TEACHING ARTISTS
Are you interested in joining the Allied Arts Teaching Artist Roster?
Teaching Artists select their own lessons, mediums, age ranges of students and schedules. Applications are accepted through July 15 for the upcoming school year.
All teaching artists must submit a new application or update their existing application by July 15 every year!
For accepted artists:
To help make our program more efficient, please submit all invoices and evaluations before the 10th of the month.
This is for NON-SCHOOL workshops and events. Do not use this form for workshops conducted in schools.
Must complete to do workshops at Bellingham Schools
Resources for chemical and safety information.
Teaching Artist Roster
Each of our teaching artists have years of experience. The Roster includes a sampling of the types of lessons that they teach, but they are also happy to create something specific to fit the needs of your students. Please inquire with Allied Arts staff for more information.
Visual Arts
Christian Anne Smith
Christian Smith grew up in the coastal town of Cushing, Maine. As a child she was fascinated by the region’s folklore. She was also blessed with a creative family that read to her every night and provided lots of crayons to encourage her art. She learned early in life how much she loved to draw and tell stories through her artwork. Christian is a painter, illustrator, puppeteer and is involved in various projects throughout the community that mix art and people. She studied illustration at Parson’s School of Design in New York City and has a Bachelor’s degree in Studio Arts from Western Washington University. She is a member of the Waterfront Artists’ Collective.
Teaching Experience:
Christian has taught art in schools and for community organizations since 2001. She has taught kindergarten through adult age levels. Among the organizations she has worked with are: Allied Arts Education Project, Handprint Arts, Seamar Visions, Nooksak Middle School Clubs, Catholic Community Services, Animals as Natural Therapy and The Willows.
Teaching Philosophy:
My teaching philosophy is pretty simple. I believe in building a child’s creative self-confidence and giving them a positive association with the creative process, all under the guise of fun! I believe that once you light that fire, a hunger to learn art techniques naturally follows. I encourage a child to see multiple options for each artistic decision and then have them make their own choices, asking the question, “You are the artist, how would you like it to be?” As a working artist, I find my ability to think outside the box and my confidence to keep going are my most treasured assets and I really enjoy drawing these qualities out in others. Art, if taught with a healthy attitude, can teach a child to be an innovative and flexible person in all aspects of life which becomes a tool for accepting the diverse weather that life presents and provides the bravado to leap right in and get involved!
Lesson Plans
3 Hour Lesson Plans (For grades 1-5)
Animals in People Clothes: A Silly and Fanciful Painting Workshop:
Students learn classical art and design techniques with a fun and playful twist in this workshop. Students create characters from the initial line drawing to the full-color finished painting. Young artists invent their own original colors from red, yellow, blue, and white, a very empowering skill that teaches color theory, too. We share how our color choices describe who our characters are and how our animals are extensions of who we are. The workshop includes a fun creature interview that allows the students to describe in a story the character they have created. Any unit of study can be incorporated into this workshop by request.
Popular variation: Imaginary Ocean Creatures Painting Workshop, Zany Northwest Mountain School Animals, Paint Yourself as an Animal.
Imaginary Science Flip Flap Book Workshop:
In this workshop, students pretend they are scientists or inventors, (depending on the unit focus) who have discovered a new species or invented a new robot, etc.
Session One: Students brainstorm about what makes a bird a bird or a robot a robot, then create a line drawing of the “new” species or invention. Students then complete a “scientist interview”; a writing exercise that introduces their discovery to the world, with a lot of room for imagination allowed.
Session Two: Students create Flip Flap books. First they transform their line drawings from session one into mixed media masterpieces, these works of art become the front cover of the books. The “scientist interviews” become the back cover of the books. Photocopied line drawings from the entire class are stapled and cut into thirds to become an amazing flip flap book with dozens of creature or invention combinations. Students will be invited to share their creature discoveries in character if they wish. A great workshop for combining art, science, writing and fun! Some past and popular themes: Imaginary Ocean Creatures, Imaginary Insects, Imaginary Birds, Imaginary Mammals.
Imaginary Worlds Watercolor Workshop:
In this workshop, students learn basic watercolor and pen and ink technique while creating an imaginary realm of their own design. The day will start with a “Meet the Artist” session where I will share my own fanciful paintings and illustrations, followed by an
“Imaginary World” brainstorming sketch session. Students learn to create a loose pencil sketch with background and characters. This will be followed by a color mixing lesson, and light background color wash. After a short break, we “ink” our creations, using sharpies. (In special circumstance, we may use nib pens, if requested) We will continue by experimenting with other watercolor technique, such as line work, drybrush, layers of wash while getting to know our characters and adding detail to our amazing imaginary worlds! There is an emphasis on letting happy accidents occur and on positive self-talks while making your art. An optional “Character Interview” and writing exercise will be left with teacher to further develop the world that the student has created. A story to go with the beautiful illustration!
Papier Mache Puppet Adventure Workshop: Create totally unique, colorful and fanciful puppets for your classroom lessons. This workshop places an emphasis on creative problem solving and working with simple materials that are cheap or free and, in the child’s, everyday environment, while having a whole lot of creative fun!
Session One: We start with a “Meet the Puppets” brainstorm and story session. Puppet creation begins and we transform paper, tape and random junk from our recycling bins into puppets. After a short break, students apply papier mache. The puppets will need to dry over the course of the week and be painted with a base color before session two. (Teacher prep: lay down tarps the night before workshop and send home volunteers wanted PDFs. Between Session 1 and 2, students paint a base layer of tempera paint)
Session Two: We start with a few more puppet stories. Students will work with piles of fabric to create a puppet body. Parent volunteers will assist at the hot glue gun table. Adults are encouraged to be “Glue Gun Robots” who only attach exactly what the young artists ask them to. After a short break, the “Treasure Chest” table of random decorations is unveiled, and each child is allowed up to five amazing treasures to help bring out the character of the puppets. We finish with a short “Puppet Parade” and/or “Sharing Circle”. Christian will leave behind an optional “Puppet Interview” writing exercise. (Teacher prep: check in with volunteers the night before)
Imaginary Birds Watercolor Painting:
We will learn basic sketching and watercolor painting technique while creating our very own birds, as if we are scientists who are just discovering them! We will take a look at different kinds of bird feet, beaks, eyes and wings and what these adaptions are used for. Then we will sketch and paint our very own invented birds. We will finish with an “About My Bird” writing exercise, and a mock “symposium” where the kids can name and introduce their bird to the world, as a scientist would. A playful and fun way to learn to paint, while connecting it to science. (In the past, we have adapted the subject to Imaginary Mammals and Imaginary Flying Insects).
12 Hour Lesson Plans (For 5th Grades Only)
*Requires coordination with Arts Education Coordinator: aaep@alliedarts.org
Christian Anne Smith and Andy Koch
Cultural Folktales Adventure and Paper Mâché Puppets:
This dynamic duo will bring the following experiences to your students: Sketching, Sculpting, Papier Mache, Painting, Mixed Media, Character Development, Puppeteering and Performance, Exposure to Ancient Cultural Tales, as well as opportunities for reflective writing at the end.
Session 1: Andy meets with class, reads scripts, casts kids, and introduces history of puppetry. Leaves character sketch exercise behind.
Session 2: Papier Mache Day with Christian: Meet the Puppets, Paper and Tape Build and Papier Mache Day. Puppets Dry one week and get a base coat of paint.
Session 3: Day Two, decorate with Christian: More Puppet Stories, Fabric Fun and Decoration with Found Object Treasures. Finishing up with a Puppet Parade, often to younger students’ classrooms.
