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Art Access Artist Resource Directory
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Artist Resource Directory: Right click and "Save Target As" to download a printable copy of our directory, or use the menu at the left to browse our directory.
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Through its Art Access programming, VSA arts of Utah is committed to providing quality arts activities for adults and children with disabilities as well as for those who represent other underserved communities. We seek to create enthusiasm for, understanding of, and awareness of the importance and benefit of the arts for all persons. The arts are truly a universal and essential language that challenges people to look beyond themselves and celebrate diversity. We believe that participation in the arts promotes acceptance and inclusion in all aspects of life.
Schools and non-profit organizations, which serve the needs of individuals with disabilities or who receive special education services, apply for program funding through Art Access/VSA arts of Utah. The types of arts programming that may be applied for are: Artist-in-Residencies for Adults with Disabilities, as well as Artist-in-Residencies, Arts Festivals or Special Arts Projects through our Integrated Arts In Utah Schools programming. (Funding for Integrated Arts in Utah Schools is provided by the State Office of Education: Special Education Services Unit and VSA arts in Washington, DC).
The artists listed in this directory serve as program resources to schools and organizations who provide services to children and adults with disabilities by working as artists-in-residence, teaching and performing at festivals, assisting with special arts projects and providing teacher in-services. All the artists listed in this directory have experience working with individuals with disabilities or groups from other underserved populations.
Please note that the majority of Art Access/VSA arts of Utah arts programming funds are applied to programs meeting the needs of children who receive special education services and children and adults with disabilities who are served by facilities and institutions statewide (care centers, rehabilitation centers, residential treatment centers, senior centers, independent living centers, correctional facilities, etc.). Age groups range from pre-school aged children to senior citizens. Art Access programs seek to provide access to the mainstream of the arts community through our philosophy of inclusion, focusing on individual abilities rather than disabilities. Limited funding is also available for arts programs that serve the needs of other underserved populations such as youth at-risk, individuals living in poverty, individuals who are terminally ill, or internationals refugees.
Art Access artists, at times, also assist in other Art Access programming such as the PARTNERS Visual Artist Mentor Program, Art Access Gallery exhibitions, Teen and Adult Visual Arts Workshops and in-service workshops for special educators.
The Artist Resource Directory is updated yearly and new artists are added periodically as we receive information and interest from additional, qualified artists.
Note: Please inform Art Access/VSA arts of Utah if you are unable to connect with an artist by using the contact information provided.
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LI TERARY ARTISTS
JulieAnn Henneman: Creative Writing (grades 7 - 12; adults)
JulieAnn is a local author and poet. She is the author of the novel Always Listen to the Ravings of a Madwoman and the author of a large body of poems and short stories. She currently teaches creative and intuitive writing workshops in Salt Lake City and specializes in working with adults and teenagers with disabilities and struggling with addiction.
JulieAnn has experience working with: adults and teenagers with emotional disabilities and behavioral disabilities; at-risk individuals dealing with community/home violence; and individuals who are elderly.
Contact: (801) 523-3552 or (801) 634-6375 (Salt Lake City, Utah)
DANCE/MOVEMENT ARTISTS
Peggy Gallagher: Dance/Movement/Stretch/Exercise Specialist (adults)
Peggy provides classes and workshops, primarily for older adults who can utilize dance movements in order to enhance quality of life and provide health benefits. She has worked with older adults in a nonresidential center setting and has led a ballroom dance workshop for visually impaired teens and adults.
A class or workshop would typically include: a warm-up period consisting of walking, breathing, stretching; dance exercises with a chair support to aid with balance and core strength, and toning the muscles; isolating movements to maintain and increase motion and flexibility; low impact aerobic dance steps to help with cardiovascular health; learning of dance styles and patterns to aid with mental function and memory retention; and a cool down period with stretches for overall sense of calm and well-being.
Staying active in later years reduces functional decline, keeps the older adult vital, healthy and independent longer, aids in proper function of internal organs, reduces symptoms of arthritis and osteoporosis, is socially interactive, lifts emotions, and heightens self-confidence. Dance, as well as being an outlet for expression, adds an element of pure enjoyment that is lacking in ordinary fitness programs.
Classes or workshops can be adapted in content and format for work with the visually impaired, physically challenged and other groups with special needs.
Peggy has experience working with: adults with physical disabilities; adults with visual impairments; and individuals who are elderly.
Contact: (801) 573-8081 or (801) 733-6096, E-mail: peggal@xmission.com (Salt Lake City, Utah)
Kathleen Haynes: Dance Educator/Choreographer (preschool; grades K - 12; adults)
My class for young children begins with warm-up, ends with relaxation summation, and may include dance games, story telling, singing, music, American Sign Language, improvisation and the sharing of discoveries in an atmosphere of playfulness. Classes for older children and adults center on improvisation and short compositional studies.
Movement exploration can help all ages to find constructive ways to express emotion, enhance imagination and develop critical thinking/problem solving skills. As there is no wrong answer to a creative movement problem, creative dance students grow in self-esteem and gain a strong sense of their own uniqueness. My purpose is not to “teach students to dance” but to teach students to love dancing.
My vision for a multigenerational residency is to bring the disciplines of dance and gerontology together to enhance the lives of multiple generations. My goal is to create a nexus between generational issues and movement that will take the form of elders’ life stories danced by several different generations together. As the choreography is based on the gestures the elder uses in telling the story, the storyteller also becomes the choreographer of his or her life history.
