. With an emphasis on “practically perfect” beginnings, students will be encouraged to be creative with their work, to go beyond the first idea, and to learn from the process as they edit and revise towards an even better final draft! Students will create their own illustrated books by exploring and utilizing the basics of storytelling (setting, character, plot etc.) and illustration. The residency will draw on my own experience with the editing and art direction of my first book, The Practically Perfect Pajamas. By this process, in writing and art, students will discover their own potential for creative thought and the communication of unique ideas. Supplies, Equipment, Space, and Time Considerations: How a bear becomes a book: No materials. Best with groups no larger than 80 students. Pictures and Prose: Paper, pencils, erasers, watercolors, ink, markers, colored pencils, glue… Volunteer help might be needed for binding finished books. This can be worked out on a school-by-school basis. Residencies can be tailored to meet classroom needs and can range from a one hour presentation to multiple visits for designing a book. Teaching Experience: 2004 – present Artist-In-Residence: Methow Valley Elementary, Omak Elementary, Virginia Grainger Elementary. I am a licensed K-12 art teacher in both Washington and Minnesota. I have visited numerous schools and literacy events since publishing my first book in April 2000. Artist’s Statement: I have always loved to draw, to lose myself in creating something tangible from a crazy swarm of ideas. Lately, I have been writing too. There is great discovery in exploring what you can tell and what you can show to express an idea. Inspiration abounds.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Erik Brooks Storytelling/Illustration PO Box 731 All Districts Winthrop, WA 98862 509-996-4345 brooks@methownet.com www.erikbrooks.com

Preferred Age/Grade level: I can make the projects fit most age levels. Possible Curricular Ties: Cultural studies, Sciences, etc Residency suggestions: Fish (or Dinosaurs) in a Day with Clay: Students will first learn how to draw a fish after examining its parts and proportions. They then transfer their images to a slab of clay. Textural elements are added for scales and other embellishments. A suggestion of shape could be added through a flip of a tail or a shaping of the body. Color then is added for camouflage or attraction through the use of under glazes. This residency takes one or two days. Clay Masks: Students will study mask design concepts from different cultures and will draw inspiration for their own mask from these sources. They will learn pattern, texture, coloration, and contrast, as well as anatomical features and expressions. These masks can take many forms, (real or fictitious, humans or animals), dependent on curriculum integration. Mosaic or Three Dimensional Tile: Students and teachers will create an architectural ceramic piece to be installed in a public space at their school or in the community. Ideas for this project include a column, entryway, mural, signage, garden sculpture, or individual tiles or mosaics. Students will have the opportunity to solve problems and make creative decisions while working independently and collaboratively. Supplies, Equipment, Space, and Time Considerations: I need a room with large tables, available water source, non-carpeted floor, a large storage space for the drying of pieces, and a kiln to fire pieces in. I am available Mondays through Fridays. (I can arrange for the firing of the pieces if needed). Teaching Experience: 1999-present Artist in Residence program: Virginia Grainger Elementary, East Omak Elementary, Methow

Valley Elementary, Brewster Elementary, Liberty Bell High 1997-1998 Methow Arts Community Art Programs, Ceramic tile project 1996-1997 Art Instructor, Whitworth College, Spokane,WA. 1984-1990 Ceramics Instructor, Spokane Art School, Spokane, WA. 1977-1982 Pottery Instructor, Whitworth College, Spokane, WA. Artist’s Statement: I enjoy working with students and watching their excitement when they are working in clay. Students seem to respond to the tactile sensations of working in “mud.” The process is as important as the finished piece. Students also help me stretch my imagination. I can always learn from them. They can be so creative when given the opportunity. I like to be the one to provide that opportunity.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Jim Neupert Sculpture/Clay 92 Lower Beaver Cr. Rd. All Districts Twisp, WA 98856 (509) 997-5556 (509) 429-9475 cell jneupert@centurytel.net

Preferred Age/Grade level: grades 1-6 Possible Curricular Ties: wide variety, see next section Residency suggestions: Art With Basics: This workshops introduces the elements and principles of art using materials at hand from the school art closet. There will be many possibilities for curriculum integration. I am willing to offer a teacher's workshop to expand on the concepts introduced in class. This class is best structured in six 1½ hr. sessions. Murals: Permanent interior or covered exterior murals. Subjects could pertain to specific areas of study. The students and faculty generate the theme and students will be involved in the entire creative process from conception to completion. Magical Mache: Using this versatile medium, students can create Mardi Gras style creatures, face-sized masks for parade or display, or even a dinosaur from the age of dinosaurs or a new species all together. This versatile medium can be used to create Grecian urns, or other projects which could be integrated into curricular studies. Time requirements are based on the complexity of the project: bugs and butterflies can be made in 4 sessions, more complex forms require several additional sessions. Most projects take 7-10 days working in 1-hour sessions. Supplies, Equipment, Space, and Time Considerations: Many of the projects described require no special materials beyond what is already available at the school. Others may require some specific materials to be purchased. Spaces are also project dependent. Murals and large papier-mâché projects take 6 to 8 weeks to complete and need a designated storage space for works in progress. I will be available Oct. through mid Nov. and mid Feb. through end of May. Teaching Experience: Volunteer teaching in the Enumclaw Schools for 15 years; Owner and director of Apple Hill Art School; Project director for numerous elementary school murals projects; Director of Art camps for the Enumclaw Parks Department for 2 summers; Art educator for adult and youth art classes at the Confluence Gallery, Twisp; Artist In Residence - Enumclaw and Okanogan Region Schools 2000-present; Seasonal workshop teacher at Tonasket Outreach School, Little Star School, Winthrop and Home School group in Omak; Director Dollar Art Camps in Omak and Tonasket 2005-present. Artist’s Statement: My work is spontaneous and creative and my teaching style encourages exploration and discovery. I have a strong focus on the process of working toward the final piece. I believe that a creatively energized mind is a teachable mind. The more one is allowed to explore and investigate, the more alive the mind becomes. The miracles of creative self- awareness are visible daily. To be able to watch caterpillars turn into butterflies is a gift for which I am truly grateful.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Jody Olson Visual Arts 102 Armitage Hill Road All Districts Riverside, WA 98849 509-322-4071 no email