Session 4-5: Work in the Puppet Tent with Andy, learning all about Puppetry.
Session 6: Puppet Performance! For younger grades or parents.
Painting Workshops:
Jeana Esser
It all started with a man I called “Mr. Nose”. He was a friend of my dad from his work, and he was visiting our house… I was 4 and my mom gave me a large drawing pad and a pencil. I sat on my Hoppity Hop and was so intrigued by Mr. Nose that I drew him. According to my mom and dad, the resemblance was uncanny (at least for a 4-year-old). A graduate of Louisiana state university with a BFA, I have done my best to prove myself as a working artist, a Pre-K/K teacher, and elementary/middle school/high school art teacher. I’m also a mom, a wife, a writer, a dog mom and a new grandma! My husband and I just landed in Bellingham after living in Louisiana.
My paintings, according to some, fall under the “edgy” category because I take real life and recreate it and take as many liberties as possible. I have no shortage of inspiration because it is all around me. Being creative has never been an option; it’s who I am. In my teaching, I believe Art should be fun but also teach a lesson in compassion. The Dali Lama said that “We need an education of the heart”.
Lesson Plans:
3-hour workshops (Grades 1-5)
Rothko Mini Abstracts: Students will create a mini abstract based on the paintings of Mark Rothko using oil pastels and paints. The students will learn how to mix and blend colors and collage. I like to start my projects off by introducing an artist for inspiration!
Blind Contour Portraits: Students will pair up and learn the technique of blind contour drawing. It’s a challenge because they cannot look at the paper or lift the pencil (or pen) off the paper! The drawings come out quite wacky. They will choose their best ones and paint them in different colors. A “critique” will follow so students can share their artwork and discuss. They will use color to fill in segments of the portraits with either oil pastels, watercolors, or markers.
Pop Art Pizza: Students will learn to create an oversized “slice” of pizza complete with toppings. This project is geared for younger elementary students but can be modified/jazzed up for older students.
Modigliani Inspired Self-Portraits: After looking at many of the artists’ paintings I will give out some black paper. The students drew their self-portraits using a mirror and made sure their necks were especially longer than normal. The placement of the facial features is exaggerated, which makes this artist especially intriguing to me, and for young artists as well.
Collagraph Block Print Paper “Quilt”: This no-fail process involves the perfect mix of pattern, shape, repetition, color theory, composition and movement. We use warm and cool colors and “print” onto large drawing paper. Materials: wooden blocks (I have small ones, but large ones are better!); paints, brushes, self-adhesive foam, paper.
Longer projects (12 hours or 3-4 classes):
Still Life with Pumpkins (or Oranges)
This painting project is particularly fun because of its simplicity and yet it is observational drawing. This project came out of the joy of mixing colors and pushing that idea by having the kids use their own colors in a project. Each student gets a small cup of yellow, a small cup of red and a small cup of white paint, each cup with its own brush in it. They will use the egg carton to mix and store their colors in. The only instruction I give at this point is to tell them that when mixing colors, it’s good to start with the lightest color first and add in the darker colors. They will see more change in the color this way and have more control in producing their colors. They also get pencil and paper to name their own “tones and shades”. When the children finish their drawings, they use their mixed paints to color their oranges.
Grade level: 3-5 (can be modified)
Materials: egg cartons (or other palette), paints, brushes, disposable gloves, small cups for paint, Oranges or pumpkins, large and small sized paper, fabric or patterned papers, black sharpies or markers.
Time frame: About 12 hours (4 3- hour sessions)
Cosmic Papier Mache Donuts:
I start off by showing some artwork by Wayne Thiebaud, Kenny Scharf, and Jae Yong Kim. We rolled 2 full sheets of newspaper together into a long skinny cylinder. Then we twisted up the cylinder from the middle to both outside edges. The newspaper part of paper maché donuts before they’re completely covered with masking tape. Then we taped our entire rolled, twisted cylinders into a donut shape with a couple of layers of masking tape. Class period 2: We tore or cut copy paper into strips, and then dipped them into pre-mixed Elmer’s paper maché paste (or modge lodge). We aimed for 2-3 layers of pasted strips that covered up the newspaper text/pics. Copy paper paper maché step. Class period 3: We acrylic painted the bases of our donuts the classic “donut golden brown” then painted over them with whatever colors they wanted to create a cosmic donut. Later, sprinkles are added then we seal them with modge podge or non-toxic polyurethane. We will use various methods of display!
Materials: newspaper, tissue paper, copy paper, paints, jars, papier mache paste, brushes, masking tape, sprinkles, table coverings; Grade level :5 ; time frame 3-4 3 hour workshops.
Frank Frazee
Frank Frazee brings extensive teaching experience to the Arts Ed program. He uses his philosophy of "everyone is an artist" in teaching his cartooning classes.
Frank taught elementary school for 38 years. For 32 of those years, he taught second grade. Additionally, he taught cartooning through schools, libraries and youth groups. His comics have appeared in the Yakima Herald, Centralia Daily Chronical, Ocean Shores weekly. His philosophy is "Everyone is an Artist!"
Frank is active in the local art community painting and participating in poetry workshops.
Artist Profile Video
Sample lesson plan
"The Art of Cartooning"
Grades K-4
Students will do an initial hour long beginning cartooning class then during the next 2-hour long sessions they will create a 4-panel comic strip based on a knock-knock joke. The second hour will be the penciling in of the panels. The third hour will be the inking of the strip.
Note: Sessions are limited to one classroom at a time.
The students will learn how to cartoon simple figures. They will then create their own characters to make a four-panel comic strip.
They will learn sequencing of a joke.
They will learn to use pencil, pen, and eraser to do a finished comic strip.
Total time of Project: 3 hours. Each session is one hour long
Card stock, Black fine line sharpies and erasers will be provided by AAWC. Classrooms, please supply 8.5X11 multipurpose paper and pencils.
Jason LaClair
Coast Salish Artist Jason LaClair was born in June of 1983 to Karen (Cook) James of the Nooksack Tribe, and Wilbert Paul LaClair of the Lummi Nation. Jason’s Grandma and Grandpa are John and Harriet (Sparrow) Cook on his Mom’s side. And also, Helen (Lane) and Cyril Smokey LaClair of Lummi. Jason is a proud descendant of his ancestors from numerous Coast Salish Nations, which includes…. Lummi, Nooksack and Skokomish in the U.S., as well as Leqamel and Musqueam in B.C.
Jason grew up around many master carvers and Coast Salish Artists and was inspired to start learning at the young age of 9 years old, but it wasn’t until the age of 14 that Jason really started exploring Art forms of the North (Formline)… Learning from looking at books and other People’s designs. It wasn’t until about 5 years ago when Jason decided to learn and practice the Designs of His Coast Salish Ancestors/People, and Mr. LaClair said that this transformation was out of necessity to represent his People in the True style of this Beautiful Coast Salish Territory. LaClair states that it was through the Support of his Family, and the People of Nooksack and Lummi…. That he has been able to succeed and live the best life possible… Creating Murals and Teaching Coast Salish Art as His Career.
Jason’s most recent works include the “Salmon Run” Mural of 2021 in Bellingham, “One from the Heart” Mural of 2021 at Pioneer Park in Ferndale WA, the “Generations” Mural at WIHS of 2022 in Bellingham WA & also the “Salmon Egg” Mural at Happy Valley Elementary School of 2022in Bellingham WA…. And also, original Coast Salish Designs/Motif for the San Juan Historical Park.
Jason gives thanks to all whom have been a part of his Journey through Life and Art!