The benefits of my program are that it enriches the lives of both the young and the old; enhances interdependence, trust and respect among different generations; adds a powerful visual component to reminiscence therapy; creates a meaningful and enduring legacy that can be shared and passed on to future generations; transforms and uplifts elders’ worldviews through a self-affirming process of creation.
Teacher in-service sessions are three-fold. First is a class, just for teachers, exploring the elements of dance as well as how to use the academic curriculum as inspiration for dance. Second, written materials are provided so teachers will not need to take notes but can concentrate on class structure and content. The third component is a class for teachers and students together allowing teachers to have the experience of a real class and to help build a sense of community.
Kathleen has experience working with: children with emotional and physical disabilities; children and adults with intellectual and learning disabilities; and individuals who are elderly.
Contact: (435) 647-0618, E-mail: revrev@pcfastnet.com (Park City, Utah)
Lynn Koshland: Dance & Movement Therapist (preschool; grades K - 3 and 7 - 9; adults)
Lynn earned a master's degree in dance/movement therapy, movement studies, and social work. She has worked with traumatic brain injury children and adults, older adults, pre-school aged children and children with emotional problems, at-risk children and adolescents, and visually impaired persons of all ages to utilize movement for communication, socialization, and emotional expressiveness. Lynn developed and runs PEACE through Dance/Movement Therapy, and early intervention violence prevention program for elementary aged children. The program uses movement and children’s literature for increasing self and group awareness and understanding of differences. The combination of using children’s stories, along with the dance/movement process, and movement improvisations provide opportunities for individuals to discover new solutions and ways of dealing with social problems.
Movement is a child's primary means of expression, play and self discovery, and it is a natural tool to help children use the 'media of dance' to develop a constructive means to express emotions, and build better communication and social skills.
A residency would involve warm-up, development of issues and themes of the day, which evolved out of the group’s movement process, or subjects in class work and closure. The overall goal is to provide success oriented experiences with increased body awareness through use of rhythmic actions, songs and instruments; enhancement of self-esteem using modeling, reflecting and bringing attention to what individuals like to do when moving; expressiveness with colorful props and instruments; and peer interactions/social skill development.
A teacher in-service would include the purpose and benefits of dance/movement therapy; hands-on classroom self-calming and focusing movement activities; the use of multi-sensory experiences (i.e. chiffon scarves, etc.) to stimulate language, expression of emotions and cooperation; and the process of closure and reflection.
All activities are adapted according to the needs of the group, whether they be physical, emotional or cognitive impairments.
Lynn has experience working with: children with physical disabilities; children and adults with intellectual, learning, emotional and behavioral disabilities; children and adults with visual impairments; children and adults who are non-English speaking; victims of community/domestic violence; and individuals who are elderly.
Contact: (801) 595-0954, E-mail: lynnkoshland@netzero.net (Salt Lake City)
Kathleen C. Mason: Dance Educator and Therapist (preschool; grades K - 12; adults)
Kathleen has conducted school residencies in many parts of Utah and throughout the nation through Art Access/VSA arts of Utah, the Utah Arts Council, and the National Endowment for the Arts. She is a former faculty member of George Washington University, in Washington DC, Moorpark College, and Immaculate Heart College in California. She worked for many years as a Special Educator and Dance/Movement Therapist in Granite School District. Most recently she conducts dance/movement therapy sessions with interns, peer tutors, and students from the Special Needs programs at high school in Jordan District and dance workshops designed for Suzuki Music School string players.
A residency, whether for adults or children, would be directed toward enhancement of the growth and involvement of all participants through the development of themes, songs, chants, movement patterns and dance that have purpose and meaning for those involved.
A residency would involve dance/movement sessions geared to the needs and interest of the specific target group. Seminars or participation workshops for teachers, staff, care givers, other healthcare professionals, and/or parents could be scheduled to fit the needs of the sponsoring organization. If desirable, the participants could take part in a sharing or demonstration of their developing creative endeavors.
During a teacher-in-service, participants will be encouraged to see the powerful role that the arts can play in educational and therapeutic programs for people with disabilities. Emphasis will be given to exploring ways in which dance/movement experiences can foster inclusion and an appreciation of diversity. Teachers will have the opportunity to experience activities that they can facilitate to assist their student in obtaining basic skills, meeting educational goals, and developing an understanding of terminology and concepts that are common to many art forms. Specific movement problems will be presented that facilitate body image development, concept formation, motor skill development, awareness, expression, creativity, and socialization.
Kathleen has experience working with: children and adults with intellectual, learning, emotional, behavioral and physical disabilities; children and adults with hearing and visual impairments; children and adults who are impoverished/homeless; children and adults who are non-English speaking; victims of community/domestic violence; and individuals who are elderly.
Contact: (801) 272-7296, E-mail: kcmason1@msn.com (Salt Lake City, Utah)
Tina Misaka: Creative Dancer (preschool; grades K - 6; adults)
I grew up in the environment of the Children's Dance Theatre and strongly believe in the development of the creative process. My classes stress movement, imagination, self-discipline and a positive self-image. Through problem-solving activities, improvisation and performance, students begin to understand dance, not only as a fun and challenging activity, but also as an art form. I like to show them the pathway to reach their highest potential and wildest dreams.
Residencies are based on the needs, abilities and resources of the students. In the classes the students will experience a warm-up, a period of moving through space, sequencing, and a period of problem solving through creative problems. There is never a "wrong way" in my class, only a "better way to solve problems". Improvisation and short compositional explorations play a big part. At the end of a residency, I always like to have a small performance or lecture-demonstration.