Preferred Age/Grade Level: Appropriate for all elementary-High School ages. Early readers will use a very simple text and see how to expand the story into dramatic form. Possible Curricular Ties: The most obvious ties are in Reading, History, Applied Art, Literature, and Public Speaking, but I have also used this to incorporate Math and Science concepts. Residency Suggestions: Reader’s Theatre: We will create our own script from an age appropriate book or use standard scripts designed for RT, assign parts and practice reading aloud while portraying a character. Sound effects and hand props will be created. Masks may be an option; we might design and create masks for the characters to enhance pantomime skills. Analysis will include a study of the plot and theme of the text, how to edit a book to get to the essence of the action, and vocal and physical techniques to facilitate expression and characterization. The culmination of the project might include a performance tailored to the specific situation. Learning Dramatic Skills Through Improvisation: As an alternative to the Reader’s Theatre concept or as an additional preparation tool in the context of RT, this unit will focus more attention on development of creative innovation and personal expression. Improvisation teaches students how to think creatively on their feet. It is process driven rather than result-oriented, and fosters a non-threatening and fun environment for students to learn public speaking and performance skills. This project might culminate in a performance, engaging the audience to participate in an improvisation challenge. Supplies, Equipment, Space and Time Considerations: This class requires an open space; with desks or tables shoved aside and chairs placed in a circle; a normal classroom should suffice. No special supplies are required unless mask making or props creation requires card stock paper and glue and scissors. Side Note on scheduling: I am employed 25 hours a week so I have only mornings available on some days. Teaching Experience: I have a Master’s Degree in Theatre Arts and have taught many workshops over my 40 year involvement with community theatre. I have served as director and designer of 19 Broadway style musicals and numerous plays in Omak and Chelan since 1985. I am a librarian with North Central Regional Libraries and work with students every day to assist them with literacy skills. The most recent residency I taught was for a group of 7th-8th grade students in Pateros. Over four separate meetings I lectured and taught improvisation for development of physical expression, Reader’s Theatre for development of vocal expression, creation of masks involving character analysis and finally, an in class performance of the scripts. Artist’s Statement: Imaginative play is at the core of performing a dramatic PLAY; children of all ages haven’t forgotten how to do that! Dramatic study helps students relate to society, understand why people behave in certain ways, gain confidence in physical expression and express thoughts creatively.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Judith Johnston Drama 2 Mountain View All Districts Brewster, WA 98812 509-689-2348 jj@themoodswings.net

Preferred age/grade level: Grades 2-8 Possible Curricular Ties: Literature, Natural History, Character Development Residency Suggestions: Students will do several warm-up writing exercises, then move on to longer exercises that will result in poetry pieces. Prompts and frameworks will be provided for each piece. At the end of each session, we will have an opportunity to share with one another. Students will be encouraged to choose one of their writing exercises and work it into a finished piece. Goals: A main goal is to demonstrate through multiple exercises that each student can write a poem. While fostering a safe and encouraging environment, and leading guided writing exercises, everyone will be able to create a piece in which they feel pride. A further goal is to get students writing outside of school, as a means of processing emotions, as well as expressing themselves creatively. Vocabulary: poem, image, stanza, line, break Special Considerations: Poetry workshops will be modified to fit appropriate age levels and their writing abilities. Supplies, equipment, space and time considerations: Simply pencils and paper will be necessary for writing poetry. For further projects, such as making books of poems, additional materials such as book board, paper, and binding supplies will be required. Teaching Experience: I have worked with children in a variety of ways over the past 25 years: from childcare centers and working as a nanny to outdoor education, volunteering regularly in my children’s classrooms and running a non-profit program which works closely with a wide age range of youth. Artist’s Statement: I am inspired by how readily words and poems seem to flow out of the children I have worked with in writing poetry. I find their freedom of expression to be inspiring and I know that being introduced to writing poems at a young age helped me in my own self-expression.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP

ARTIST PROFILE

Kelleigh McMillan Poetry PO Box 1187 All Districts Twisp, WA 98856 509.997.0065 Kelleigh.mcmillan@gmail.com

Preferred Age/Grade level: grades K-12 Possible Curricular Ties: Ecology, Language Arts Residency Suggestions: Sun Printing, traditional cyanotype printing in the Methow sun using local flora/fauna. Calendar Time: design a calendar exploring printing, layout and theme creating fun artwork and monthly grids. Let’s make a zine: check out several ‘zines’ (self published magazines) then we will make one deciding a group theme and creating our own pages. Mono printing: the possibilities are endless, use ink and paper to discover mark making, ghost prints and happy accidents. Artist’s Books: from a single page fold book to an accordion style or hand-stitched book, learn simple bookbinding techniques and the wonders of traditional letterpress print Supplies, Equipment, Space, and Time Considerations: Art supplies (inks, rollers, plates and paper), printing press, darkroom, outdoors/sun, storage space, computer, scanner, photocopier, sink, workspace and a couple parent volunteers. Teaching Experience: 2007-present Methow Arts Artist-in-Residence program. 2007-present Methow Valley Community School: outdoor ed. art and music, volunteer. 2008 Washington University, St. Louis: Artist talk and viewing of artwork. 2005-2007 Bradford College, England: Awarded Masters of Printmaking (taught several printmaking demos

