Residency Design

Philosophy

While simply bringing an artist into a school can be instrumental to the youth that dream of being an artist like them, or never experienced a specific culture or art form, I believe that an artist in residence can be place-based, reflecting of the community they are entering, not just where that artist is coming from.

Residencies are an exchange of skills, ideas, and experiences.

In a place-based exchange, then the impacts will be felt outside the immediate location, and with the immediate population served.

Go Deeper

Sometimes a residency has a really clear lesson plan, that fits nicely into a school day. Most of the time, it does not.

Having an artist in a school, allows for the students to engage in new activities, but also breaking from their comfort zone. Also it frees them from the expectations of grades, following rigid rules, and worrying about what their peers think of them. There’s a freedom that exists when an artist comes into the classroom… where great things can happen.

Build Leverage through Funding, Resources, and People

When looking at bringing in an artist, it is lovely to find a pool of money that matches the expense in bringing in a once in a lifetime experience for your students. Yet, there are many ways to bring artists into a community, maybe extending the experience outside a given classroom.

I believe in finding ways to be within the classroom, out in the community, and in the social media realm within the same time period. By researching local funding methods, potential partnerships, and realistic timeframes, sometimes several artists can be brought into a community at one time, making a bigger splash than originally intended.

I bring my perspective about art, learning, culture and design into the schools and communities through residencies. 

Working for over 10 years, both independently and with COMPAS, as a rostered artist in bookmaking and painting, my residencies have gone from “art for art’s sake” to dealing with issues like learning differences and gender inequality in STEM programming. I have developed an interdisciplinary residency model that engages students and schools to work together to create something bigger than themselves.

I find absolute joy working with students of all ages and backgrounds. I have worked with new Americans, adults with disabilities, elders, and children. I customize my programs to fit within schools, youth programs, retirement communities, and kitchen tables. 

I love teaching.

Sample Lesson Plans

What a 5-Day Residency Looks Like

If you are new to bringing an artist to your school, or organization, no worries! Residencies look different based on the artist, location, or length of residency period.

I like to start with a 5-day residency, because it gives you a good idea of what is involved. While I do other types, this is the easiest, SMART-est (grant wise), and most impactful for a school that may not have had this experience before.

Other Options:

3 Week Residencies

Weekly Workshops (Central Minnesota Only)

Summer Camp Workshops

Day One: Intro to Abstraction

In day one, I spend time getting to know the kids and they get to know me. I start with a game, loosening up our creative juices, and helping me get an understanding of the kids for the week. 

I ask questions to know where they are at, so I know how to discuss art so it is accessible. 

We lay down paint, exploring what the colors look like, and what happy accidents happen and how to enjoy the process.

Vocabulary:

Abstraction; Non-Representational; Color Theory

Day 2-3: Elements of Art

Every day we spend some time reflecting on the work. We expand our initial ways of discussion from "I like this..." to "I achieved {this principle of design} by using {this element of art} in this painting. This logical reflection grounds the abstract thought into a discussion, rather than the usual "to each their own" we often see in discussion of art. 

Lesson Focus:

What are the Elements of Art? What are the Principles of Design?

Day 4: Proportion

Proportion is a fascinating idea for many students who don't think they can draw or paint. While I am teaching abstraction, I do often end with a Selfie project, where the students create an image like themselves. They will learn the proportions of the face (and body). At this point of the week, they will have a knowledge of color, technique, brush work, and line. I help them correct "oopsies" and at this point, they know they can correct any big mistakes the next day.

Day 5: Refining and Reflection

Every artist needs to come back to their work to decide what worked, what didn't, and what needs to change. At this point of the week, the learners know how to act in the "studio," how to use the materials properly, and what they want to do. I am not there, at this point, to tell them what is right or wrong with their piece. They are often aware, at this point that just like a basketball player, you need to practice so you can have more control over your artwork. We spend time sharing our favorite pieces (they have created a few during the week), and giving feedback to each other. 

Resources

Abstraction Lesson Plan

Elements of Art & Principles of Design