Teaching Artist Roster - Bainbridge Island Arts & Humanities Council

Arts in Education (AiE) 

Teaching Artist Roster 

January-June 2012 

Kristin Tollefson, Program Coordinator 

Barbara Sacerdote, Executive Director 

Lindsay Latimore Masters, Communications Manager 

Revised February 28, 2012 

Bainbridge Island 

ARTS & HUMANITIES COUNCIL 

221 Winslow Way West, Suite 201 

Bainbridge Island, WA 98110 

Phone 206.842.7901 

www.bainbridgeartshumanities.org

TABLE OF CONTENTS 

INTRODUCTION 3 

HOW TO USE THE TEACHING ARTIST ROSTER 4 

ARTISTS + ORGANIZATIONS 

DANCE 

Bainbridge Dance Center 5 

Sheila Phillips, Certified Dance Instructor 6 

INTEGRATED ARTS 

Pamela Dharamsey Lee 7 

Craig Jacob-Brown 8 

LANGUAGE ARTS 

Vicky Edmonds 9 

Nancy Rekow 10 

MEDIA ARTS 

Greg Stump 11 

Jack Straw Productions 12 

MUSIC 

Chenoa Egawa and Alex Turtle 13 

Nancy Houghton, MA, Music Therapist-Board Certified 14 

THEATRE ARTS 

Bonnie Showers 15 

Karen Harp-Reed 16 

Susan R. Anderson 17 

Tikka Sears 18 

VISUAL ARTS 

Kristin Tollefson 19 

Mesolini Glass 20 

Joe O’Brien 21 

Tim Lowell 22 

Melinda West 23 

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INTRODUCTION 

We are delighted to introduce the Arts & Humanities Council’s 2012 Arts in Education program. Now 

in its 14th year, our award-winning Arts in Education program places professional teaching artists in 

classrooms for multi-day residencies. Each artist residency is tailored to the specific age and grade needs 

of your classroom in alignment with state learning standards. The pairing of high-level artists and 

classroom teachers provides powerful arts programming for your student. 

For a quarter century, the Arts & Humanities Council has nurtured Bainbridge Island's cultural community 

with programs, services, and collaborations that form the core of our mission: to create an environment 

on Bainbridge Island in which the arts and humanities flourish. Arts in Education is the most vital aspect 

of this commitment to our community; last year we engaged 2,200 young people in a full range of quality 

arts and humanities programs. 

The Arts & Humanities Council’s Arts in Education program is a partnership with the Bainbridge Island 

School District, BISD PTOs, principals, classroom teachers, teaching artists, and families. It is funded by 

the Arts & Humanities Council through our fundraising such as our Annual Appeal as well as by our 

garden tour Bainbridge in Bloom. We have also been awarded grants from the Washington State Arts 

Commission, the Bainbridge Community Foundation, and the Suquamish Tribe to support this dynamic 

program. 

If you have any questions regarding the Arts in Education program, please feel free to contact Kristin 

Tollefson, Program Coordinator, at kristint@bainbridgearthumanities.org. Kristin is a nationally renowned 

artist, arts educator, and Bainbridge Island School District parent, and we're thrilled to have her filling this 

role. 

Barbara Sacerdote, Executive Director 

Bainbridge Island Arts & Humanities Council 

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HOW TO PLAN A RESIDENCY 

1. Use the Teaching Artist Roster to find a teaching artist for your school 

• When scheduling residencies with the Arts in Education (AiE) program, you may work with artists who 

appear on the Teaching Artist Roster. These artists have been prequalified with an eye to rigorous best practices 

standards and are knowledgeable about the Washington State Essential Arts Learning Requirements (EALRs). 

• Additional information is available from Kristin Tollefson, Program Coordinator for Arts in Education. 

•Ask yourself: 

• What do you want your students to learn from this residency? 

• What will you learn from this residency? 

• What curricular elements or Essential Learnings will the residency connect with in your classroom? 

• How will the residency impact teaching and learning in the classroom after it concludes? 

2. Contact Teaching Artist(s) 

• Schools may make initial contact directly with Teaching Artists to inquire about availability or suitability for 

work in their classroom. 

• Be clear about your goals, class needs and concerns. Teaching Artists are eager to work with Classroom 

Teachers to tailor their teaching to best suit the specific environment. 

3. Contact AiE Program Coordinator 

• Schools must work with the Arts in Education Program Coordinator to hire their artist, following the AiE 

policy. Teaching Artists are not guaranteed payment unless they are contracted directly through the Arts & 

Humanities Council, even if your school has been received funding approval. 

4. Plan and Implement your Residency 

• Classroom teachers are expected to complete the Planning Form with the Teaching Artist to create a wellintegrated 

residency that supports classroom curriculum; participate in residency activities in the classroom at all 

times with their students; and assess both student learning and the overall impact and quality of the residency. 