cyanotype, polyester plate, silkscreen). 2002-2007 Beechtree Steiner Initiative, England: Parent and Toddler Leader, festival workshops, art director/promotion. 2001-2007 Oak Road Residents Association, England: Children’s Art Workshops. 1996-1999 Leeds College of Art, England: Printmaking studio courses. 1986-1991 Evergreen State College, Olympia: BA Liberal Arts (Printmaking, Sculpture). Artist’s Statement: I am a printmaker, bookbinder and installation artist. Using traditional techniques such as letterpress, cyanotype, silkscreen and block printing alongside digital technology and machine stitching inspires me. Printmaking is a vital intersection of old and new technology, a thriving place where home computer printers, graphic designers, educators, typesetters and fine artists are creating the map. I am smitten with the process of making prints as well as artist’s books. I would love to share my enthusiasm for art making by creating an inclusive atmosphere of participation and discovery.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Laura Gunnip Printmaking/Book Arts 345 Twisp River Road All Districts Twisp, WA 98856 509-997-2044 (h) 509-449-1789 (c) lauragunnip@yahoo.com www.dorno3.com

Preferred Age/Grade level: I prefer to work with small groups of interested junior high or senior high students, i.e., students who volunteer and want to be a part of this project. This class would be an ideal honors project. Residencies offered: Stained Glass: My ideal residency is to work with a group of students to design and create a stained glass window or mosaic mural for permanent installation in their school. The students will be provided with a brief history of stained glass and mosaic and will learn basic vocabulary, design, and technique associated with the art form. This project requires a collaborative effort, and consideration will be given to the theme, audience, and eventual placement of the work. This process will build self esteem through skill building and through student ownership of the direction of the project from its conception to the final presentation of the artwork. Supplies, Equipment, Space, and Time Considerations: Students will need a space where the artwork can remain throughout the development process. A stained glass project is structured for small groups of up to 10 motivated students. A mosaic mural could involve more than 10 students. Students should be referred by their teacher. Teaching Experience: In early 2004, I worked with a group of Liberty Bell High School honor students who designed a window for their school. We met for two hours twice a week to work on the project. The Liberty Bell Mountain Lion was permanently installed in the school lobby in May 2004. The window is stunning and the students were thrilled. I also teach mosaic classes at the Confluence Gallery in Twisp and one-on-one stained glass classes in my home studio. In my professional work as an environmental specialist for the State of Washington, I taught many workshops on environmental topics. I was also the Eastern Regional Director for a part of the Giraffe project, a program that teaches character education for school aged students. My responsibilities involved training teachers and counselors how to implement the program to their classrooms. Artist’s Statement: My goal is to share the love of stained glass in a way that inspires others to seek their own means of artistic expression.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Laura Ruud Stained Glass/Mural 39 Rising Eagle Road All Districts Twisp, WA, 98856 509-997-0056 email: ruud@methow.com

Preferred Age/Grade level: grades 2-8 Possible Curricular Ties: social studies, history, geography Residency suggestions: SING-ALONG with Horse Crazy GRADES : 2-5 or 6-8 TIME: 45 minutes to 1 hour (adaptable to school schedule) SUBJECT AREA FOCUS: General Music and Social Studies BRIEF SUMMARY: This session is pure kid magic. Students are given songbooks containing 16 wonderful cowboy and folk songs. Everyone is included as they sing along with these timeless songs. A little history and geography are shared along the way. Students are introduced to the guitar, bass guitar, banjo and harmonica, including a brief history of the instruments. For the older grades, maps are used to enhance discussions and some of the history associated with these traditional American and cowboy songs is discussed. In addition, students are made aware of the use of familiar melodies adapted by pioneers to create well-known folk melodies. LEARNING TO SING HARMONY with Horse Crazy GRADES : 2-5 or 6-8 TIME: 45 minutes to 1 hour (adaptable to school schedule) SUBJECT AREA FOCUS: General Music and Social Studies BRIEF SUMMARY: Sing Along with Horse Crazy Cowgirl Band as they pass along a magnificent American vocal music tradition. In the lighthearted humorous manner that has endeared them to students and fans, Lauralee and Jennifer show the students how to sing favorite cowboy, folk and country songs in beautiful two-part harmony. Students will be introduced to the guitar, bass guitar, banjo and harmonica, including a brief history of the instruments. GOALS and OBJECTIVES: Students will learn that music and culture are fundamentally linked. Folk stories and songs are universal and have been around for all time. The cowboys and pioneers integrated familiar melodies and adapted the words to their current lives. Supplies, Equipment, Space and Time Considerations: Music room or room big enough for students to stand and move around. Teaching Experience: Lauralee is a professional musician with a BA in music, emphasizing in folk music. She is an accomplished writer, educator, songwriter, and long-time lover of western music. Her accomplishments have been recorded in the academic work: Wranglin' Women (Humor and Gender in the American West) by Kristin M. McAndrews. (Nevada University Press). For 10 years, she hosted the Dollar Watch Cowboy Show, a live program featuring cowboy music, cowboy poetry, true stories and tall tales. As part of her ongoing commitment to share the art of western folk music, Lauralee dedicates a portion of her time to exposing students and interested groups to the history of the American West. Artist’s Statement: I am aware of a compelling need for young people to discover the wide range of musical styles that make up western music. Using songs, stories and a variety of instruments, I engage students by including them in the musical story of the west.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Lauralee Northcott Western music vocals PO Box 276 All Districts Winthrop, WA 98862 509-996-2404 yodel@horsecrazycowgirlband.com www.horsecrazycowgirlband.com

Residency Offered: Journalism/Non-fiction Writing: Telling It Like It Is! Students will learn about journalism by reporting on and writing about their world. The residency will begin with a brief analysis of articles in local and national media to help students become sophisticated readers and writers.