In a teacher in-service the teachers would participate in a typical movement class with starts and stops for discussion and questions. They would become acquainted with movement vocabulary, organization of a class, spring boards for creative projects . . . the what, how and why of dance. They would learn how to make a lesson plan for a movement class. The teachers would also participate in a student/teacher class. This is a way for the teachers to see and experience a real class.
Tina has experience working with: children and adults with intellectual, learning, emotional, behavioral and physical disabilities; children and adults who are impoverished/homeless; and individuals who are elderly.
Contact: (801) 583-3116, E-mail: tinamisaka@hotmail.com (Salt Lake City, Utah)
Debra Olson-Morrison: Musician & Movement Specialist (preschool; grades K-6; adults)
Please see Musicians
Rosalind Newmark: Creative Dancer & Photographer (preschool; grades K - 6 & 10 - 12; adults)
During a residency, expanding awareness of the entire person is directly linked to unfolding and focusing the students' self-expression. Various mediums such as visual arts, literary arts and music are combined with dance to enhance the needs of each individual.
My first goal is to support the students in their process of experiencing dance. The methods of assisting vary, depending on age and population. For elementary students, incorporating the basic class curriculum is important as it enables teachers to determine how they can utilize movement (dance) in order to enhance the students' learning abilities regarding a specific topic. Frequently the students choose a subject and then a dance is developed using the two primary "families" (axial and locomotive) of movement. Depending on the setting and location, a performance can be presented at the end of the residency.
During a teacher/staff in-service, I would provide various packets of information describing the basic principals of dance. I believe the best way for teachers to become familiar with the medium is to move! Together, we would explore various fun-structured problems. I always try to demonstrate how dance can be used to assist in learning core-curriculum information.
Rosalind has experience working with: children with hearing and visual impairments; children and adults with intellectual, learning, emotional and physical disabilities; adults with behavioral disabilities; children and adults who are non-English speaking; and individuals who are elderly.
Contact: (801) 328-4456 (Salt Lake City, Utah)
Albert “Nino” Reyos: Native American Dancer & Flute Player (grades K - 12; adults)
The focus of my presentations includes music from the Native American flute and Native American dance. Participants may have an opportunity to learn a dance. Descriptions of regalia will be presented along with stories of creation, and respect for animals and others.
The focus of an in-service for educators would include a brief overview of Native American peoples, i.e. characteristics, values and ceremonies. It would also include ways to work with and understand Native Americans in the mental health field. An historical overview of the plight of the Native American peoples will also be presented.
Albert has experience working with: individuals who are elderly.
Contact: 801-539-1905, E-mail: Nreyos@aol.com (Salt Lake City, Utah)
Website: www.twoshields.com
Joni Urry Wilson: Creative Dancer (preschool; grades K - 12; adults)
Teaching adults and children with disabilities to express themselves through dance is a challenging, yet ultimately rewarding experience for everyone involved. As a dance educator, I was thoroughly amazed week after week to see these bright eager faces watching closely to see my lips moving and my body dancing. The special educators and caregivers involved on a daily basis with participants were often stunned to see new lights going on in the minds of their students and new mobility in often static musculature. The children themselves were probably the least amazed at their own growth. After all, they truly know that they really can do anything. They knew all along that dance was a language they could use gracefully and expressively despite the challenges.
In a residency, careful integration will be made for age appropriate dance experiences. The goal is to provide a quality dance experience for students; to teach the basic elements of dance, time, space and energy; to express feelings through movement and to provide a forum for creative problem solving.
The goal of a teacher/caregiver in-service would be to invest the teachers with new ideas and goals to include movement education within their weekly plans and to secure confidence in the dance process by having them participate in the actual planning and activities.
Joni has experience working with: children and adults with intellectual, learning, emotional, behavioral and physical disabilities; children and adults with hearing and visual impairments; and individuals who are elderly.
Contact: (801) 587-3654 or (801) 274-3789, E-mail: joni.wilson@utah.edu (Salt Lake City, Utah)
MUSICIANS/MUSIC PERFORMERS
Cynthia Myers Carlton: Music Therapist & Guitar/Voice Teacher (preschool; grades K - 12; adults)
With a BA in Music Education, a BS in Music Therapy and a Masters Equivalence in ESL from BYU, Cynthia has found many ways in which a music program in the school setting can be combined with classroom core curriculum to affect academic performance. Whether it is a “music shaping session”, learning to read music and/or play an instrument, or integrating Social Studies curriculum with music history, music can be effective and an asset to any classroom or school.
Cynthia has conducted music therapy sessions with special needs students and mainstream elementary classrooms. Classes sing, dance and play instruments in a shaping format. This helps to release residual anxiety and energy and brings students back to calm states of mind. These session are best after testing, before vacations, and at the end of the school year.
Cynthia can approach a teacher in-service in one of two ways: 1) using music for classroom management and transition throughout the day; and 2) using music as a tool for ESL students in learning Language Arts vocabulary and content and how playing an instrument can affect any student’s reading ability (Cynthia has personally conducted studies and documented positive results in this area).
Cynthia has experience working with: children and adults with intellectual, learning, emotional, behavioral and physical disabilities; children and adults with hearing and visual impairments; children and adults who are impoverished/homeless; children and adults who are non-English speaking; victims of community/domestic violence; and individuals who are elderly.