Lesson Plan
Coast Salish Artwork
Jason works with students to design their own artwork based on traditional Coast Salish styles. Using a series of shapes and colors, students will combine the principles taught by Jason to create animals and symbols such as Orcas, Eagles, and Salmon.
Rachel Potter
Nature Paints • Drawing • Watercolor • Acrylic Painting • Art History • Creative Writing • Graphic Design • Fiber Arts
Rachel Potter
Rachel Potter invites you to share a magical world of fanciful birds, darting dragonflies, and rabbits of wisdom in her creative, yet, intuitive, mixed-media paintings. Her work incorporates a variety of media including watercolor, acrylic, ink, encaustic, and fabric/fiber arts. Rachel has shown her work at numerous galleries and shows across the Pacific Northwest and in Minnesota.
Rachel received her BA in Fine Art and Creative Writing from Linfield College (University now) in Oregon, which included a semester in Nottingham, England. She continued her studies in Painting at Minneapolis College of Art and Design in Minnesota and Graphic Design at the Art Institute of Portland in Oregon.
She also owns a children’s fashion company, Baby Bird Designs, which specializes in appliquéd clothing for babies and children.
Teaching Experience:
Rachel has been teaching art to children in schools and other organizations since she taught her first classes in Honolulu, Hawaii. She has continued to teach children’s art classes in Minnesota, Oregon, and Washington state.
Rachel has taught art classes to children in Bellingham since 2017 through the Allied Arts Education Project.
In addition, Rachel is a Washington state certified TAT-Lab (Teaching Artist Training Lab) artist.
Teaching Philosophy:
“I believe that every child is creative by nature.
As a teacher I strive to teach art skills while encouraging self-expression and building confidence.
Every student might not want to be an artist when they grow-up; however, art is an incredible tool to let everyone express themselves.
Through the arts students can discover their own unique talents, strengths, and learn a little bit more about themselves in the process.”
~ Rachel Potter
Lesson Plans
Rachel is happy to design a lesson that will work with your curriculum. Below are sample lesson plans, which can be adjusted to find the needs of your class.
Rachel is happy to design a lesson that will work with your curriculum. Below are sample lesson plans, which can be adjusted to find the needs of your class.
Grades K – 4th: (3 hour lessons)
Nature Animal Painting: (K – 5th grades) 3 hours
Each workshop is composed of:
• Learning knowledge about the animal and . . .
• Drawing (Part 1)
• Nature Animal Painting (Part 2)
Part 1: Drawing (1.5 hours)
Students draw a Pacific NW animal (or other animal), including nature elements (like rivers, trees, flowers, etc.) in the design of the animal, pattern, and background. Some possible animals that classes have used before include rabbit, owl, salmon, raven, coyote, bear, and eagle.
Part 2: Nature Animal Painting (1.5 hours)
Students will use Nature Paints (paints made from berries, flowers, vegetable and fruit skins, and other natural ingredients) to paint their animals. I am currently updating many of the berry paints and other natural paints to be made from plants native to our Pacific Northwest region.
Breakdown of possible animals by grade level:
(Grade/animal choices can be adjusted of course to best fit curriculum goals. These are just suggestions. Please just mention what you are looking for.) ~
Rabbit (K – 2nd): The Rabbit lesson can be broken down into 3 one-hour sessions
The rabbit lesson includes drawing and painting a nature rabbit, rabbit listening-time, picture books, as well as, non-fiction books, (and possible songs, poems, and/or movement can also be included.)
The following is a poem I wrote that could be shared before nature painting:
Pitter Patter, Nature Rabbits,
Dance, Nature Rabbits, Dance,
Hop, Nature Rabbits, Hop,
Listen, Nature Rabbits, Listen — what do you hear?
Nature Paint and Nature Rabbits,
Find a paint made from a flower gold like the sun — it’s chamomile
Find a paint made from a berry that is dried that looks dark brown — it’s elderberry .
Common Raven/American Crow or Both Birds (2nd – 5th):
Raven and/or crow lesson includes drawing and painting these birds in the corvid family. A lesson could specialize on one of these intelligent Pacific Northwest birds or the lesson could be about both. Comparing and contrasting can be fascinating with the option for students to select their favorite bird for their finished Nature Art Painting.
Trickster raven and crow (also known for wisdom and knowledge) can present opportunities for storytelling, writing and/or reading (or listening to) stories.
Salmon (2nd – 5th):
The salmon lesson includes drawing and painting nature salmon, photo references of salmon, possible non-fiction and/or story books, etc. This lesson can include lessons on the life cycle of a salmon and the incredible salmon journey. In addition, Nature Art Salmon can coincide with classroom raising and releasing of salmon.
Eagle (4th – 5th):
The eagle lesson includes drawing and painting a nature eagle, looking at non-fiction books about eagles and photo references of these powerful birds.
Nature Art Lessons could include:
– Appreciation of Nature
– Social-Emotional Learning
– Use of the Senses to Promote Various Learning Styles
– Diversity
– Drawing and Painting Skills
– Writing or Storytelling
– Possible Connection to Classroom Curriculum
Colored Pencil Ocean Creatures (3rd – 5th grade) 3 hours
* See 5th Grade Starry, Starry Starfish: Colored Pencil Ocean Creatures section below for a more detailed description and artwork example.
Colored Pencil Ocean Creatures is a drawing of sea creatures using color pencils.
Watercolor Starfish (3rd – 5th grade) 3 hours
* See 5th Grade Starry, Starry Starfish: Watercolor Starfish/Sea Star section below for image example and further description.
Watercolor Starfish is a watercolor painting of a starfish/sea star.
5th Grade: (up to 12 hour lessons):
*Requires coordination with Arts Education Coordinator: aaep@alliedarts.org
5th Grade Starry, Starry Starfish (12 hour lesson)
Starry, Starry Starfish is composed of three projects, but there is flexibility to fit the needs of a particular class.
• Colored Pencil Ocean Creatures (Part 1)
• Watercolor Starfish/Sea Star (Part 2)
• Starry Night Starfish, Acrylic Painting (Part 3)
All three projects have a focus on the aspect of creating texture. In addition, there is an aquatic theme throughout and the connection between the topic of starfish/sea stars in the last two projects. Starry Night Starfish is composed from the idea of creating a painting inspired by Vincent van Gogh’s Starry Night, but with starfish in the sky instead of stars.
Part 1: Colored Pencil Ocean Creatures (3 hours)
Colored Pencil Ocean Creatures creates a platform to practice drawing skills with pencil and colored pencils. Students work on shading, lighting, and texture drawing techniques by drawing starfish, sea creatures, seashells, and other backgrounds (sand and surf) that are around starfish. In addition, students have the option of creating a frame around their artwork and decorating it with a textured pattern.
Part 2: Watercolor Starfish/Sea Star (3 hours)
Watercolor Starfish/Sea Star involves creating a watercolor painting using starfish as the theme. Students participate in a lesson about starfish. Images of sea stars and other aids are on display for students to observe. With a focus on detail and texture students draw a picture of starfish on watercolor paper. Students also create an environment for their starfish. Sea star drawings are traced in pen. Next, students learn a variety of watercolor techniques, including the use of salt to create a starburst effect. Then, students will paint their starfish using the techniques and styles that appeal to them.
Just like people, starfish are all unique and interesting in their individuality. This inspires a positive feeling towards diversity.
Part 3: Starry Night Starfish, Acrylic Painting (6 hours)
Starry Night Starfish is inspired by Vincent van Gogh’s painting Starry Night but uses starfish in the sky instead of stars.