Students will be encouraged to report on topics they believe have been overlooked by the mainstream media and to produce a balanced article by gathering information from numerous sources and perspectives—for example, from their classmates, families, and neighbors. They will also take photos, make drawings, or collect other material to illustrate their articles.

Emphasis will be on gathering information, organizing ideas, and writing in a clear and engaging way. While the residency will help students develop the skills to produce well-written articles, the primary focus will be on getting them excited about telling their stories, rather than on the mechanics of writing.

At the end of the residency, students’ articles will be compiled in a newsmagazine that can be shared with the rest of the school or with their community. Preferred Ages/Grade Level: Grades 4 -12. Students in upper grades may also choose to report on national or international events from a perspective they believe has been neglected. Supplies, Equipment, Space and Time Considerations: Paper and pens or pencils; computer for typing stories (if possible); newspapers and magazines (local and national, depending on grade level); digital cameras and art supplies (for black-and-white reproduction). Booklet will be photocopied and bound. Ideally, we would have five to six class meetings of approximately one hour each. Assistance from teachers and volunteers would be useful, particularly for typing students’ stories. Proposed schedule: Session 1—introduce concepts, read other media Session 2—develop story ideas, go over approach to interviews and news gathering Sessions 3 and 4—read students’ stories; review art; revise stories as necessary Session 5—organize material for booklet Session 6—distribute and discuss booklet; review concepts Teaching Experience: 1993-95 Instructor, SAT Review Course, Princeton Review, Concord, NH 1994-95 Graphic Design Instructor, Plymouth State College, Plymouth, NH 1995-96 Art History Teaching Assistant, University of Illinois at Chicago, Chicago, IL 2011-present Artist in Residence with Methow Arts program Artist’s Statement: I have worked in publishing for 25 years, both as a writer and editor and as a graphic designer. I have always been fascinated by newspapers and, in particular, by their potential for telling stories about people and events that are often overlooked. In addition to reporting and writing news articles, I profile people, write about arts and culture, and do in-depth research and writing. I use photography as a documentary tool and a means of artistic expression.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Marcy Stamper Literary Arts/Journalism/Non-fiction 5 Riversong Road All Districts Twisp, WA 98856 509-997-0700 mstamper@mymethow.com

Preferred Age/Grade level: K-8th Possible Curricular Ties: History, Life Science, Literature Residency Suggestions: Diverse range of subject matter and possible connections to offer. I have developed National Visual Arts Standards based curriculum for K-8 and have more than a year’s worth of lessons per grade. Classroom teachers can contact me with project themes or ideas and we can devise a plan. Supplies, Equipment, Space and Time Considerations: I am a recycling expert and know how to work with little to no budget but of course each project varies. Preparation and extreme organization have been part of my success as an art teacher. Teaching Experience: K-8 Art Teacher, Thornton Central School, NH (2008 - 2012) Instructed approximately 215 students with diverse learning styles. My curriculum integrates core disciplines and is designed to motivate and excite the learner through the use of various art forms, materials, visuals, and technology. Important life skills are developed as well as a sense of community, respect, and cooperation. Art Camps, Methow Valley, WA (August 2012) Confluence Art Center, “Art From Around the World” – 3 days for 7-12 year olds Little Star Montessori School – “Art Camp” – 3 days for 4-6 year olds Art Classes, Methow Valley, WA (2012-2013)

- Methow Arts Alliance: Christmas Craft at the Barn, Residency in Omak (Projects with 6 classes), After School Art Club at MVES (8 sessions) - Confluence Art Center: After School Arts Program and Art Parties for kids, Christmas Origami Wreath making class, Mandala making class, Impressionist Landscape class for kids. - Fine Arts Lessons: Home school group. - Methow Valley Community School: Organized the guest artist schedule for the Blue Bell Café Student Art Auction, a Fundraiser for the school. Taught 2 Garden theme art projects (Trellises & Hand Tools).

Artist’s Statement: My artist’s statement can easily become a thank you to my elementary school art teacher, my high school art teacher, and my parents. I was lucky to grow up in a small NH district that supported the arts and provided lessons to its students. My skills were built upon year after year and my love for anything creative has flourished. I attended Plymouth State University for the Art Education program followed by my first job teaching visual art to K-8 students. After 4 years it was hard to leave my enthusiastic students but once you find the Methow Valley it seems to have a pull on you! The natural beauty of the landscape is an artist’s dream (and athletes). I can see the inspiration of many, as I look at the unbelievable architecture, galleries full of talent, performances, and classes available. My goal is to provide positive, educational art experiences for kids in this outstanding community!

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Margaret Kingston All Districts 509-670-5621 mgtkingston@gmail.com

Preferred Grades: 4-12 Possible curricular ties: sciences, natural history Residencies offered:

1) Journaling with Watercolor and Black Pen: This project involves keeping a journal of pen and watercolor sketches from observations of different bird species, with notes about observed behavior. A similar survey for plant or animal life could be implemented and tied in with natural life science studies. Preferred Grade Level 4-12

Supplies, Equipment, Space and Time considerations: Good watercolor paper, watercolors, and fine tip markers.

2) Modeling the human head in clay: This project involves modeling with clay a 3-dimensional head. The

sculptures will be hollowing it out, fired it with an acrylic patina that resembles bronze. Preferred Grade Level 5-12

Supplies, equipment, Space and time considerations: Approximately 3lbs of clay per student, wood and metal modeling tools, access to kiln to fire pieces, and storage area for works in progress.

