Kate was so uplifting and encouraging of artists. She shared her experience as an artist, writer, gallery owner, as well as a nurse and teaching artist. It was inspiring hearing how she took initiative to move from her career as a nurse that wasn’t fulfilling her into a career as an artist. She had some wonderful tips for artists around mindset, overcoming creative block, and working with a gallery. A few of the tips she shared:

Kate also talked about her love of color and following the color trends to pay the bills, which helped her when working with interior designers and selling her work. She let her passion for color lead her. I also loved the metaphors she found in birch trees and how she used that as a jumping off point for a series of work.

Blog post with images and links: https://www.teachingartistpodcast.com/episode-70-kate-moynihan/

www.katemoynihanartist.com

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Tim spoke about infusing new technologies into his artwork as well as his teaching. He talked about how he’s always worked in a variety of media and how teaching really contributes to this tendency as he teaches everything from painting to photography to design, weaving in Augmented Reality (AR). He also shared a bit about writing STEAM Power and speaking with scientists who affirmed the need for art to be included when talking about STEM in education - art is not simply an addition, tacked onto STEM, but a critical part of the processes and systems used in real world scenarios.

Tim also talked about breaking into the art world and working outside it. He works as an artist and with his students to engage his local community and use art as a communication tool. His advice around working in a conservative community and bringing up issues of equity and empathy was so helpful. Being able and willing as an educator to share your vulnerabilities and truly be yourself can make such a difference.

Tim Needles is an artist, educator and author of STEAM Power: Infusing Art Into Your STEM Curriculum. He teaches art/media at Smithtown School District, is a TEDx Talk speaker, and his work has been featured on NPR, in the New York Times, Columbus Museum of Art, Norman Rockwell Museum, Alexandria Museum of Art, Katonah Museum of Art, and Cape Cod Museum of Art. He’s the recipient of ISTE’s Technology in Action Award and Creativity Award, NAEA’s Eastern Region Art Educator Award & AET Outstanding Teaching Award, and The Rauschenberg Power of Art Award. He’s a National Geographic Certified Teacher, PBS Digital Innovator, a NASA Solar System Ambassador, an ISTE Arts & Technology and STEM PLN leader, NAEA ArtEdTech interest Group leader, and Adobe Creative Educator and Education Leader Emeritus.

Blog post with images and links: https://www.teachingartistpodcast.com/episode-69-tim-needles/

www.timneedles.com

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STEAM Power: Infusing Art Into Your STEM Curriculum by Tim Needles (https://www.indiebound.org/book/9781564848215?aff=teachingartist) 

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Speaking with Jess was so inspiring and educational for me! I learned from her and tried to soak up her way of being with her students, with her body, within liminal space. She talked about her experiences at the intersection of many identities and how that has shaped her as a teacher, as an artist, and as a human. She shared some incredible dialogical investigations she’s facilitated with students, digging into deep questions about time, fear, and love. We got into the systems of oppression and how we as teachers can create change. I loved her way of talking about teachers as the buffer between the systems of power and our students - we can break the rules and be a protective barrier for our students. This was such a powerful and helpful conversation!!

Blog post with images and links: https://www.teachingartistpodcast.com/episode-68-jess-rogawski/

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www.jessrogawski.com

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Hearing about Carly's process of creation with her whole body in consideration of her community was inspiring. She spoke about growing up with an artist father and how that shaped her. I so often hear from artists whose parents had trepidations about a career in the arts or thought of it more as a hobby. It was interesting hearing how an artist parent can normalize the arts as a valid career path while also bringing awareness to the challenges of this path.

Carly also shared how the pandemic has impacted her as a teaching artist and her focus on her practice during this time. I loved the idea of naming our discomforts and communicating clearly as this world continues to shift. She discussed de-centering herself in the classroom and the constant work to check her biases.

We talked about seeing the behind-the-scenes of the gallery world, building community as an artist, and shifting scales.

Carly Terreson is an artist, storyteller, and educator. Carly earned her BFA from California College of the Arts in Oakland, CA in Painting and Community Arts. She also completed the Community Teaching Artist Certificate Program from the Department of Cultural Affairs and CalState Los Angeles. She has worked in many of the Bay Area’s arts organizations and schools as an arts educator and youth and disability advocate. Her work has been featured in shows in New York and the Bay Area including the San Francisco Women’s Building and WomensWork.Art in New York. She has attended Luminous Bodies residency in Toronto, ON and has co-led residencies and workshops out of her own home.