This project is a fun way to learn about texture as well as Vincent van Gogh’s unique painting style.
Students sketch a landscape like Vincent van Gogh’s Starry Night. However, the night-sky will be filled with starfish instead of stars (as a possibility). The artwork is traced with a pen, then acrylic paint is added in a way that is inspired by van Gogh’s techniques.
Creativity is encouraged throughout the project. Following the basic format of Starry Night students are encouraged to explore additional subjects in their final paintings. This could include a tall object for the main tree, a moon element, buildings, houses or some other component, background and starfish, stars, or something else that represents them individually. This allows students to express themselves and build confidence.
This lesson includes:
– Drawing and Painting Skills
– Art History
– Encouragement of Creativity
– Encouragement of Diversity, Inclusion, and a Celebration of Individuality
– Ability to Connect IB Attributes to the Lesson
Nature Animal Painting: (5th grade) up to 12 hours
*Requires coordination with Arts Education Coordinator: aaep@alliedarts.org
* Please see above under the description for Nature Animal Painting.
Any of these lessons can be applied and extended. Options include creating two or more Nature Animal Paintings of several animals (such as eagle and salmon) and/or two positions and paintings for one animal (such as sitting eagle and flying eagle). In addition, collaged nature items (like flowers) can be added to the artwork.
Another possibility is a combination of a Nature Animal Painting and Nature Journals.
This lesson includes:
– Appreciation of Nature
– Diversity
– Drawing and Painting Skills
– Social-Emotional Learning
– Use of the Senses to Promote Various Learning Styles
– Nature Journaling /Bookmaking
To see examples of Rachel’s artwork please visit https://www.rachelapotter.com
Semilla Sanchez
Drawing • Painting • Mixed-Media • Expressive Arts: (SEL) Linking Socio-Emotional Learning with Creativity • Movement Paired w/Art
Semilla Sanchez
Semilla considers herself a multitalented artist with a hand in multiple mediums. She is driven to push possibility and believes everything has the potential to be art. She has been creating in some form or another her whole life and experiences art and creativity as tools for how life moves through her (emotionally, physically, mentally, spiritually).
She is predominant in using art as a healing modality to help others actualize and empower themselves through dance, expressive arts (visual mediums, dance, creative writing) and mixed media. Socio-emotional learning (SEL) is a healing salve when applied through the arts. Children and adults thrive when given tools to express themselves freely. They become creative explorers opening up possibility.
Semilla is most at home expressing herself through dance, painting, drawing, mixed media and creative writing/poetry and time in the garden.
Teaching Experience
Semilla has been teaching in the Bellingham Public Schools (BPS) since January 2023; working primarily in several after-school programs, along with being invited by several schools to teach workshops and special projects. She has worked with Mt. Baker Theatre’s Education Series, pairing performance with art activities which in tern has led to some fun Children’s Art Walk activities. Semilla is a Washington State Certified Teaching Artist, since 2022.
Prior to becoming a Teaching Artist, Semilla has been teaching art and expressive arts in multiple forms most of her life for friends and family. Her past professional experience is in leadership, teaching adults to work as a team to create safe work environments.
Teaching Philosophy
Life is art. She believes everyone is creative and strives to support children and adults to explore their innate creativity. Everyone learns differently and art is a great tool for translating our unique experiences. She is both a student and a teacher, incorporating a beginner’s mind to new experiences helps us stay open to learning. Play is a great tool for this, and she infuses it every chance she gets, keeping art as a fun problem-solving experimentation.
Favorite Quote:
“There is a vitality, a life force, an energy, a quickening that is translated through you into action, and because there is only one of you in all time, this expression is unique. And if you block it, it will never exist through any other medium and will be lost.” ~Martha Graham
Lesson Plan:
Kids Expressive Art
Grades: K-5 Time Block: 1-hour
In these classes, we will be using color to explore feelings and give children a creative outlet to express them. Some of our projects: Animal Mosaics (oil pastels or craft paper), Space Art (mixed media), Watercolor Seasons, Clay Art (Dragon/Dinosaur eyes, Silly faces), 3-D Art Techniques, Feeling Mandalas, Pizza Party, Design Your Own Shoe, I love me! (Hand Map), Bottled Up! Gratitude Tree, Where’s Big Foot (mixed media), Envelopes & Cards (handmade), Magnet Art (abstract art), Mini-Shadow Boxes (mixed media). Using a variety of colorful mediums (crayon, color pencil, markers, oil pastel, magazine cutouts, glue sticks). Teaching Artist will use prompts and class participation to channel emotions into beautiful works of art.
Many of my activities address a variety of themes around socio-emotional learning (SEL), by teaching self-awareness, healthy expression of emotions, interpersonal skills, empathy for others, and self-actualization.
All material provided.
Feeling Mandalas.
Grades: K-5 Time block: 2–3-hour workshop
In this workshop we will be creating Feeling Mandalas using color and imagery as an access point to express emotions. Using images cutout from magazines and colored craft paper to glue onto round paper discs. Teaching Artist will use prompts, varied themes and class participation to channel emotions onto circular paper rounds using craft paper, magazine cutouts, markers, oil pastels and glue sticks.
Address a variety of themes around socio-emotional learning (SEL), by teaching self-awareness, healthy expression of emotions, interpersonal skills, empathy for others, and self-actualization.
All Material provided: paper discs (12-14 inches), magazines, craft paper, markers, crayons, oil pastels, glue stick, scissors.
Expressive Arts & Dance
Grades: K-5 Time Block: 1-hour class
Art in Motion. Using music, movement, dance, and art as a channel to move creativity in the body and onto canvas. Music warm-up, followed by art, using a variety of color mediums (crayon, oil pastel, magazine images, glue stick) to create through intuitive imagery.
Exploring healthy expressions of socio-emotional learning (SEL) through art and movement by teaching self-awareness, healthy expression of emotions, interpersonal skills, empathy for others, and self-actualization.
All material provided.
Website:
Rachel Simpson
Visual Arts (K-12) • Silk Painting • Macro Butterflies & Moths Canvas Painting • Marine-Life in Neurographics • Clay/Sculpture • Mixed Media • Drawing/Painting • Art History • Art Installation, & Collaboration School-Wide Projects
Rachel Simpson
Rachel has always been a part of art, ever since she was a child. The community of Bellingham, the outdoors, travel, diversity, and her family are a big part of her life and inspiration. Rachel has a plethora of experience in many forms of fine arts; from art history, drawing, painting, sculpture, ceramics, screen-printing, photography, upcycling/recycling/reduce/reuse art, dyes, fibers/fabrics, textiles, sewing, costumes, masks, art installation, collaboration, murals, and mixed-media. In 2007, she enrolled at Whatcom Community College, then went onto the Woodring College of Education for Fine Arts in Education K-12 at Western Washington University. In the fall of 2013, she was given the opportunity to be a fine arts student teacher in England at an international school called Box Hill. There, she was able to meet and work with a fine group of teachers, staff, and wonderful students from all over the globe.
Rachel graduated from WWU in December of 2013 with a certification in arts education. Since then, she has continued her love of the arts and education in many ways: art exhibits throughout Washington state, volunteering, board member & teaching at Allied Arts of Whatcom County, kids art via Rachel’s Whimsical Arts in after school enrichment classes at elementary schools in Whatcom County, has tutored at Explorations Academy, been a substitute for the Bellingham School District, taught art classes with Community Ed Art at Whatcom Community College, taught art classes for all of K-8th at the Franklin Academy, and taught kids art classes at BAAY EduArts Enrichment.