Teaching Experience: Degree in Art Education, University of Mo. Taught K-6 art. Substitute teaching experience, YMCA summer camp art instructor, Adult watercolor workshops Homer Ak., Volunteer art education program elementary school, Kirkland WA.. Volunteer 6th grade art projects, Winthrop WA. Artist Statement: Art has been a part of my life as long as I can remember. I moved from drawing to pen and ink to pastel and oil to sculpture and watercolor. I find children delightful and enjoy sharing my knowledge and guiding them in their creative endeavors.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Mary Lu Larson Watercolor & Sculpture P.O. Box 220 All Districts Carlton, WA 98814 509-997-0326 e-mail: mllarson@hotmail.com

Preferred Age/Grade level:  K‐12   Possible Curricular Ties:  Music, Math, World History  Residency suggestions: Watercolor Collage: Geared towards kindergarten to fourth graders, in this project students will make watercolor paintings and collages from their paintings. Students will be introduced to the basics of color, pattern, and water color technique. The aim of this project is provide a creative outlet, and a base from which the student will feel comfortable developing his or her artistic talent.   Pinch Pots and Shakers: Geared towards fifth to seventh graders, in this project students will make small bowls and music‐shakers using the pinch method of hand‐building, then fire in a class built sawdust‐fired kiln. Students will learn techniques specific to the project, as well as elements of pattern and design. These projects aim to teach the historical significance of pinch pots and shakers and provide a creative outlet for students.   Functional Pottery: Geared towards eighth to twelfth graders, in this project students will learn to make functional pottery: from plates to vases, to anything else that holds things.  Students will be taught the basics of form and function through a critical examination of shape, surface, and purpose. The goal of this project is to give students an understanding of how the dishes he or she eats off of at home were made, and why. Likewise this project aims to give a creative outlet to the student.  Supplies, Equipment, Space, and Time Considerations:  The watercolor project can be done in the classroom. For the ceramic projects I need a room with large tables, available water source, non‐carpeted floor, a large storage space for the drying of pieces, and a kiln to fire pieces in. I am available Mondays through Fridays. (I can arrange for the firing of the pieces if needed).  Teaching Experience: 2007, 2008, 2010    Guest Lecturer for the Kairos Lyceum, Ellensburg, WA. 2006‐2008    Ceramics Instructor, Gallery One, Ellensburg, WA. 2005‐2006     Artist in Residence/Head potter, Holden Village Retreat Center, Holden Village, WA.  Artist’s Statement: My art centers around the idea that functional things of daily life should also have an artistic or joyous element. My teaching centers around the concept of craft, and that in a largely service oriented world it is important to teach how things are made, so to keep quality craftsmanship and a certain amount of self‐reliance in our ever consumer driven culture. 

OKANOGAN REGION ARTS EDUCATION PARTNERSHIPARTIST PROFILE Matthew Armbrust        Sculpture/Clay/Watercolor            P.O. Box 312          All Districts Twisp, WA 98856             (509) 997‐1022             mattpotter@holdenvillage.org   

Preferred Age/Grade level: Grades 5 - 12 Possible Curricular Ties: Physical Education Residency suggestions: Juggling Develop self confidence, coordination, problem solving, laughter, lightness, public speaking and group dynamics through the fun activity of juggling. Participants will develop juggling skills through a series of fun drills, beginning with scarf juggling and working into juggling multiple balls, hats and other props. I frequently work with other jugglers in order to divide large student groups into small juggling circles which can rotate through a series of drills. A performance at the end of the residency always inspires student participation. Supplies, Equipment, Space, and Time Considerations: In previous years I worked with two PE classes teaching juggling and performance skills to large groups (20-30 students) in the middle school and high school age ranges. A one to two week session is necessary to develop skills. An on-going project could be implemented with aid from the teacher. Large open space with high ceilings is preferable. 60 min sessions work well. Methow Arts is building a supply of juggling scarves. We can improvise other props although a prop budget would be helpful. Teaching Experience: 2003-present Artist in Residence with Methow Arts program in Okanogan County 2003-2005 Methow Arts Fest, Twisp, Juggling with festival participants in the Park 1993-present Instructor, Methow River Camp Artist Statement: Juggling is an important life skill. It develops self confidence and teaches the importance of practice in the learning experience. In the crazy, mixed up world in which we live, juggling brings levity and joy into our daily lives.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Rob Crandall Juggling 19 Aspen Lane All Districts Winthrop, WA. 98862 509-996-3562 methownatives@methownet.com

Preferred Age/Grade level: 3 – 12 Possible Curricular Ties: English, Literature, Visual Arts Suggested residencies: A Theatre Arts Residency provides students with opportunities to work towards high standards, contribute to a group goal and experience success in a performance situation. My residencies for students in grades 3 through 12 are designed to help students take advantage of those opportunities. Residency projects are structured to meet the needs of your students and teachers and to tie into your curriculum. Recent Residency projects have included: 5th grade students in Wenatchee rehearsing and performing a student written play called “The Shrubbe Steppe Café.” The play tied into their science curriculum. 6th through 12th grade students in Salmon, Idaho rehearsing and performing a collection of scenes from Shakespeare comedies called Shakespeare ON Love. 6th through 12th grade students from Liberty Bell High School rehearsing and performing short scenes from Shakespeare (Nickel Shakespeare) at the Ashland Actors public performance . Supplies, space and time considerations: Scripts are required for most residencies. Rehearsal space can be a stage, gym or common area. I am available throughout the year and will travel throughout the county. Teaching experience: Rod Molzahn has taught on both the secondary and community college levels and holds a Washington K – 12 certificate. Since 1986 he has brought his residencies and performances as Will Shakespeare to students throughout the United States and Canada. He has been named three times to the Artist-in-Residence Roster of the Washington State Arts Commission. Since 1995 Molzahn has produced and directed Shakespeare Summer Camps in Wenatchee (The Wells House Players at Ohme Gardens) and in Newport, Oregon (Oregon Coast Council for the Arts Shakespeare Camp). Artist Statement: Helping students discover creativity and truth about themselves through performance is greatly rewarding. It satisfies both the artist and the teacher in me. It has been said that “Art starts in the schools” and “Art saves lives.” Both are true.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Rod Molzahn Theater 1510 Orchard Ave. All Districts Wenatchee, WA 98801 509-670-5917 shake.speak@frontier.com