Blog post with images and links: https://www.teachingartistpodcast.com/episode-67-carly-terreson/

@carlyterresonart on Instagram

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Peter Atsu shared how he went from creating shadow theatre in his home for the children and families he grew up with to working on international theater productions and with ITAC (International Teaching Artist Collaborative). It was so inspiring hearing how he’s spread his passion for the arts not only into schools, churches, and communities throughout Ghana, but also through mentorship of younger teaching artists. He talked about his teaching approach splitting from the school system’s top-down methods and empowering students in co-creation. He shared how students respond and become so engaged as “that’s the approach they’ve been crying for.” Yet it remains challenging to convince schools of the need for both student choice and voice in learning and for the arts integrated into the school day - a challenge Atsu continues to take on.

He also talked about the strain COVID placed on him when his programs were all shut down. He has worked hard to continue teaching via zoom and has continued creating, saying “art is my breath.” It was beautiful and heartbreaking hearing how expression through his art forms has helped him cope with the challenges of this time and how resilient he has been, not only shifting the way he works, but also helping other teaching artists learn to use zoom and other digital tools. A big challenge has been getting the equipment needed to be able to do this. We looked into crowdfunding platforms and are working on setting something up that is available in Ghana allowing donations from all over the world. I will be sharing links when they are available. In the meantime, you can also reach out to Atsu to support his work directly.

One of the driving forces he shared was curiosity and always questioning - asking "what if?" He talked about the power in this question, the freedom in thinking outside of the systems we know.

Blog post with images and links: https://www.teachingartistpodcast.com/episode-66-peter-atsu-adaletey/

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ITAC

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Ondrea talked about the “wild juggling game” of teaching and making art and staying active in her communities. She shared some wonderful books and resources, especially around a topic she’s been focusing on lately: self love. We talked about assessment in the art classroom and questioned how to encourage students rather than add pressure to their lives. I loved hearing how the pandemic has helped her shift more away from medium-specific work both in her own work and in teaching. She talked about helping students translate their thoughts in whatever form makes sense to them. We also talked about struggling to facilitate courageous conversations about social justice and she shared some framing and tips that have helped her create dialogue among students.

Ondrea “Bell” Levey is a visual artist living between Tucson, Arizona and Portland, Oregon.  She received her BFA in Art Education at the University of Arizona. Tenderness and storytelling inform her work. Ondrea teaches high school in Tucson, as well as adult workshops, with emphasis on identity, play, and practice development. Currently, she is pursuing her MFA in Visual Studies at Pacific Northwest College of Art in Portland, Oregon. Her work has been featured at Tiny Town Gallery, Jewish History Museum, Subspace, and Chick Magnet.To follow her most current work, subscribe to her Patreon and receive handwritten love letters, playlists, stickers, and workshops.

Blog post with images and links: https://www.teachingartistpodcast.com/episode-65-ondrea-levey/

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5IgTozQBvfXDFuqrVWBO

It was such a pleasure to talk with Abby Birhanu and hear more about her teaching and art-making! Her passion and compassion comes through in all that she does. I loved her advice about antiracist teaching within communities that aren’t ready to embrace it. She talked about being a wordsmith, sharing artists’ words and encouraging students to question institutions, and showing students love. The way she spoke about helping students grow as compassionate humans was so inspiring. Abby scaffolds these discussions the same way teachers scaffold all learning - she creates stepping stones to help students move away from singular stories about people and cultures unlike their own.

Abigail (Abby) Birhanu is an artist and high school art teacher in St. Louis, Missouri. Born in Addis Ababa, Ethiopia, she moved to the United States at the age of nine. She has always believed in the power of art to shape and transform the learning outcomes, experiences, and identity of the next generation. She practices Choice Based Art to encourage creativity and confidence in her students as well as to help them take ownership of their artistic journey.

Abby participated in the Fulbright Teachers Exchange Program as an exchange teacher to the United Kingdom. The experience was transformative and further solidified her commitment to cross-cultural learning and teaching. Abby loves traveling (21 countries and counting) and especially partaking in educational and cultural exchange opportunities with her students. As an educator, she is committed to anti-racist, anti-bias, and culturally responsive teaching that cultivates global citizens that understand and value the interconnected world community.