Contact: (801) 604-0253, E-mail: mainetrombone@hotmail.com (Roy, Utah)
Deonna Johnson: Musician & Music Specialist (grades 4 - 6)
The Orff Method of teaching students to perform and improvise music includes the use of voice, body percussion and movement in the transfer of music to percussion instruments. The goal of the program is to teach children to feel the beat of music and to learn to perform “in time” with a musical group. The students learn skills on xylophones, metallaphones, glockenspiels, and conga drums that allow students to understand music theory and learn musical performance skills. (Ms. Johnson can bring the instruments, if needed).
During a residency the students will learn to notate and perform rhythms, learn and perform melody patterns and vocalize folk songs. Voice and body percussion will be used to give the students the necessary skills that transfer to the xylophones and drums. Students learn melodies and song games in preparation for musical performance. At the conclusion of the workshop week, the students will be able to provide a musical performance in groups of twelve for a school-wide audience.
A teacher in-service is designed to give elementary school teachers an overview of the Orff-method of musical training and to give teachers methods to accomplish state-core music goals. The teacher in-services is a hands-on workshop giving teachers the opportunity to play the instruments using the Orff-method principles and gain necessary skills to teach a successful instrumental music curriculum.
Deonna has experience working with: children with intellectual, learning, emotional, behavioral and physical disabilities; and children with visual impairments.
Contact: (435) 878-2530 or (435) 668-7476 E-mail: deonnajohnson@juno.com (St. George and Enterprise, Utah)
Marcia Knorr: Music and Creative Movement (preschool; grades K-12; adults)
Music is a language that is an excellent way for persons with disabilities to express themselves, interact, gain confidence and build contact with peers without disabilities. Marcia presents residencies of fun and interactive music that will involve everyone through singing, rhythm, movement and interactive dance activities. Marcia performs with multiple instruments and her approach to music is fun and cooperative.
Marcia works with persons with disabilities utilizing music, movement and interactive musical responses. She sings with participants, introducing simple rhythm instruments, teaching some easy dances and movement exercises to accompany the music. With higher functioning students she will create new songs using concepts, words and motions suggested by the participants. She plays various musical instruments, including guitar, banjo, hammered dulcimer, bowed psaltry, jaw harp, and mountain dulcimer. Students are given the opportunity to hear the various sounds and music created by each instrument. Workshops would be interactive and fun for the participants using music to teach movement, exercise, singing and performing.
A staff or teacher in-service would include suggestions on how to incorporate music into programming with songs, movement and creative exercises. Participants would learn new techniques for involving those with special needs with musical experiences and would make music fun and rewarding for all. Tips and tunes to make the musical experience fun!
Marcia has experience working with: children with behavioral disabilities; children and adults with intellectual, learning, and physical disabilities; children and adults with hearing and visual impairments; children and adults who are impoverished/homeless; victims of community/domestic violence; and individuals who are elderly.
Contact: (801) 771-0971 or (801) 698-4868 E-mail: m_jknorr@juno.com (Layton, Utah)
Robb “Little Owl” Martin: Native American Musician, Performer and Storyteller (preschool; grades K-12; adults)
Please see Mime/Theatre/Story Telling
Debra Olson-Morrison: Musician & Movement Specialist (preschool; grades K-6; adults)
Debra earned a Master’s Degree in Social Work from the University of Utah, and is a Board-Certified Music Therapist. She has experience working as a music therapist with a wide variety of populations, including child, adult and geriatric psychiatric, autistic, at-risk youth, and developmentally delayed, in a wide variety of settings. Debra currently works with children with severe emotional disorders at a residential treatment facility. She has been involved in teaching group and private lessons for under-privileged grade-school children, and currently is Music Director/Coordinator for the Latino and Children’s congregations at an area Cathedral Church. Debra is currently working with children with sever emotional disorders at a residential treatment facility and is also working towards a doctorate in social work at the University of Utah.
A residency would consist foremost of the importance of using music and movement as expressive and meaningful communication/language. Debra would engage the students/residents in a variety of experiential exercises, and stress the importance of creativity and finding enjoyment in the process. Depending on the population and the intended goal for the residency, Debra would focus on sensory integration, adapting movement and music performance to meet resident’s capabilities, and improving overall social, behavioral, cognitive, emotional and physical functioning.
Debra enjoys leading in-services and experientials on music therapy, and adapting music for a variety of populations. She aims to teach non-musicians how to be more comfortable using and teaching music and/or movement techniques with special populations. Debra can also lead drum circles as a way to use music and art for community building.
Debra has experience working with: children and adults with intellectual, learning, emotional, and behavioral disabilities; adults with physical disabilities; children and adults who are victims of community/domestic violence; and individuals who are elderly.
Contact: (801) 364-2635, E-mail: debraolsmor@hotmail.com (Salt Lake City, Utah)
Albert “Nino” Reyos: Native American Dancer & Flute Player (preschool; grades K - 12; adults)
Please see Dance/Movement
Dan Wheeler & Dan Weldon: Music (grades K - 9)
Over the past three years, Brad and Dan’s “Blues in the Schools” program has handed out more than 5,000 harmonicas to elementary, special needs and at-risk youth. Through the history of the Blues, its music, and its principles of improvisation, “Blues in the Schools” has enable children to develop skills that allow them to express themselves through music, as well as helped them to deal with the pressures and trials of daily life.
Students are taught fundamental harmonica skills, including basic tablature reading, as well as improvisational techniques. Students are also taught the construction of Diddley Bo guitars (homemade multi-string cigar box slide guitars, an early American folk instrument dating back to the late 1800’s).
In an extended residency, students will learn basic songwriting and live vocal and harmonica performance skills.