Preferred Age/Grade level: 3 – 8 Possible Curricular Ties: Language Arts Residencies offered: I offer residencies from simple to complex book construction. This can be taught as a stand alone residency or one that is shared with other artists in residence. Previous residencies have combined bookmaking with other residencies in writing and photography. Students were able to compose poetry and photos and create a book to hold their ideas. A presentation event followed and gave students the opportunity to share their works with peers, parents and other teachers. Supplies, Equipment, Space and Time Considerations:

• Bookmaking materials including: Decorative paper, book glue and brushes, book cover materials, collage materials, rulers

• Access to sink • 1-2 parent volunteers if possible • Storage for 1 or 2 large Rubbermaid containers • Most book projects will require 2 or more working sessions

Teaching Experience: 2005-present Artist in Residence, Liberty Bell Jr. High School, Winthrop WA 2003-2005 Book arts Instructor, Methow Print Arts Studio/Confluence Gallery, Twisp 2004 – current Art Education Coordinator, Confluence Gallery & Art Center, Twisp WA Artist Statement: Books can be wonderful vehicles for creative ideas and the perfect vessel to contain thoughts, written words, poetry and/or images. I find working in the book arts to be personally fascinating because it combines creative design skills with technical handwork. As my background is in graphic design and fine art, I find making books to be complimentary to both avenues of my creativity. A completed book – whether it be one that is already filled or one that is waiting to hold its contents – is rewarding for the creator as well as the viewer.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Robin Doggett Bookmaking PO Box 1174 All Districts Twisp, WA 98856 robindoggett@hughes.net

Preferred Age/ Grade Level: grades 4-6 Residency Offered: Creative Movement Supplies, Equipment, Space, and Time Considerations: A large empty space is needed for practice. I can bring music, hip scarves, silk veils, and other props. Teaching Experience: I have taught toddlers, children, teens, adults and seniors. My role as a teacher is to help make a brain-body connection. Using role play and visualization, I teach individual dance movements that become “a bag of tricks” so dancers can put movements together to create fluid combinations. Creative Movement for Children Curriculum focus is on developing mind/body connections, basic dance form, and simple belly dance movements. The goal is to free the body and spirit using role play and visualization, and props such as coin hip scarves and large silk veils. I currently co-own and teach at The Studio (Dance, Pilates, Yoga) in the Methow Valley, WA. I am a member of the Methow Valley Bellydance Collective, as well as, director of my dance troupe Salyna’s Scheherazades. I am the producer of the Methow Moonlight Hafla—a weekend of performances and workshops with professional dancers and musicians. Artist’s Statement: My dance style is a personal blend of many dance genres with roots in American Caberet and Gypsy influences. My dancing reflects a commitment to internalizing rhythms and expressing the music through dance – dancing from the heart. I promote Oriental Dance as a conduit for personal growth, physical strength, sisterhood, and way too much fun!

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Salyna Gracie Dance: Creative Movement, PO Box 1104 Oriental Dance Twisp, WA 98856 All Districts 509-429-0185 salynacakes@hotmail.com

Preferred age/grade level: Grades 2-12 Possible Curricular Ties: PE, Drama, PE, Business Development, and Character Development Residency Suggestions: Each class will focus on a particular circus art, such as tumbling, aerial, acro balance, juggling or object manipulation. While the focus skills will change with each class, the structure of the classes will remain consistent beginning with a short warm-up exercise, followed by the focus skill and ending with a conditioning session. Over the course of the session students will explore a variety of individual and group circus skills. Goals: The main goal of teaching circus arts is to allow students to explore their physicality without the competitive demands of structured sports. My experience has shown me that each student has a unique ability that can be developed through circus arts, where the emphasis is on participation and creativity as opposed to winning and losing. The goal is to help students will develop their sense of body awareness, increase their strength and flexibility, and learn that movement can be fun. As a final goal the students will be encouraged to develop and participate in a short performance piece incorporating the skills they have learned during their sessions. A further goal is to get children interested in participating in physical theatre outside of school. Vocabulary: Apparatus, tumbling, aerial, juggling, teamwork, physical theatre Special Considerations: Circus workshops will be modified to fit appropriate age levels and physical abilities. Supplies, equipment, space and time considerations: Floor mats or wrestling mats, gymnasium space, juggling balls. Additional apparatus may be available depending on class size and school requirements. Circus apparatus and props can often be made as craft projects. Classes should be at least 30 minutes in duration – 45 minutes would be ideal. Teaching Experience: I have been teaching circus skills to children and adults for over five years, and specialize in aerial arts, tumbling and hand balance. Artist’s Statement: During the ten years I have been involved in learning and sharing circus arts I have seen how much joy it brings to children and adults of all ages. Exploring physical movement and art in the inherently non-judgmental environment provided by circus encourages children of all physical, mental, and social abilities blossom, helping to improve body image, self confidence and physical health.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP

ARTIST PROFILE

Sarah Prochnau Circus Arts PO Box 2173 All Districts Pateros, WA 98846 509.699.0679 s.prochnau@gmail.com

Preferred Age/Grade level: 7-12 grade Possible Curricular Ties: language arts, social studies, drama, psychology Residency suggestions:

Students will have the opportunity to create a mask from papier-mâché or plaster casting, decorate it, and then explore the dramatic/movement-based aspects of transforming the mask and themselves into a character. Emphasis on the psychological and cultural impact of masks.