Teaching Experience
Over the past twelve years, Rachel has been working and teaching with various different organizations and groups that are focused on equality, diversity, and creativity. These include volunteering at; Allied Arts of Whatcom County, Bellingham Pride, Bellingham PFLAG, Bellingham Roller Betties, tutoring at Explorations Academy, substitute teaching for the Bellingham School District and Pioneer Montessori School in Ferndale, WA, and teaching at many art workshops throughout Whatcom County. Currently, Rachel is teaching art classes for kids K-5th in after school enrichment program with several elementary schools in Whatcom County, and a teaching artist at Allied Arts of Whatcom County.
Teaching Philosophy
“Art is and always will be a part of my life. With my passion, I will bring forward all of my experiences, skills, techniques, and enthusiasm to my students. To me, art and education provide a feeling of newness, whenever and wherever we look for them. Everyone should have the chance to learn new things, use their imagination, communication, and be a student in life. Learning through hands-on experience, gaining valuable life skills such as problem-solving, seeing the beauty in everything, being part of a community, meeting new people, and exploring through nature and our environment are all a part of living life to its fullest, which is art. If you can have a moment in time that was unique, an experience that affected your life, then you have felt that newness that I speak of. Each student in life can overcome challenges, gain insight, and find that it can be so very rewarding. I believe that everyone can learn to express themselves with use of their imagination and communication through the arts. All of these things are important to me in life, art, and education.”
Lesson Plans
Silk Painting Flags
Grades: K-8th, 1-3 art Sessions, or 5-6 hours
In this Art class Students will design, paint, and set a silk painting. To begin with, they design a pattern, choosing from the ones that I bring, or they can create their own (ahead of time, if we’ve a shorter 3 hour class). They trace it onto the silk with a resist, and then paint on the dyes, which flow out to the resist lines. The dyes are then set to become permanent. Possible projects include – Flags or Suncatchers in a Round Hoop.
Art Supplies & Materials Needed:
From me
- All silk painting materials are supplied by the artist. Materials supplied typically include:
Dyes/Paints, Gutta Resist, Silk, Wooden frames, Mixing Droppers and Trays, Patterns, Setting equipment (Iron /Board), Water Cups, Paper Towels, etc.
From you
- Unlined paper, pencils, and black Sharpie markers for making patterns
- Space:
– The lunchroom or other large space with tables is ideal.
– Classroom Tables work, too, depending on the project size.
– 2-3 extra Tables and/or counter space for samples, demonstration, materials, etc.
- Running Water nearby for Washing/Rinsing silk pieces
- Power Outlets for Ironing finished pieces
- 1-2 extra Hair Dryers for drying silk pieces
- Computer access to display visual aids/presentation on display screen
- Drawing Materials/Books for students finishing early
- Assistants & Volunteers? Yes! Please have 2 or 3 assistants! It makes it so much easier. Parents, college students, and 4th-5th grade students are great.
This lesson will include the following in EALRS curriculum:
- Identifies and creates shapes
Identifies and mixes secondary colors from primary colors
- Develops arts skills and techniques
Uses art tools and materials safely and appropriately
Uses one type of tool, e.g., brushes, to create different visual qualities
- Applies a creative process in the arts
Conceptualizes the context or purpose
Gathers information from diverse sources
Develops ideas and techniques
Organizes arts elements into a creative work
Reflects for the purpose of elaboration and self evaluation
- Engages actively and purposefully
Describes what is seen and heard
Analyzes how the elements are arranged and organized
- Uses the arts to express and present ideas and feelings
Identifies personal aesthetic choices
- Practices safety habits using tools and materials appropriately
Maintains focus and demonstrates perseverance
Neurographic Art- Drawing & Painting Marine Life 
Grades 2nd-8th, 2-3 art sessions, or 3 hours
Join Ms Rachel in learning about marine-life painting in mixed media. The term Neurographic Art is an art therapeutic way to work with the subconscious mind through drawing and can be a peaceful experience that also included emotional development. While the student draws, they are conscious in thought and do not follow a repeated pattern. Students can choose one of the photos of the marine-life animals provided, (such as Sea Turtles, Angelfish, Sea Otters, Clownfish, Whales, Seahorse, Octopus, Jellyfish, Sharks, and more!), as their subject for the finished piece. We’ll learn to make this art in this style of drawing with pencil, black sharpies, and then adding color by using markers with a fun unique method of painting (like watercolors).
This lesson includes the following in curriculum: Diversity, Equity, Inclusion, Emotional Development, and the Elements in Art.
Art Supplies Needed: 1. We’ll use a variety of materials such as: Paints, Washable Markers, onto Painting Paper…
From me
- All painting materials are supplied by the artist. Materials supplied typically include:
Watercolor Paints, Washable Crayola Markers, Brushes and Trays, Watercolor Paper, Patterns/Prints, Water Cups, Graphite Paper, Tape, Paper Towels, etc.
From you
- Unlined paper, pencils, and black Sharpie markers for making patterns, erasures, and extra paper towels/masking tape
- Space:
– Classroom Tables work, too, depending on the project size.
– Or the lunchroom or other large space with tables is ideal. (rolls of school poster paper to protect tables)
– Extra Tables (2-3) and/or counter space for samples, demonstration, materials, etc.
- Running Water nearby for Washing brushes, cups/trays
- Computer access to display visual aids/presentation on display screen
- Drawing Materials/Books for students finishing early
6. Assistants & Volunteers? Yes! Please have 1 or 2 assistants! It makes it so much easier. Parents, college students, and 4th-5th grade students are great.
Macro Butterflies & Moths Painting 
Grades 4th-8th, 2 sessions, for 4-5 hours
In this fun Painting class, students will learn how to draw and paint either a Butterfly or Moth using a Macro photo print of a winged insect by using math, drawing, tracing, and mixing colors, and painting in mixed-media. We’ll discuss the math and science behind the insect, what it means to zoom-into a photo of a tiny insect and enlarge the small image into a larger painting. Students will learn about grid drawing to enlarge an image, then use a wide-range of materials to paint the colorful macro insect (such as their wings) onto a canvas board. Students will each get to keep their own painting on Canvas board which can be later hung on the wall or placed on a display easel.
Art Supplies Needed: 1. We’ll use a variety of materials such as: Paints, Watercolors, Acrylics, Puff-Paints, and Metallics onto 11”x14” Canvas Boards…
From me
- All painting materials are supplied by the artist. Materials supplied typically include:
Watercolor Paints, Metallics, Acrylics, Brushes and Trays, Canvas Boards, (Canvas is already prepped with Gesso Medium), Patterns/Prints, Water Cups, Hair-Dryers/Fan, Tape, Paper Towels, etc.
From you
- Unlined paper, pencils, and black Sharpie markers for making patterns, erasures, and extra paper towels/masking tape
- Space:
– The lunchroom or other large space with tables is ideal. (rolls of school poster paper to protect tables)
– Classroom Tables work, too, depending on the project size.
– Extra Tables (2-3) and/or counter space for samples, demonstration, materials, etc.
- Computer access to display visual aids/presentation on display screen
- Running Water nearby for Washing brushes, cups/trays
- Power Outlets (2-3) for Hair-Dryers/Fans for drying of finished pieces
- Drawing Materials/Books for students finishing early
- Assistants & Volunteers? Yes! Please have 2 or 3 assistants! It makes it so much easier. Parents, college students, and 4th-5th grade students are great.