A teacher in-service would include training on the implementation of the “Blues in the Schools” program, as well as ideas for implementation of music in all areas of the core curriculum – social studies links, language arts links, art/music links, and opportunities to improve social and performance skills.
Contact: (801) 389-9835, E-mail: badbradwheeler@yahoo.com (Ogden, Utah)
MIME/THEATRE/STORY TELLLING
Patricia Droubay : Mime Artist (grades K - 9; adults)
Mime is taught to diverse special education populations and the elderly. Workshops compliment the unique abilities and instructional levels of students. Lessons include theater games and mime technique skills.
The intent of an artist-in-residency program is to introduce individuals with disabilities to the art of mime. The students are provided the opportunity to express their feelings and thoughts within an artistic medium. Success in one or more areas of the arts leads students to become more self-directed, self-aware, and self-actualized. Using the arts to think and problem solve allows individuals to be active initiators of their own learning.
The mime in-service provides each participating teacher with a packet of mime lessons that can be incorporated into a language arts curriculum. The lessons relate to the concepts of focus, shape, cause and effect, emotions, and storyline. The mime instructor invites teachers to actively participate in learning mime activities.
Patricia has experience working with: children with behavioral and physical disabilities; children and adults with intellectual, learning, emotional disabilities; children and adults with hearing impairments; children and adults who are impoverished/homeless; children and adults who are non-English speaking; victims of community/domestic violence; and individuals who are elderly.
Contact: (801) 295-6718 (Bountiful, Utah)
Anneliese J. Konkol: Storyteller (Adults)
I would be privileged to add my talents to any program. I have worked with students with special needs and feel that these experiences have been some of my best. Watching children open up, come out of their shells and learn to cope with the daily difficulties of life, has been the high point of my work. Stories can help a child cope with peer pressure, solve problems or be told just for fun. I always strive for lots of audience participation. Not only does this add enjoyment to the story, but it also helps to underline the basic message being shared.
During a residency, I would gladly work with any students with special needs, grades K-12. I have always been pleased with the support offered to me by those involved. As we watch the students respond and grow through hearing and participating in my stories, everyone involved is rewarded.
Teaching the art of storytelling to educators, librarians and lay people at least once a year, has been one of my goals for the past 15 years. If educators are also good storytellers, the students will rarely be bored inside the classroom. After all, what is teaching but telling stories about particular subjects. When these talents are improved, students will leave with a much better understanding of the subject, and the teachers will see increased appreciation for their time and efforts.
Anneliese has experience working with: populations not currently listed.
Contact: (801) 392-5510 (Ogden, Utah)
Robb “Little Owl” Martin: Native American Musician, Performer and Storyteller (preschool; grades K-12; adults)
Robb is a Native American flute player who can also share a great deal about Native culture, history, and stories. He has many items to display that show Native American arts and crafts of today and the past. Robb comes dressed in full traditional Plains style regalia and explains the significance of as well as telling his story of the “washichu” teeth. He has some knowledge of the Sioux language as well as many traditional Sioux stories.
Robb’s main goal is to teach his culture to younger generations so it is not forgotten. He tries to get any audience involved through active drumming, playing songs on his flute, and making animal sounds with his flute.
In the past, Robb has worked in elementary classrooms, told stories at the Olympics, played the Native American flute at a senator’s convention, and has played for people at the commemoration of the Bear River Massacre in Idaho.
For teachers, Robb can teach them Native American history in a new way. He would also explain why he believes his history and culture need to be taught as well as give ideas of projects that teacher can take back with them to the classroom.
Robb has experience working with: children and adults with intellectual, learning, emotional, behavioral and physical disabilities; children and adults with hearing and visual impairments; children and adults who are impoverished/homeless; children and adults who are non-English speaking; victims of community/domestic violence; and individuals who are elderly.
Contact: (801) 250-7380, E-mail: littleowlflutes@hotmail.com (Salt Lake City, Utah)
Albert “Nino” Reyos: Native American Dancer & Flute Player (preschool; grades K – 12; adults)
Please see Dance/Movement
Lora Schmidt: Storyteller/Children's Theatre Specialist (grades K- 6; adults)
Lora Schmidt combines her love of storytelling with a background in theater to engage students in a lively program of stories, songs and plays -- many of which students make up right on the spot! Lora's stories teach lessons in patience, courage, loyalty, and tolerance -- important values in today's world.
An Artist Residency would include folk and fairy tales and theater movement games are used to encourage the children to participate in the creative process. Younger children engage in simple repetitive movements and words to go along with the stories. Older children act out the stories. The children may then create their own stories and plays or draw pictures of characters they would like to portray. Together the children and instructor improvise short plays. Older children may also practice problem-solving skills through the use of pantomime. An environment in which the children feel safe to explore ideas is maintained at all times. Each residency is tailored to the age and ability level of the participants and a session lasts from one half hour to fifty minutes.
In-service instruction includes techniques for effectively using stories in the classroom to involve students. Ideas for games that encourage creativity and teamwork are explored, as well as ways to use drama to enhance the child's experience at school.
Lora has experience working with: children with learning and physical disabilities; children and adults with intellectual and emotional disabilities; and children and adults who are impoverished/homeless.
Contact: (801) 523-1275, E-mail: storyweave@earthlink.net (Draper, Utah)
VISUAL ARTISTS
Edie Davis: Visual Artist, mixed media and paint (grades K - 6)
Good things come in itty-bitty packages. To get the viewer to step a bit closer in order to inspect my collages is the direction I aim for. An intimate connection with art begins with curiosity and a willingness to involve oneself in another’s world. Having too much of an eye for detail and the subtleties of things, I decided to put my obsessive-compulsive nature to good use by creating “come closer” art. Collage is an endlessly fascinating and playful medium and it allows me to do what I like best, tinker. Experimenting with shapes, colors, and the rhythms of design is just good old-fashioned fun. My hope is that viewers will find as much delight and joy in my artwork as I had in making it.
