Mentor Artist Tracy Eastman worked with Olive Elementary students through Youth in Arts’ Arts Unite Us residency program. Tracy says of her time: “I absolutely enjoyed teaching these two Visual Arts classes at Olive Elementary!”
Throughout the residency program, students worked on recognizing and understanding emotions, material exploration, and collaboration. In a special project called “Empathy Portraits”, Each student was given a standing mirror to look at themselves while they made various facial expressions. We would evaluate what our faces looked like discussed some of the possible emotions these expressions could signal, noticing what shapes our eyes, nose, mouth and even eyebrows make with that expression. All of the students really responded to this project, and in sharing facial expressions together, we were abel to connect with what emotion could look like on our own faces as well as those of our peers. This activity helped participants connect with their own reflections, which can be a big request for many students.
In subsequent classes, students worked with materials such as tempera paints using tempera watercolor cakes. In order to engage everyone, we used tools used of varying sized paint brushes and Q-tips. This project focused on color mixing and experimentation with lines, dots, and blending. The canvas board lent itself well to the students that tend to use a lot of pressure or rework one area of the painting many times. The Q-tips were a great adaptive tool for creating dots and small marks, and also bend and broke if the student used too much pressure, encouraging students to regulate their use of force. One of the classes had additional time for their paintings and so added colored pencil into the wet paint to see what would happen. Additional projects revolved around experimental application processes, such as the “Wandering Ink Painting” activity in which we applied ink on a water-treated paper surface and blew the ink around the canvas in order to create patterns.
We completed the residencies with a collaborative “Tape-Resist Tempera Stick Painting”, and tissue-paper landscapes inspired by gardens.
How can you develop a classroom that inspires students to be confident, compassionate, and creative? Special Day Classroom teachers from across the county spent the day with Youth in Arts exploring adaptive painting tools, learning to make accordion books from recycled file folders, practicing the Brain Dance in countless ways, looking at learning styles through the lens of strength, and Making Learning Visible and more.
Of course we moved, as we explored the brain dance, embodying vocabulary words, strategies for engaging reluctant participants, and even engaging the brain through doodling.
Making Learning Visible (from Harvard’s Project Zero) is a great way to visualize learning, understanding, and next steps.
Gallery Walks (on any subject or body of work) encourage thoughtfulness, deeper thinking, reflection, and patience.
Through the California Department of Education’s Student Support and Academic Enrichment (SSAE) grant that the Marin County Office of Education received, Youth in Arts was in multiple Special Day Classes this spring.
Catherine Layton is a Marketing Manager by day, but her true passion is dance, specifically Tango. She has spent years honing her skill and performing in New York and throughout the Bay Area. Her deep appreciation for the arts, culled with her marketing superpower, and being the mother of two school-aged children, make her an ideal fit for the board.
Catherine is a recent graduate of the San Rafael Leadership Institute. Executive Director Miko Lee spoke at their Diversity, the Arts & Media session and Catherine was inspired, “Miko’s general energy, personal story, passion for the transformative nature of the arts in general, and for the work of YIA in particular, really struck a chord with me and inspired me to become involved. Plus, I’ve always been pro-arts and a supporter of arts in schools, and have two school-aged children, so I already had a passion for the cause – it felt like a natural fit.”
Born in England and raised by two classical musicians, Catherine was exposed to the performing arts at an early age. Her arts education growing up in England and then Ohio was rather limited. “I spent half of my K-12 education in England, and only remember music class in school there. I only vaguely remember music and art in K-12 in Ohio,” she explains. “Most of my arts education occurred outside the classroom, and exposure to the arts in general came from my parents. It really wasn’t until I was in college that I had good access to arts education in all forms, and was able to choose from many classes in the arts.” She wishes educational leaders would have had a better understanding of the importance of arts education, “as a critical part of a “well-rounded” curriculum, and really understood the profound benefits of arts in schools. That artistic expression and talent were nurtured in all schools (not just creative and performing arts schools), and that there were options for dance!”
Catherine looks forward to utilizing her skills in, “problem solving, collaboration, strategic thinking, marketing, project management and operational experience” to further the mission of Youth in Arts. We are so thankful to have her passion and expertise on our board. Thank you Catherine!
Mentor Artist Tracy Eastman says of her Arts Unite Us Residency at San Jose Middle School: “The students explored art in very creative ways!”