Michelle DeAsis
I have been drawn to art and creative expression since I was a child. Growing up in a Native community
in Southeast Alaska I was fortunate to be inspired by my cultural surroundings. As I got older, I attended
Green River Community College and studied oil painting on canvas and had a poem published. I studied
Native Art at the University of Alaska Southeast, where I learned to carve traditional tools like Halibut
Hooks and speak the Tlingit language. For the past 2 years I have also been an understudy, learning
traditional artforms from Tribal Elders who pass on their knowledge of our ancestors.
I also design, make, and sell Inspired Native Jewelry with materials harvested properly and ethically from
the land. As a mother of 2, I have learned to inspire and nurture our children’s young minds. My husband
and I learned to advocate and care for our son with speech delays, dyslexia, and attention deficit disorder
from the age of 2. This led to my interest in teaching him with a more hands on/visual approach. When
public school was not able to provide our son with the 1 on 1 time he needed, we decided to homeschool
our son from 2nd through 4th grade. Creating and teaching curriculum that his peers were learning with a
hands-on approach. This developed over time, but eventually proved to help. As our son got older, we
decided social interaction with his peer group was also important, but have continued to assist him with
lesson plans given by the school to this day. I have also volunteer at Happy Valley Elementary School
quite frequently.
Teaching Philosophy
I want to make learning fun while inspiring kids to express their creative individualism. Everyone should
feel capable, equal and included while learning. I also feel it strongly important to share indigenous
teachings with younger generations to bring awareness to my ancestral ways.
Lesson Plans
Cedar Ribbon and Roses
Click the link below to see her powerpoint description!
Michelle DeAsis-cedar-powerpoint
Susan Anderson
Mixed Media • Assemblage • Fiber Arts • Papermaking • Cookie Decorating • Social Emotional Learning with a Focus on Self-Love
Susan Anderson
I am an artist with a diverse creative background rooted in fashion design and fiber arts, extending into papermaking, cookie decorating, assemblage and mixed media collage. Art is a vital practice that grounds me mentally and emotionally. Much like my life, my creative journey has never followed a single path. Recently, my work has centered on cultivating self-love and kindness.
Teaching Philosophy
Emphasize the creative process over the final product, using art as a healing tool to explore emotions. My teaching fosters self-confidence, self-love, and kindness in a safe space where students can freely express and grow.
Lesson Plans
Mixed Media Collage – Creating a Personal Self-Love Reminder Card: Can be done in one to two, one-hour sessions and can be adapted for all ages.
In this workshop, students create a mixed media collage card to serve as a daily reminder to practice self-love. Using paper, fabric, and found objects, they explore creativity through reflection and intuitive art-making. The focus is on the healing process, not perfection—offering a supportive space for self-expression, confidence, and emotional growth.
Learning Objectives
Emotional Expression:
Students will explore and express personal affirmations through visual art.
Creative Confidence:
Students will build confidence in their creative abilities by working intuitively and embracing imperfection in the art-making process.
Self-Reflection:
Students will engage in guided self-reflection to identify personal messages of self-love and kindness.
Sulai Lopez
For brevity, I’ll begin in NYC age 17-27 went to acting school, studied and practiced film, photography, clowning and my love of oil painting was born. Age 27-40 moved to Los Angeles became a professional costume designer. During that time, I fell in love with textiles and began weaving, hand dyeing all of my fibers with natural dyes. Age 40, moved to Bellingham, have deepened my practice of performance, working w textiles, and creative community experiences.
As an artist I have taught on and off for the past 20 years working with K-6 graders in a theater program in Los Angeles, spent a decade volunteering at a resource center for houseless young adults teaching sewing, from simple mending techniques to making zafu meditation pillows. For the past ten years I have taught natural dye workshops to children and adults. This past year I have been working with GAK and taught a fiber arts class at Wade elementary and an upcycled and sustainable art class.
Teaching Philosophy
To share my passions and facilitate projects which calm the nervous system while teaching useful skills. I appreciate projects that build on a topic and create special pieces the students are excited about.
Lesson Plans
Indigo and Resist Dyeing Techniques: 1 session at 3hrs, Ages 5+
This is best for fall, early spring and summer as it needs to be outdoors. Indigo is a pigment derived from a variety of plants which creates a beautiful range of blue hues that can be spotted on textiles around the world and dating back 10,000 years. Participants first learn about the history and science of reduction dyeing through song and demonstration. Then hands on dyeing and resist techniques on cotton bandanas. Participants are invited to bring used textile from home to dye in the vat!
Learning Objectives
Multi-fold this workshop brings in the conversation of transformation as visually displayed through color, the science of oxygen reduction needed for an indigo vat, the history and vast cultural span of Indigo and dyeing, and growing practices of the plant, as well as Itajime and batik resist techniques and their culture context.
Patch making and simple mending techniques: Two, 1.5-hour sessions at 3hrs total, Ages 5+
Students sketch out an image and then hand sew a patch of the image using fabric collage
and then sew the patch to a textile item brought from home, either repairing a hole, covering a
stain or simply adding decoration.
The students learn hand sewing as well as how to repair and prolong the life of a textile.
Conversations about where our clothes come from, textile waste and sustainability are
sprinkled into the lesson
Darning Holes in Knits: 1, 1.5hr session, Ages 9+
Students bring in a sweater or other knitted garment with a hole and learn how to mend it
learning the life skill of darning.
Embroidery: 2, 1.5hrs sessions. Ages 8+
Students bring in an article of clothing to embellish with embroidery. First, they draw out a
picture of what they want to embroider, chalk it onto their clothes and then fill in with thread
learning the art of embroidery.
Nana Thebus
Nana Thebus has worked as an independent ceramic artist for over twenty years, showing her
work through craft shows and art galleries across the country. Influenced by folk art and the
natural world, my hand built ceramic work uses subtle color and earthy texture to portray
botanical themes and the whimsical side of nature in plaques, ornaments and sculptural forms.
She holds a B.A. from The Evergreen State College and a Masters in Education in Art from
Western Washington University. Having taught ceramics enrichment classes and school
workshops at several Whatcom County elementary and middle schools over the past ten years,
Nana has experience teaching a range of ages and classrooms.
Nana emphasizes teaching proper technique and procedure while encouraging exploration,
individual choices and creative expression. By working with the materials properly, students
build self confidence with the success of the finished pieces.
Lesson Plans
Pinch Pot Animal Bowls
Ceramic Story Plaques
Hand Built Ceramic Mugs (6th grade and up)
Andreana Lefton
Réya (Andréana Lefton) is an author, poet, teaching artist, and founder of Almana House: Creative Refuge. Her children’s book, A Place with My Name, grew from a simple but deeply felt question: How can we help children find a sense of safety, belonging, and home—even when the world around them feels uncertain?
As someone with deep experience with mental health and the loss of a loved one, as well as being uprooted at a young age, Réya has a special heart for young people going through hard things. Her approach is less like a traditional lesson and more like a rich conversation, sharing circle, and creative invitation. Students might write a poem, make a book, draw, dance, breathe together, tell a story, or listen to the words of another child across the world. The result is often deeper connections, unexpected insights, and greater confidence in a child’s own creative powers and life story.
As a certified Mind-Body Medicine practitioner, Réya weaves mindfulness practices, stress reduction skills, movement, and gentle emotional regulation naturally throughout her lessons, helping children feel grounded, connected, and ready to create. Students are invited to bring their whole hearts and bodies to the space: to share what matters to them, listen to one another, wiggle and dance, and learn a little more about themselves and their classmates along the way.
Having taught and facilitated creative spaces in the U.S. and internationally—including in the United Kingdom and Hungary—and connected with young people through global poetry, peacebuilding, and wellbeing circles, Réya brings a grounded cross-cultural perspective to the classroom. She loves helping children discover that someone living thousands of miles away may have hopes, fears, dreams, and superpowers a lot like their own—and then asking: How can we bring that same curiosity, empathy, and belonging into our own friendships and communities?