I’ve worked with large groups of children on collaborative projects and have taught various aspects of art; including the basic elements of art, painting, drawing, pottery, sculpture, and art history for the elementary aged students.
A possible teacher in-service would require an almost custom-made curriculum based on the group involved. A detailed and thoughtful discussion and planning session between both parties would be needed.
Edie has experience working with: children with intellectual, learning, emotional, behavioral and physical disabilities; children who are Spanish speaking; and children who are impoverished or homeless.
Contact: (801) 898-3593, E-mail: violaswamp@comcast.net (Salt Lake City, Utah)
Kindra Fehr: Visual Artist , drawing, painting, collage, sculpture, papier mache, wood, clay (grades K - 12; adults)
For as long as I can remember all I ever wanted to be was an "artist". Maybe the reason I am able to relate to children and their creative expression is due to my own creativity in childhood. My paintings are usually representational, artistic 'snapshots' of the things that catch my interest or make my heart sing. I find the most exciting thing about the world of art is the never-ending possibilities. I look forward to being able to flow with those possibilities and using the experiences to make a contribution to others.
I have taught many different aspects of art: the basic elements and principles, figure drawing, painting, pottery and sculpture, large collaborative works with large groups of children, as well as activities with older people with mental disabilities. I believe that the choice of activity comes from the population involved and would prefer that they be a part of that process to define a description or outline. Without knowing the demographics, number of students or settings would limit the artistic process. The description and outline would be an evolution of that process.
Kindra has experience working with: children and adults with intellectual, learning, emotional, behavioral, and physical disabilities; children and adults with visual impairments; children and adults who are impoverished/homeless; children and adults who are non-English speaking; victims of community/domestic violence; and individuals who are elderly.
Contact: (801) 596-3635, E-mail: kindrafehr@yahoo.com (Salt Lake City, Utah)
Website: www.kindrafehr.com
Louise Fischman: Visual Artist, drawing, painting murals, clay, ceramic tile, mosaic (grades K - 12; adults)
I have worked as an artist-in-residence since 1987 through the Utah Arts Council and Art Access. Although I have taught classes involving a variety of visual arts mediums, I specialize in mural painting projects and papier-mâché sculpture.
A residency would begin with an introductory slide presentation relating to the chosen art medium. This would include examples of similar projects conducted at other sites with students, as well as professionals. We would then discuss subject themes and the design process, and do preliminary drawings before embarking on the painting or glazing work. Preliminary drawings are also done for mosaic projects. Students would either work on individual projects or collaborate on a group installation. If a collaborative project were chosen, students would have their own individual contributions to the whole. A residency would usually conclude with an open house or unveiling, to honor artists and celebrate the talents of everyone involved.
Other residency activities could include papier-mâché sculpture, mask making, assemblage pieces and nature drawing. I have also conducted teacher/staff workshops and in-services in these subject areas.
Louise has experience working with: children and adults with intellectual, learning, emotional, behavioral and physical disabilities; children and adults who are impoverished/homeless; and victims of community/domestic violence.
Contact: (801) 364-8546 or (801) 651-6743, E-mail: louise@studio768.com (Salt Lake City, Utah)
Robin Friedman, BFA, MSW & CSW: Educator & Expressive Arts Therapist (grades K -12; adults)
Robin has a Masters degree in social work and is a licensed educator. She is a committed advocate for creative expression, personal growth, healing, wholeness and community building. She uses a variety of unique approaches for people of all ages and diverse abilities to help empower cultivate and freely express their creativity.
Workshops often involve a multi-modal experience that integrates a variety of modalities, which may include: visual arts, image, movement, drama, sound, music/rhythm and creative writing, or mask making. Combining her skills in the expressive arts with her background in counseling and over 15-years of teaching experience, Robin offers a unique blend of practical knowledge and creative insight that will inspire play, joy and active imagination.
For residency and teacher in-service possibilities, please contact Robin with specifics concerning the population in question.
Robin has experience working with: Adults and children in substance abuse treatment.
Contact: (801) 599-1411, E-mail: spiritsongarts@yahoo.com (Salt Lake City, Utah)
Wayne L. Geary: Visual Artist , drawing, painting, collage, sculpture, papier-mâché, wood, clay (grades K – 12; adults)
I have conducted residencies and workshops for the Utah Arts Council and Art Access since 1984. Most of my residency activities involve mural paintings. Other residency activities may include collage projects, clay sculpture, photography, papier-mâché sculpture, and drawing/painting classes. More recently, I have worked with glass mosaics and glazed ceramic tiles. Another activity has been the creation and decoration of plaster cast masks, a project that has been highly successful.
I am currently very interested in collaborating with other artists such as musicians, dancers and poets. I am also interested in participating in a mentor program, where a special needs artist or special education teacher would receive individualized instruction and collaborate with me on an art project. Then, hopefully, he or she could pass on the information and experience to someone else.
Typical teacher in-service activities might include mural painting workshops, drawing/painting instruction, slide show/lecture, and the use of Polaroid photography to teach visual concepts.
Wayne has experience working with: children and adults with intellectual, learning, emotional, behavioral and physical disabilities; children and adults who are impoverished/homeless; victims of community/domestic violence; and individuals who are elderly.