Integrating mask making and creative movement

Supplies, Equipment, Space and Time Considerations: Papier-mâché or plaster casting for base masks. Paint, yarn, feathers, etc. for decorating. Space for drying and storing masks. Open space for dance/performance. Teaching Experience: Tonasket after school program Summer Art Camps in Tonasket and Omak Wauconda Hall Association Spokane First Night Kids Festival McCall, ID high school drama workshop Community Cultural Project of Tonasket- making papier-mâché parade puppets Substitute Dancer Teacher, LFW School of Dance

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP

ARTIST PROFILE

Spurlin Soya Papier-mâché, creative movement 250 Fox Road All Districts Wauconda, WA 98859 509-486-1514 spurlinsoya@yahoo.com

Preferred Ages/Grades: grades K-12 Possible Curricular Ties: Many possibilities including sciences, geometry, history Suggested Residencies: Exploring Watercolor:

Students will become familiar with the tools of the medium: high quality brushes, artist grade paints, and cold-pressed watercolor paper. They will be introduced to basic brush strokes and color theory. They will have the opportunity to experience the joy of this highly versatile and highly temperamental medium.

Supplies, Equipment, Space and Time Considerations: 140 lb. Cold-Pressed Watercolor Paper, and artist-grade watercolor paints, paper towels, aprons. A 1 ½ hour block of time would be ideal. Tables and chairs that can be wiped off, or desks will work for painting surfaces. I can work either in a series of classes, 5 to 10 sessions in all, or I can work in single blocks of time, 1 ½ hours doing special projects. Teaching Experience: 2001-present Substitute Teaching in the Omak School District. 2003-present Substitute Teaching in the Bridgeport School District 2001-present Volunteering teaching watercolor art projects in the Omak Schools,

including The Children’s House Montessori School Spring 2003 Art Week, Community Cultural Project, Tonasket, WA; Beginning

Watercolor classes for students K-12 and their parents Summer 2003 Highly Capable Program, Okanogan School District; Beginning Watercolor class for 15 middle school students 2004-present Artist in Residence Program: Watercolor for Young Children, Okanogan County 2005 Painting Peace: pilot project with Maren Noyes, School Counselor, North Omak Elementary School;

watercolor exploration for children with special emotional needs Artist Statement: I fell in love with the watercolor medium and its potential for portraying light several years ago. I find inspiration in the loveliness of our landscape in North Central Washington, and of its people. Of particular interest to me is the subject of agriculture in its many forms. I find endless inspiration in this place we call home, and want to celebrate its uniqueness in my work. I also have had the experience of having started watercolor with inadequate instruction. Consequently, I have a passion for unlocking those secrets for others, and for demystifying this wily, wonderful medium.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Stephanie Massie Clark Watercolor PO Box 3181 All Districts Omak, WA 98841 509-826-1259 smassieclark@msn.com

Residencies offered: Painting on Silk: Students will gain exposure to the varied possibilities of painting on a dynamic, translucent and vibrant material. This project will show students how to apply dyes to silk, which moves much like watercolor on paper. A resist, gutta, will allow students to choose between abstract images or pursuing a more refined, realistic representation of a desired object. If the project can be expanded to encompass a week of classes, students will learn how to transfer an image from a photograph to a larger line drawing that will be used as a guide for the silk painting. Mixed media time capsules: This study offers exposure to a wide range of materials and methods for combining them. Students will incorporate found objects, collected items from the natural world, images from magazines, and their own paintings and drawings within the setting of a time capsule box that they assemble. These time capsules will capture and express individual perceptions of the world around them. This project can also incorporate personal writing or poetry from a language arts class, or observation of nature/outdoor education class. Preferred Grade Level: grades 4-12 (I am willing to consider younger ages) Supplies, Equipment, Space, and Time Considerations: Time capsules materials include; found objects from student’s home/daily life and surroundings, images from a variety of sources, wood and other materials necessary to construct boxes/capsules. Silk Painting materials are ordered through the artist. Projects can consist of a one day experience on a small silk square to larger scale panels, which require more time and preferably taught in consecutive days. Teaching Experience: 2004-present Artist in Residence with Methow Arts programs in Okanogan County 2004 “Time Capsules” and “Exploring Colored Pencils”, Children’s Art classes, Confluence Gallery ,

Twisp, WA 2004 Community Art Classes, all ages, Holden Village, WA 2003 “Mixing it up with the Masters”, Confluence Gallery, Twisp, WA 2002 “Painting on Glass,” Stehekin, WA, Arts and Humanities of Stehekin 2000 “Community Art Classes,” Holden Village, WA Artist’s Statement: painting, drawing, written word, or found objects interact with each other, revealing parallels between natural objects and the creation of pattern, texture, color, line and form.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Tori Karpenko Mixed media/ Silk painting PO Box 741 Murals Twisp, WA 98856 All Districts 509.997.0711 torikarpenko@yahoo.com www.torikarpenko.com

Preferred Ages/Grade Level: grades 3 - 12 Possible Curricular Ties: History, Indigenous Studies Suggested Residencies: Backstrap and off-loom weaving. This residency will explore the history and techniques of weaving and natural dyes through the creation of simple woven wall hangings created on looms of the students’ manufacture. Students will learn a variety of cross-cultural weaving techniques and make dyed yarn using non-toxic materials. They will also develop a language of weaving terms. I will bring examples of weaving from several countries, a spinning wheel and drop spindles for the students to study. Supplies, Equipment, Space and Time Considerations: Cotton crochet yarn to warp looms. Assorted yarns, threads, ribbons, grasses, sticks, etc. Popsicle sticks and cardboard for building backstrap looms. Space required is minimal. Students will do most of the work at their desks. Dying of yarns will require a hotplate and pot. Younger grades will need 1-2 hours to make and warp their looms. 2-3 hours to weave and finish their project. Older grades will be incorporating more techniques and building more sophisticated looms. 4 to 6 1-1/2 hour blocks would be adequate. Teaching Experience: 2006-07 Omak H.S. and Wenatchee Valley College- Presentation of Folk Art of Mexico and Panama 2005-06 Artist-in-Residence- Virginia Granger, stories and pictures of Kuna Indians and Paper Mola

making. 2004-06 Artist-in-Residence- Pateros and Virginia Grainger Elementary, Petroglyphs, Fabric discharge 1983-93 Art Instructor- Wenatchee Valley College. Art History, Survey of Ethnic Art, Printmaking,