A graduate of American University and the London School of Economics, she has taught art, English, and creative writing to children from diverse backgrounds. Réya encourages young people to care for themselves, their communities, and pursue their purpose + passions – by connecting with their authentic voice.
Teaching Philosophy
At the heart of Réya’s teaching is a belief that children deserve spaces where they feel safe to be themselves, where their stories and inner feelings matter, where healthy self-expression is encouraged and every heart is cherished. Her classrooms are rooted in love, trust, cultural humility, curiosity, connection, and plenty of room for imagination – and a sprinkling of magic!
Lesson Plans
Shine Your Light! Join the Chorus!
GLOBAL CHILDREN’S ANTHEM
60 minutes | 1–2 sessions
Students become co-creators of a class anthem while connecting their voices with children and youth around the world. Through poetry, music, movement, mindfulness, and creative reflection, students explore questions like: What is my superpower? What is our class superpower? What would make the world a better place for all children?
Students hear poems and anthems from young people around the world, then contribute their own words, drawings, hopes, and ideas. Andreana weaves their creations into a unique class anthem that can be shared for school spirit—and become part of a growing Global Children’s Anthem celebrating young voices across cultures.
Bookmaking Creatorspace
A PLACE WITH OUR NAMES
60 minutes | 1–2 sessions
Every child has a story worth publishing! Inspired by Reya’s children’s book A Place with My Name, students become authors and illustrators of their own handmade books. Through simple bookmaking, writing, drawing, movement, and mindfulness, students explore their names, superpowers, communities, dreams, and the people and places that help them feel safe and joyful.
Each student creates The Book of [Their Name] and learns that their ideas belong to them: they can write, illustrate, copyright, perform, share, and even sell their own creative work. The workshop builds confidence, imagination, self-expression, and a joyful sense of authorship.
Together, we’ll create a Place with Our Names — where every name, every story, every book is celebrated.
Love Letters to the World!
60 minutes | 1 session
What can our words do when someone is struggling? In this creative writing and arts workshop, students explore empathy, encouragement, and the power of words to transform hard experiences into connection and healing joy. A short mindfulness practice and guided poem create a grounded space for students to reflect on when they feel loved and how they show care for others.
Students then create a Love Letter to the World through poetry, writing, drawing, movement—or a combination of all four. Letters can be written to a friend, family member, someone going through a difficult time, children elsewhere in the world, or even themselves. The class closes by listening, witnessing, and celebrating the care within their own community.
We will end by sharing some of our letters, and offering words of care and encouragement to ourselves and each other. Bring on the feels!
Our Journey
STORYTELLING + COLLAGE WORKSHOP
90 minutes | 1 session
Every life is a journey—and every student has a story worth telling. Through collage, drawing, creative writing, storytelling, movement, and reflection, students explore where they have been, what has shaped them, and what they wish others understood about them. This lesson has the additional benefit of connecting students, through imagination and empathy, with their peers around the world: some 43 million children are displaced due to climate change, and some 19 million children are living as refugees.
Students will be empowered to ask: How can our journey connect us with the journeys of others?
Using magazines, images, words, stickers, and art materials, students create a visual representation of My Journey. Sharing is invitational, allowing students to practice healthy vulnerability while learning to listen to and witness one another. The workshop strengthens self-expression, imagination, empathy, and classroom connection, ending with an “Appreciation Station” celebrating something each student values about themselves.
Materials + Volunteer Power
For each lesson, I typically need the following:
–Plain paper (a few sheets per student)
–Colored construction paper
–Colored pencils, markers, pens
–Scissors
–Glue sticks
–Stickers
–Magazines, old books (that students can cut up, for collage lesson)
–White board and dry erase markers or large sheet of paper (for group brainstorm)
**Speakers for music (a plus)
***Cushions for comfy floor circle (a plus)
In addition, it’s always great if chairs/desks can be set up in a circle (or even better, if kids can sit comfortably on the floor and doodle/write). Kids will also be encouraged to stand, move, and even wiggle and dance.
I love encouraging intergenerational connection — so if parent volunteers are available during the lesson, it’s a huge plus!
Thank you and I’m excited to work with you!
Performance and Literary Arts
Deanna Eden Fleysher
Creative Dramatics • Improvisation • Movement • Creative Writing/Play-writing • Speech and Voice • 3-D Theater • Teacher Training
Deanna Eden Fleysher
Deanna Eden Fleysher is a recent arrival to Bellingham after falling in love with the city while touring here. She is a multi-award-winning theater/comedy artist and teacher, known internationally for her work’s unique blend of audience connection, improvisation and physical comedy. Deanna is passionate about three-dimensional performance: site-specific art that celebrates its audience and creates spontaneous community.
Teaching Experience
Deanna has taught Performance, English literature and writing, Improvisation, Reading, Creative and Critical Writing, as well as Teaching Training, for 20 years! She has taught full-time in a New York City preparatory school, led summer enrichment programs, tutored individual kids in Reading and Writing, led comedy workshops in Elder communities, and taught theatre workshops around the world. She is proud to be a teacher for life.
Teaching Philosophy
Deanna believes in fostering a safe space in which students feel individually seen, and a variety of learning styles are activated. There are many paradoxes in teaching: one must be energized but not overbearing, keep class moving but leave space for discoveries, have a clear lesson plan and also flexibility for what is needed in the moment. Deanna loves the arts of teaching and curriculum development, and considers herself lucky to be able to do what she loves.
In a world of words and rules, using our bodies and hearts to express ourselves imaginatively is both necessary and therapeutic. It is amazing to find our unique voice, and to have our voice celebrated. Learning how to experience a sense of freedom, and how to use our freedom as a tool of communication, is truly revolutionary for all ages and levels.
Lesson Plans
For 3-hour and 12-hour Sessions.
Improv Workshop:
Improvisational theater frees the students’ creativity and allows them to play in a learning environment. Beginning with physical warmups, students use different body parts to create shapes and to express emotion. They work in groups to create scenes and images: terrific cooperation and
group learning opportunities. By learning the structures and games of improvisation, they create scenes and comedy together. Improvisation is both collaborative and solo—they strengthen their own creative confidence and experience success creating with others. They practice demonstrating their skills in front of one another, and learn how to be great audience members too.
Melodrama and Physical Theater:
How does playing with big feelings promote relief, laughter, and possibly even healing? Melodrama is the theater of big emotions: very physical, a little ridiculous, and FUN. In this program, we will warm up with simple dance aerobics, followed by exploration of how to embody emotions and create shapes and movements that take students out of the day-to-day physicality and into the surprising, the experimental play invoked by great “overacting.” We will explore common melodrama themes, rehearse/present simple melodrama scenes, and learn a bit about the history of this ancient form of folk theater.
Styles and Genres:
The style of a story is just as important as the story itself. First, we will look at the building blocks of any story (setting, character, want, conflict, resolution). Then, we will examine examples of different genres (fairy tale, fantasy, science fiction, etc.). We will learn about the elements of style and the qualities that make up each genre. Working in groups, we will create and perform original stories working within a specific genre. Then we will discover how a simple play can be performed in a variety of genres, focusing on what aspects of a story change and what remains universal.