• Teaching Artists’ planning and preparation time with the Classroom Teacher is a required component of this 

program. Allocate one (1) hour preliminary planning time and orientation for the Teaching Artist with all 

participating Classroom Teachers. Familiarize Teaching Artists with the space and materials that will be 

available. Ask them to provide pre- or post-residency guides or lesson plans for teachers to use with students. 

4. Communicate 

• Let the Teaching Artist know if lessons are meeting your planned goals, or conversely, if you observe lessons 

that are working particularly well. 

• Contact the Program Coordinator with comments, questions or concerns at any point during the planning or 

residency process. The success of the program depends on everyone remaining informed! 

Thank you for participating in the Bainbridge Arts & Humanities Council’s Arts in Education program! 

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ARTISTS + ORGANIZATIONS 

DANCE 

Susan Thompson, Artistic Director & President 

Gary Reed, Education Outreach Coordinator 

Bainbridge Dance Center 

844 Madison Avenue North 


206-842-1497 

dancingsusan@yahoo.com 

Harpreed@w-link.net 

Area of Study: Dance Instruction & Appreciation 

Possible Curricular Ties: Math, Physical Education 

Grade(s): K-7 

Teacher Resources: Lesson Plans/Resources will be provided to the teachers at least one week in 

advance of the scheduled project. 

Sample Residency Topics 

Dance Appreciation in the Classroom 

Two Dance Class Study at the Bainbridge Dance Center Studio 

Brain Dance and Beyond 

Sample Residency Description 

Dance and Math Classroom Visits 

Two visits by a dance/movement specialist to your classroom to explore the connections between 

dance concepts and math concepts. Each session will start with exploring BrainDance patterns that 

integrate the pre-selected math concepts the students are studying. Creative movement activities will 

help students with different learning styles deepen their understanding of the math concepts. Teachers 

select concepts from shape recognition, patterns, symmetry/asymmetry, flips and slides, math facts, 

counting, place value, fractions, and geometry. (EALRs 1.1, 1.2, 2.1, 4.2) 

Susan Thompson, dancer, choreographer, and director of Bainbridge Dance Center, graduated with 

honors from Mt. Holyoke College with a B.A in English and Dance. Trained in ballet and modern with 

emphasis on Cunningham technique, she has performed professionally in Boston, New York and New 

Mexico. She is on the faculty of West Sound Academy, and has been with the BI Arts Consortium since 

its conception. 

Gary Reed is a dancer, choreographer, and movement specialist, who began his dance career with 

musical theatre in Northern California. He graduated from the University of Utah with a B.A. in 

modern dance and has been dancing and teaching in the Northwest for 24 years. He has been at the 

Bainbridge Dance Center for 10 years. As director of their outreach program, he brings extensive 

dance education to public and private schools on the Island. Gary has been working with the 

Bainbridge Island Arts Consortium, moving with students and teachers, since it began. 

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DANCE 

Sheila Phillips, Certified Dance Instructor 

Educated Feet 

707 Village Circle NW 


206-842-3012 

sheila@educatedfeet.net 

Area of Study: Dance Instruction 

Possible Curricular Ties: history, social studies, band & math 

Grade(s): 5-12 

Teacher Resources: Lesson plans provided 


Ballroom, Latin and Swing 

Learn how to execute dance patterns with a partner in Ballroom, Latin and Swing dances. Choose 

from various Swing, Foxtrot, Waltz, Slow dance and Hustle. Latin styles include Salsa, Tango, 

Rumba, Cha Cha and Merengue. Dance etiquette is included. Dancing boosts morale and provides 

fun exercise in Physical Education. History curriculums can be supplemented with Swing dance from 

the WWII era and Latin America’s dance influences from Argentina and Cuba. Certainly, dance 

compliments band and music electives! 

Focus: The student understands and applies arts knowledge and skills by understanding arts concepts 

and vocabulary (EALR 1.1), developing arts skills and techniques (EALR 1.2) and understanding and 

applying arts styles from various artists, cultures and times (EALR 1.3). The student communicates 

through the arts by using the arts to express and present ideas and feelings (EALR 3.1). The student 

makes connections within and across the arts to other disciplines, life and cultures by demonstrating 

and analyzing the connections among art disciplines (EALR 4.1) and understanding that the arts shape 

and reflect culture and history (EALR 4.4) 

Sheila Phillips, a Bainbridge Island resident, is a certified instructor in Ballroom, Latin and Swing 

dance. Sheila was co-founder and coach of the nationally award winning Bainbridge Island teenage 

dance troop, the Swingin’ Hepcats. Sheila believes in sharing the joy of dance with another and finds 

special satisfaction in teaching social partner dancing. She loves working with teens and presently 

teaches classes through Bainbridge Metro Park and Recreation and island health clubs. 