Blog post with images and links: https://www.teachingartistpodcast.com/episode-64-abby-birhanu/

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Jeannie Siegler was my high school art teacher!! We reconnected a few years ago and she’s shown the same generosity she always embodied. She was one of those teachers that made me want to teach and now remains a mentor full of encouragement. I loved getting to know more about her background in this episode! Jeannie began her teaching career through the Peace Corps in Sierra Leone, then taught in Washington D.C. public schools including Western High School, which later became Duke Ellington School of the Arts. She spent time teaching on the Rosebud Sioux reservation in South Dakota before settling outside Missoula, Montana where we first met as teacher and student.

She spoke about her experience on the School Support Team for the state of Montana and how seeing the inner workings of many schools and districts along with the political mechanics surrounding them helped her understand the complexity of the issues in education. Jeannie offered advice for teachers and shared her challenges.

We talked about setting up darkrooms in our basements, connections between science and art, and finding time for art-making. I loved getting to chat with Jeannie and share her wisdom and spirit with you!

Blog post with images and links: https://www.teachingartistpodcast.com/episode-63-jeannie-siegler/

@jeanniesiegler

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Teaching The Truth

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Kathryn Rodrigues talked about being a 3rd culture kid, growing up in many countries and returning to the U.S. as a teenager, but not feeling at home. I loved how she talked about the space of transition, that time in motion and trying to capture that feeling in her work. She also shone a light on the world of freelance teaching artists, balancing teaching with art-making and parenting. Kathryn talked about the structure of her teaching time before the pandemic and how she brought the city of Chicago into the classroom through field trips to art venues as well as sharing local artists, working to create equity and improve access to cultural resources. She shared the idea of curriculum development centered around local BIPOC artists, rather than including them as an exception to the white-centered curriculum. That brought up a great question we can all ask ourselves - what is at the center of your teaching?

Kathryn Rodrigues is a Chicago based artist and educator. She was born in Georgia and within weeks was on the move to her family's next destination. Her family moved to 10 different locations within the next 13 years, including Brazil, Mozambique, Portugal and Germany, before finally settling in Illinois. Being raised as a “third-culture kid” left her with a deep interest in cultural identity, notions of belonging and longing, domestic life, and the natural world. She often uses both visual and symbolic systems of mapping in her work as a way to express her interior life and navigate the world around her. Her work represents an investigation of and a reflection on the collection of experiences and memories that shape her identity. Kathryn received a Bachelor of Fine Arts in Photography from the University of Illinois and a Master of Science in Art Education from the Massachusetts College of Art. She has taught courses for children and adults at the Massachusetts College of Art, National Alliance for the Mentally Ill, Museum of Contemporary Art Chicago and Marwen. Exhibition highlights include the Chicago Cultural Center, Copley Society of Art, Woman Made Gallery, Midwest Center for Photography, Spilt Milk Gallery, Open House Contemporary and ARC Gallery.

Blog post with images and more links: https://www.teachingartistpodcast.com/episode-62-kathryn-rodrigues/

www.kathrynrodrigues.com

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Teaching The Truth

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Nisa Floyd talked about honoring her feelings through her internal and personal art practice and how that also allows her to honor her students’ feelings in the classroom. Her gardening and plant metaphors are so beautiful and meaningful and woven throughout our conversation. She shared her experiences feeling the need to be a savior and then checking that need and asking how she could turn that urge to something truly helpful. She talks about art as a solution, as a way to create space for dialogue, and a way to tap into some of the deeply rooted beliefs that we need to change.

The way she communes with community and asks “what does support look like for you?” is a model for institutions wanting to change systemically. We talked about shame and the power dynamic within breaking down a culture of white supremacy and how so often the work being done is not breaking down these systems at a skeletal level, but instead adding a pretty dress on top of this deformed skeleton. Nisa talked about her worries that her work at the institution could end with her and how she’s working to institutionalize change and develop systems rooted in community-based planning of programs.

This conversation left me thinking deeply, considering how I can come back as a flower, for myself as a human, for my daughter and family, but also for my communities - my students, fellow art educators, and artist mothers. Thank you, Nisa!!

Blog post with images and links: https://www.teachingartistpodcast.com/episode-61-nisa-floyd/

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Stevie Wonder: "Come Back As A Flower"

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Art Makes

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