Watercolor, Weaving 1977-1980 Art Instructor – King County Parks Department 1976 Artist-in-Residence – Heritage Arts Specialist Marymoor Park, King County Arts Commission 1975-1976 Art Instructor – Federal Way School Dist. Grades K to 6 and Resource Artist’s Statement: Rock art of the Okanogan and Columbia Rivers mirrors the art of pre-historic groups throughout the world. Similarities between our regional rock art and that of Africa and Europe abound. I have been drawn to these simple yet sophisticated images for many years and am fascinated by the stories they tell. So much of what we know of our ancestors comes from our observation and interpretation of these forms.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Susannah Young Textile Arts 46 Bide-A-Wee Rd. All Districts Omak, WA 09941 509-826-2846 susannah_young@yahoo.com

Preferred Age: Grades K-8 Possible Curricular Ties: Language Arts, Science, Geography, Ecology Residency Suggestions: Art Books: Create different styles of binding from a simple yet elegant Japanese Stab binding or circle accordion to more advanced forms. Books can be used to illustrate nearly any area of study that you are currently working on. Paste Papers / Marble Papers: Create beautiful paste papers to be used as pages in journals, book covers, wrapping paper, cards, etc. Mixed Media Collage: Create a collage using a variety of media. Explore collage elements using photos and other ephemera. When collage is finished we will seal it in a coat of beeswax. Art Doll Figure: Create a canvas/muslin freeform shaped figure using multiple materials to decorate form. Learn to do simple sewing, create dimension and shape, use a variety of tools i.e. paper, text, paint, crayons, photos, fiber, sewing machine, needle and thread. Supplies: 6 x 6 canvas or art board, acrylic/tempera paint, brushes, glue sticks, PVA glue, decorative papers, gesso, beeswax, access to sink, large, medium weight paper, sharpie pens, wallpaper paste, ink, lightweight canvas, yarn, sewing machine, parent volunteers if possible. Professional Development Workshops for Teachers: Handmade Books Handmade books are an excellent way to showcase student artwork, poetry, and original writing. Teachers will learn several techniques for constructing books (including Japanese stab binding, accordion binding, hand stitched binding, and more advanced forms). Lessons are replicable with students ages K-6. Teachers will learn how to inspire students to think creatively through book construction, drawing, painting, and writing. Teaching Experience: 2000-2001 Trillium Waldorf School, Port Townsend, WA.-various mediums 2001-2003 Swan School, Port Townsend, WA-various mediums/projects 2003-present Artist in Residence with Methow Arts in Okanogan County Artist’s Statement: Since early childhood creating things with my hands has been a part of my life whether it was forming bowls out of mud from the field or sewing clothes for a doll. As an adult my passion for art has grown, blossomed and taken on many different shapes and hues over the years. There seems to be no limit to the combination of mediums and techniques to explore. My goal is to give children an opportunity to discover the unique, true expression of their creative hearts.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Tamera E. Abate Mixed Media/Book Arts PO Box 178 All Districts Winthrop, WA 98862 509-996-3714 tamera@methownet.com www.tameraabate.typepad.com

Preferred Age/Grade Level: grades 3-6 Possible Curricular Ties: Sciences, Nature Study Residency Suggestions: Students will create a rustic picture frame for their current school picture, a beautiful gift to their parents, etc. At the same time they will become familiar with many natural elements such as bark, twigs, stones and pine cones. Tactile and organizational skill will be enhanced, as well as developing their own personal style. Supplies, Equipment, Space and Time Considerations:

• 6x8 ¼ “ plywood frame, glue • Materials from the forest, rivers and lakes • Parent or teacher aide familiar with handtools • Securable area for ongoing projects • Time varies based on age and project scope

Teaching Experience:

2002 Beginning Rustic Furniture Class- Winthrop Gallery, Winthrop, WA 2003 Beginning Class- The Art Center, Chapel Hill, NC 2008 Beginning and Intermediate Classes- Confluence Gallery, Twisp, WA 2010 – present Artist in Residence with Methow Arts programs in Okanogan County

Artist’s Statement: As a builder of rustic furniture with success on the local, regional and national scenes, I have spent many hundreds of hours gathering raw materials in the region’s forests and stream sides. I will bring a diverse pallet to the classroom for children to create with. Increased contact with natural materials creates a greater sense of belonging and responsibility for the natural world.

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Thome George Woodworking 108 Evans Road All Districts Winthrop, WA 98862 509-997-9980 rustic_arts@hotmail.com www.sweettreedesigns.com

Preferred Age/Grade Level: grades K-12 Possible Curricular Ties: This would most likely tie in with a band class, or music appreciation. Residency Suggestions: Basic woodwind instruction, in private lessons or group settings Teaching Experience: 1967-72: Beginning and intermediate band (grades 5-8) Alpine, CA 1977-84: k-12 instrumental, vocal and classroom music in Methow Valley, WA 1986-87: beginning and intermediate band (grades 5-8) in Central Howell, OR 1987-94: instrumental, vocal and classroom music at Oregon School for the Blind, Salem, OR 1995-96: 4-12 instrumental and classroom music in Methow Valley, WA 1997-2006: k-6 classroom and vocal music in Buckley, WA

OKANOGAN REGION ARTS EDUCATION PARTNERSHIP ARTIST PROFILE Wayne Mendro Music 317 Poorman Creek All Districts Twisp, WA 98856 509-997-6070 lwmendro@gmail.com