Contact: (801) 364-8546, E-mail: wayne@studio768.com (Salt Lake City, Utah)
Roberta Glidden: Visual Artist (grades K - 12; adults)
Roberta’s goal is to give students an experience of a college-level art class. Working from life is the emphasis, be it live models (students drawing each other), self-portraits, or still-life set-ups. We will consider famous examples of each genre from art history.
Students will explore traditional art media including charcoal, pencil, pastel and paint on white and toned paper, as well as a variety of paint supports.
Roberta will demonstrate ink wash, color mixing and paint application. The goal is to get insight into how an artist approaches a subject by using a variety of materials and techniques. The process of learning a new way of seeing the world is emphasized through producing a finished product.
Roberta has experience working with: children and adults with intellectual, learning, behavioral and physical disabilities; children with emotional disabilities; children with hearing impairments; children and adults who are impoverished/homeless; children and adults who are non-English speaking; and individuals who are elderly.
Contact: (801) 394-5688, E-mail: rglidden@access4less.net (Ogden, Utah)
Website: www.robertaglidden.com
Carol Rae Grundmann: Art Therapist, pastels and watercolors (grades 7 – 12; adults)
Self-expression leads to self-discovery. Art provides a fun and non-threatening way to gain insight into self, relationships and one’s life journey. All of life’s experiences are stored as imagery within the mind and these are expressed through the right brain in creative, non-verbal expression. It is like walking through a dream made of paint, collage or clay. Looking at colors, shapes and symbols allows subconscious thoughts to surface and buried feelings to be released. One does not have to be accomplished at art to benefit from art therapy and it is adaptable to all ages. Expressing and interpreting one’s own work connects individuals to their authentic self and builds their self-esteem.
Carol has experience working with: adults with intellectual, emotional, behavioral and physical disabilities; children and adults who are impoverished/homeless; and victims of community/domestic violence.
Contact: (801) 561-1421 (Sandy, Utah)
Paul Heath: Visual Artist (grades K – 3 and 10 - 12; adults)
I am a lifelong resident of Salt Lake City and my work reflects my affinity and fondness for local points of interest and nostalgic niches. I have exhibited locally and have worked for several years as a free-lance computer graphics artist, silk-screen artist, and have been selected to complete several public art projects. My current work is acrylic painting on plywood assembled 3-dimensionally. My teaching experience has been with children at Neighborhood House and at Kidshop at the Salt Lake Art Center.
In a residency, my teaching emphasis is broad-based, encompassing drawing, painting, silk-screening and sculpture. I teach students to celebrate the ordinary and encourage students to recognize that art and ideas are all around us every day. I am also able to conduct tile/glaze projects, which are perfect for more permanent projects to be integrated into schools and help to bolster community and/or school spirit.
A teacher in-services may involve a discussion of modern issues of art, a slide presentation of past and present work, start-to-finish training in techniques such as silk-screening, and proposals for on-going art programs to be implemented by teachers.
Paul has experience working with: children and adults who are impoverished/homeless; and victims of community/domestic violence.
Contact: (801) 532-0494 or (801) 631-7048, E-mail: paulheathart@yahoo.com (Salt Lake City, Utah)
Arlo Johnson: Visual Artist, drawing, cartoon, murals, painting (preschool; grades K – 12; adults)
Arlo Johnson works as a professional artist out of his West Valley studio, producing oil paintings on a variety of subjects. Because of his love of art and belief in its ability to help all students achieve, he frequently presents in schools from Idaho to Southern Utah. His residencies range from demonstrations of the creative process and interconnectedness of music and art in an assembly format to hands-on drawing workshops in special needs classrooms.
Basic types of residencies with Mr. Johnson have included: “ The Alphabet of Art”, where students are introduced to the concept of using basic shapes as the basis for drawing a variety of subjects; drawing with perspective using horizon lines and vanishing points to draw more realistically; and collaborative murals, where students participate in the generation and painting of a thematic mural.
Teacher in-services have included utilizing basic shapes to teach art, arts as a bridge for cross-curricular connections, crayons as an artist's tool, and music and art connections.
Arlo has experience working with: children with intellectual, learning, emotional, behavioral and physical disabilities; children with hearing impairments; children and adults who are impoverished/homeless; victims of community/domestic violence; and individuals who are elderly.
Contact: (801) 968-8101 or (801) 520-7653 E-mail: darlojohnson@yahoo.com (West Valley City, Utah)
Gordon S. Johnson: Visual Artist, painting & portraits (adults)
I wish I could recognize in others the love I had for art as a youth. I was an apprentice to a painter who shared his knowledge of mixing color. I am forever grateful to him. Perhaps I can leave something that others will appreciate.
Basic knowledge of color and how it happens is the starting point for a budding artist. Without light there is not color, so the artist is really painting what light is doing to objects he or she is seeing. In the late 18th Century the three primary wheel was discovered and used until the late 20th Century. Now a double primary color wheel is needed to further explain the mixing of paints to achieve complete balance in a finished painting. Therefore, a residency would focus on instruction in the use of the double primary color wheel.
A staff in-service would include basic approaches to a completed painting. In conjunction with the double primary colors, distance can be created on a flat surface by properly using color values. The use of perspective aids this as well. The understanding of composition allows the artist to arrange the placement of things in the best possible position. In order to complete a painting, it is important to practice by creating small studies of things, such as the blending of sky, clouds, trees, mountains, rocks, grass, water, etc. Aspects that pose problems need practice until they improve, then a completed painting will be a joy.