Theater Without Walls – Site Specific and Roving Performance: In-person only
Theater doesn’t have to stay in a theater! How can a specific location inspire a performance? What kind of performance can rove (move from place to place)? Students will investigate a variety of indoor/outdoor chosen spaces, examining the sights and sounds, the feeling inspired by the space, the characters that could exist there. We will explore how a chosen space has its own story, and we will create short scenes and monologues inspired by spaces we choose. We will also explore what it means to create a character that could travel through space—what defines roving theater? How can the performance have a journey? We will celebrate the idea that theater can happen anywhere, and we will load up our personal toolboxes for creating theater without walls.
Andy Koch
Clowning • Balloon Sculpture • Creative Dramatics • Improv • Pantomime• Puppet Creation & Performance • Sculpture • Storytelling
Andy Koch
Andy Koch is a professional performing and teaching artist. Puppetry, clowning, music, and theatre arts are among his passions. He has been performing since childhood and enjoys sharing his experience and knowledge with students of all ages. While studying theatre arts at Fairhaven College, he directed 15 works including Shakespeare, Aristophanes, musicals, and original scripts. He designed and constructed two outdoor amphitheaters in Bellingham for presenting plays. Andy enjoys diversity, creatively adapting to the needs of each environment.
Teaching Experience
Andy Koch has taught hundreds of workshops in several states, including Washington, Oregon, Nevada, and Alaska. Since 1991 he has taught classes in Performance Art, Puppetry, and Clowning for Whatcom County Parks for children from age 6 through the teen years at the Roeder Home Center for the Arts. He has led workshops for educators through ESD 189 in Mt. Vernon, training them to bring puppetry into their classrooms. In 1985 Andy joined Allied Arts and began teaching through the predecessor of AEEP, the Artist’s In Schools and Community program. He has been an active member and teaching artist ever since.
Teaching Philosophy
Andy believes projects should be hands on! He likes to engage students’ imaginations with questions and activities and strives to keep learning interesting, fast-paced, and FUN. He also feel it is important to leave the teacher with ideas for future applications of what students have learned in my workshops.
Artist Profile Video
Lesson Plans
Sample 3 Hour Lesson Plans (For Grades 1-4) See Resources for Schools for current offerings
Puppetry for the Elementary Classroom:
This “make and take” workshop begins with a brief introduction and history of puppetry. Examples of my professional puppets are passed around. Then I present a demonstration scene from one of my shows, followed by a discussion of the elements of a good story and performance. The students then break into groups of 4 or 5, organize parts, create simple sack and paper plate puppets, and perform their own shows for everyone’s enjoyment.
K-3: Familiar stories such as the 3 Little Pigs, Little Red Riding Hood, and Goldie Locks and the 3 Bears will be assigned
4-5: Students will be asked to write their own stories for the performances.
Performance Art / Creative Dramatics:
This workshop covers the basics of acting skills; Pantomime, Improvisation, Theatre Games, Group Dynamics, Vocal Projection, Stage Movement, Skit Development, and Performance, all with an emphasis on FUN. Great for those wishing to explore acting, as well as the more experienced looking to hone their performance skills. We will be doing shows for each other during the workshops.
12 Hour Lesson Plans (For 5th Grades Only)
*Requires coordination with Arts Education Coordinator: aaep@alliedarts.org
Cultural Folk Tales told with Puppets:
In this workshop we will select folktales from around the world, build puppets from papier mache, rehearse, and perform them for classmates, family, and friends. Puppets are a timeless art form encompassing many artistic disciplines, capturing the imaginations of young and old. The folktales we will be choosing from are handed down from countless generations making for exciting and important exploration.
The Folktales we have dramatized for puppets draw from the following elements;
- Explain nature and the world around us.
- Establish good role models, behaviors, and morals.
- Importance of friendship.
- Warn youngsters of danger in their environment.
- Entertainment, fun, humor, escape from the mundane.
- Oral history. Keeping cultural roots alive.
- Hope, inspire the downtrodden, dreams of a better life.
- Empowerment of the small.
- Cleverness, wisdom.
- Transformation
- Dreams and the dream world
- Intuition, leap of faith, supernatural
- Affirmation of good for the poor, hope.
Performance Art / Creative Dramatics:
This workshop covers the basics of acting skills; Pantomime, Improvisation, Theatre Games, Group Dynamics, Vocal Projection, Stage Movement, Skit Development, and Performance, all with an emphasis on FUN. Great for those wishing to explore acting, as well as the more experienced looking to hone their performance skills. Once we explore on an improvisational level, students will be working in small groups to write and rehearse a variety of one act plays. Content can be focused relevant to classroom studies. On the last day of the workshop, we will present a Mini One Act Play Festival for Students, Family, and Friends.
Website
David Sadowsky
David has been a dancer, choreographer, teaching artist and arts administrator for over 30 years. As Artistic Director of David Wes Dance his work was called "Must See Dance" by the Boston Metro and his show "Dance Pick of the Week" by the Boston Globe. David earned a BA in Dance at Queens College.
David recently moved with his family to Bellingham when his wife joined the faculty at WWU. He is excited about his own daughter being within the Bellingham school district and is just as excited for her to receive Allied Arts experiences as he is to provide them to others.
Teaching Experience
David's teaching journey includes crafting the 2nd grade dance curriculum for the New Brunswick Public School System in NJ, which was taught in 8 public schools. He has a wide range of teaching experience with tap, ballet, and modern styles at esteemed private dance schools.
Teaching Philosophy
David's dance teaching philosophy centers on the belief that dance is both an art form and a potent mode of expression. He taps into children's innate movement instincts to foster a unique, joyful, and individualized dance experience.
Lesson Plans
Creative Dance Making
Grades: k-4th.
Students are led through the creative process of dance making using inspiration from an area of need identified by the classroom teacher. Can be taught in 3 one-hour sessions or 2 1.5-hour sessions. Students learn about movement qualities through the lens of the Laban movement efforts, Weight, Time and Space. They take that knowledge and develop a movement phrase using inspiration from such examples as:
Example 1: Students create movement based on emotions or influences (WA Social Emotional Learning Standards Benchmark 1A, 1C, 4A, 5A, 5C)
Example 2: 3rd grade students create movement based on a character in a particular story (Common Core State Standards in English Language Arts)
Example 3: Kindergarten students combine movements with verbal counting from the group watching (Common Core State Standards in Mathematics)
Each session is structured as a group warmup to start, Instructional work, independent work where the students create movement on their own and ending in a "performance" for each other.
Teachers should expect to help facilitate the learning process when groups are presenting to each other.
Quaniqua Williams
Work and Experience as an Artist
I have led poetry workshops, interdisciplinary writing programs, and artistic collaborations that explore themes of identity, liberation, & belonging. As a Writer-in-Residence at NorthSound Accountable for Community Health, I facilitated open mic events, creative writing sessions, & literary discussions to build connections among diverse communities. My work has extended internationally, leading me to perform in Sierra Leone, feature in a documentary (Fascia), and engage in global storytelling.
Teaching Experience
Conducted therapeutic play sessions that eliminated shame-related barriers, providing children with a safe space to develop emotional resilience, improve communication, and express their thoughts freely. Designed and facilitated creative play activities tailored to each child's needs, collaborating with educators, psychologists, and parents to develop individualized support plans that enhanced social-emotional growth.
Teaching Philosophy
Students are the leaders in their learning journey. Teachers are responsible for identifying the best way for our students to learn and allowing them to explore learning through that avenue.
Lesson Plans
Identity Collage
Grades: K-12, college, adult
Each student will start with a personal photo as the foundation of their artwork. Using stickers and a variety of creative materials, they'll craft a unique collage that reflects their interests. This personalized design will highlight both their individuality and shared artistic connections, celebrating the diversity of their creative expressions.