“Texture Collage Boards” — Our first class project was all about textures. Each student was given contact paper with the adhesive side up (secured to white foam board) and choices of textured materials to add. We discussed what the materials felt like and described the feeling it gave, (i.e. soft, bumpy, rough, smooth, noisy/crunchy, hard, etc.). We then took oil pastels and drew across many of the textures. As the last step, we covered the remaining sticky areas with magic gold transfer foil. Some of the classes removed the white foam board from the back of the artwork and displayed them in the window, while others left them with the white background and hung them on the wall.
Our second class project was making stained glass window kites, which focused on creating shapes, working within borders and cutting with scissors. The students were given the same set up of contact paper placed on a white foam board, but with different instructions. Each student was given four strips of black construction paper to create a diamond shape on their contact paper and were given additional strips to add anywhere within the diamond’s borders. Within the spaces of the black strips, the students placed square pieces of colored and patterned tissue paper to further decorate their kites. The students then smoothed on a top layer of contact paper to seal the pieces in place and then cut them out, staying on the outside of the black diamond borders. Most students needed assistance and/or adaptive scissors, which were provided by the classroom teachers. Lastly, the students taped a yarn tail with a tissue paper bow to complete their kites. All of the students held up their kites and pretended to fly them around the room before they were hung in the windows.
During this residency program, we also focused on creating various marks on watercolor paper with tempera watercolor cakes and an array of adaptive tools. The tools ranged from paint brushes with variously shaped handles, sponges, roller sponges, silicone stamps, etc. Prior to adding paint with the adaptive tools, the students drew on their paper with oil pastels to create resistance artwork. Together, we talked about oil and water resist each other and how the oil will fight with the watercolor to show through. The students improvised on making marks with different parts of each tool. One student even used the foam roller as a hammer and made small circles on his page. We used these skills to work on three-dimensional and two-dimensional projects throughout the residency.
These programs were made possible with support from the following sources:
On a hot July evening, Youth in Arts board member, Kylee Ortiz hosted her first Sip + Shop event at Neve & Hawk in San Anselmo…and it was a BIG hit! More than 50 guests turned out to sip wine, eat delicious food from Lucky Penny Bread, listen to great live music performed by Sharon Lang & Cheyenne Young, and of course shop the wonderful wares at Neve & Hawk. Store owners, Kris and Bob Galmarini kindly donated their space and sales associate’s time for the event, plus gave 15% of all sales to Youth in Arts. We are very grateful for their support!
The first 20 attendees received beautiful tiny succulent-filled pots created by Kylee and Cactus Jungle, as a thank you for giving a suggested donation at the door. The event also featured a raffle with a prize of a $100 gift certificate to Good Earth Natural Foods, as well as a silent auction with lovely items gifted by: San Anselmo Inn, Eden Day Spa, Blanc, Dollface, Chase Ace, Utility Room, Heart Tribe, Mill Road Studio, original artwork by Kylee Ortiz and Jennifer Shada, and SHN Tickets from Wayne & Debbi Yamagishi.
Well over $2,000 was raised to help support Youth in Arts programs. Thank you Kylee for putting on such a fantastic event, and helping to tell Youth in Arts’ story in your unique way. We appreciate your creativity, passion for arts education, and commitment to YIA!
Her background as an elementary school literacy specialist, and museum educator at renowned institutions such as the Jewish Museum of Contemporary Art and SFMOMA, make Suzanne Reich Gibson a seamless fit for the Youth in Arts board. We were lucky enough to meet her at one of our Lights On Tours this spring, where her thoughtful questions highlighted her passion for arts education. “I had heard about the wonderful work that Youth in Arts does in Marin schools, particularly working with students with special needs,” she explains, “I was inspired as well by the Walker Rezaian Creative HeArts Kindergarten Arts Program, which reaches students at the start of their elementary school years and, now, empowers them with arts skills throughout their elementary school years. I came for a visit to YIA’s C Street gallery and was awed by the students’ creativity and voices on display there.”
Suzanne grew up with arts as a centerpiece in her life, “I was fortunate to have all sorts arts at the core of my childhood, both in and out of school,” she shares, “I also had grandparents who made art of their own and were determined to take us to museums and concerts from an early age.” In her adult life she has found time for art-making as part of her museum work, where she says, “art-making is very much a way of looking at and appreciating the art on display.” And she is continuing her own arts education through a recent mono-printing class, “which was very accessible and refreshing – I will definitely do more!”
Prior to settling with her family in Mill Valley, Suzanne lived in various locations in Europe and learned some valuable life lessons, “I’ve lived in some faraway places – the north of Norway and Warsaw, Poland. There’s a lot to learn by being the ‘outsider’ about who makes a community and the richness of many cultures living together.”
Thank you, Suzanne. We look forward to learning more from you as part of the YIA community!