Gordon has experience working with: adults who have hearing impairments and individuals who are elderly.
Contact: (435) 722-9135 or (435) 722-4296, E-mail: cscc@ubtanet.com (Roosevelt, Utah)
Marty Kendall: Ceramicist (preschool; grades K - 6; adults)
Marty has traveled the world studying different ceramic techniques. His classes emphasize different methods used to make pottery. Problem solving is the core of any project; it is his hope to share the easiest way for someone to make the form they have in mind. Students start with a basic project and learn techniques thousands of years old.
Residencies are geared toward making students realize how broad ceramics are and how others approach it. Slides are shown of the work of various artists, to generate ideas for projects. The time frame of a residency allows for a broad range of projects and techniques to be explored. After learning the basics, students have a chance to make whatever comes to mind.
A teacher in-service helps educators understand how they can easily build a ceramics area and get a handle on building techniques, firing, and glazing. Marty also shares several class layouts and curriculum for running wheel throwing and hand building classes.
Marty has experience working with: children and adults with intellectual, learning, emotional, behavioral and physical disabilities; children and adults with hearing and visual impairments; children and adults who are impoverished/homeless; children and adults who are non-English speaking; victims of community/domestic violence; and individuals who are elderly.
Contact: (801) 360-6138, E-mail: freeyerheel@hotmail.com (Provo, Utah)
Rosalind Newmark: Creative Dancer, Photographer (preschool; grades K - 6; adults)
Please See Dance/Movement Artists
Greg Parascenzo: Digital Photography, Painting, Drawing, Collage, Mono Print Making, Assemblage, Performance Art, and Theater Set Design and Directing (preschool; grades K – 12; adults)
As I look outside of my window, an indescribable beauty unfolds before my eyes. There is a beckoning to be in the beauty of the moment. Whether cut through by telephone lines or an open blue Utah sky, there is beauty. The intersection of tree branch and roof, down spout and above, invites perception to open, beauty unfolding . . . perhaps a walker passes by through this moment, becoming a part of this moveable landscape. In becoming an observer, perception reveals an organic sense of wonder. The tendency to evaluate product/object dissolves into creative genesis. In trusting this unfolding, an open expression of artfulness emerges into its own creative play and delight. Is it possible to discover, to wander into an authentic visceral based creativity? Let’s find out!
Participants won’t become millionaires from this perspective/school of art, but they may become happier people as their own beauty and perceptions unfold.
Gregory has experience working with: children and adults with intellectual, learning, emotional, behavioral and physical disabilities; children and adults who are non-English speaking; victims of community/domestic violence; and individuals who are elderly.
Contact: (801) 322-3805 (Salt Lake City, Utah)
John Schaefer: Photographer, combining photography with computer technology (grades 4 - 12; adults)
We tend to look at photographs and perceive them as real. The beauty of light drawings is in the abstraction of our perceived reality. Providing perhaps a closer approximation of what is real, and an opportunity for the artist to partake in reality and its myriad levels. Seeing the unseen. Honing visual experiences, photography, video, seeing, we can partake actively in our own existence. This empowers individuals and builds self-esteem, changing their lives forever.
The residency uses instant media technologies (still video, computers, radio) to greatly increase the communication and language skills of participants. Participants will use photography as a starting point. Through these experiences, which are designed to greatly increase communication skills and awareness levels, the participant will become empowered to think critically. The residency is extremely flexible and can be tailored to meet an organization's timetable, budget, numbers of participants, etc. A high-visibility community exhibition is mounted at the conclusion of each residency.
A teacher in-service provides teachers with the confidence and ability to utilize the latest educational technology in the classroom and to empower today's teacher to compete with Nintendo and MTV for a child's interest/mind. Areas of focus are video, the VCR, still video and photography. There is also an emphasis on the computer. The user-friendly workshop experience is designed to encourage and enable the teacher to begin to grasp the enormous potential for the use of technology in the classroom. The workshop deals with practical classroom applications, integrating and utilizing technology in the curriculum to maximize learning and enjoyment.
John has experience working with: children and adults with intellectual, learning, emotional, behavioral, and physical disabilities; children and adults with hearing and visual impairments; children and adults who are impoverished/homeless; children and adults who are non-English speaking; victims of community/domestic violence; and individuals who are elderly.
Contact: (801) 359-3291(phone and fax), E-mail: john@mediadivide.org (Salt Lake City, Utah)
Website: www.mediadivide.org
Suzanne Storer: Clay Artist (pre-school; grades K - 3; adults)
I spend most of my time working in my home studio. It is most satisfying to me when I can share with others what I have learned during this life-long association with clay. Applying this knowledge towards helping other people has immediate interpersonal satisfactions.
Clay is an especially appropriate medium for people who have developmental and physical delays and impairments. In a residency I use clay in an environment that entices the students to play enthusiastically while working on some of their developmental delays. I continually modify the experience to meet each child's needs.
A logical outgrowth of the residency is a similar type teacher in-service. I show the teachers, by example, just what can be done with clay to accomplish their goals. Clay can be used to decrease tactile defensiveness, to increase sensory integration, to stimulate motor and language development, and to vent aggression constructively. During an in-service, I also give teachers/staff concrete ideas of how they may continue to use clay with their students.
Suzanne has experience working with: children with intellectual, behavioral and physical disabilities; children with hearing impairments; children and adults who are impoverished/homeless; and individuals who are elderly.
Contact: (801) 479-5035, E-mail: msstorer@utah-inter.net (Ogden, Utah)
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