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Pamela Dharamsey Lee 

Ox + Dragon 

12089 Miller Road 


206-855-8225 

oxdragon@msn.com 

Area of Study: Integrated Arts (dance, music & performance) 

Possible Curricular Ties: language arts, history, science, physical education 

Grade(s): K - 8 

Teacher Resources: Lesson plans will be provided at least two weeks in advance of scheduled project. 


Fleas: A Guided performance process 

Paved With Gold: immigration through family histories, theatrical improvisation and song 


Earth From Above 

Based on the work of Yann Arthus Bertrand and Andrea Goodman, students will be introduced to 

environmental concepts through drawing, photography, drama, movement, music and improvisation. 

Through a "Bird's Eye View" they will look at the Earth From Above and work on group 

collaborations to express their thoughts kinesthetically. 

Pamela Dharamsey Lee of Ox + Dragon has been teaching integrated arts workshops for public 

school children since 1990. She has been an artist-in-residence for The Children’s Museum of 

Manhattan and the Touchstone Center for children. Her work in West Puget Sound has included 

creating cultural performing arts events at the Island School, Theatre Education at BPA, teaching 

dance and choreography at Bainbridge Ballet, and most recently West Sound Academy. 

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Craig Jacob-Brown 

The Maskery 

Indianola, WA 

360-297-4160 

Jacobrown@themaskery.com 

Area of Study: Mask-making, Sculpture & Performing Arts 

Grade(s): 3-7 

Teacher Resources: Lesson Plans provided 


Northwest Native Masks and Dance 

Endangered Species Masks and Dance 

Balinese Shadow Puppetry 

Mask Dance/Puppet Theatre Traditions 

Wild and Disciplined Monkeys of the Ramayana 


Personal Connections—Northwest Cultural Traditions and Environment 

Objectives: 

1. Students will observe Northwest Native American sculptural, storytelling and dance styles in order 

to demonstrate their understanding of these forms. 

2. Students will be able to choose northwest animal symbols with personal significance to them to 

work collaboratively in small groups construct and perform stories that express origins values and 

characteristics important to them. 

Arts EALRs: 

1.3 Understands and applies arts styles from various artists, cultures and times. 

2.1 Develops creative art work independently with some teacher assistance 

4.3 Demonstrates the impact art has on personal, community and natural environment 

4.4 Demonstrates how the arts shape and reflect culture. 

Craig Jacobrown, sculptor, mask maker, performer, educator, has been performing puppetry and mask 

theater ever since he was in high school. He began teaching mask, carriage, and theater soon after he 

graduated from school. His biggest inspiration has been his world travels where he has sought out 

mask and puppet teachers to train him in their unique styles. He also sculpts on commission, teaches 

many grades and subjects, and tours a one man mask/puppet show called 'World Mask Theater'. 

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LANGUAGE ARTS 

Vicky Edmonds 

4742 42nd Ave SW #307 

Seattle, WA 98116 

206-937-0700 

Vickyedmonds@ealloftheabove.com 

Area of Study: Poetry 

Grade(s): K -12 

Teacher Resources: Lesson plans follow 


Writes of Passage --Introductory Poetry Classes in teaching meaning 

A series of workshops on using the art and practice of writing as an opportunity for bringing our truest 

voice to the page and to the world. This class includes an introduction to writing poetry, why we write 

things, how it helps, how we keep our best ideas, bring them as food and medicine to the world; an 

introduction to imagery and using details to describe invisible feelings inside; a discussion about 

"Invisible Beauties" ©, the amazing things that come tucked inside of human beings but that we can't 

see - our hopes, dreams, wishes, kindness, our spirit, truth, thoughts, feelings, strengths... etc. This 

residency is an opportunity to try to prove to more children their undeniable beauty through their own 

words. 

Vicky Edmonds is a passionate writer and teacher of poetry in the Seattle area, and has taught around 

the country and abroad over the last 15 years. She has worked in hundreds of elementary, middle, high 

schools, universities, arts, humanities and youth organizations, women’s and parenting groups. Her 

published books include Inside Voices, used to the dark, the first two volumes in the Writes of Passage 

series. Her articles have appeared in anthologies published nationally. Vicky has also compiled and 

published over 180 books of the poetry of the children and at-risk youth she has taught. 

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LANGUAGE ARTS 

Nancy Rekow 

Journeys with Words 

PO Box 4568 


206-842-4855 

nancyrekow@msn.com 

Area of Study: Poetry, Writing 

Grade(s): 1-12 

Teacher Resources: Classes designed to enhance teacher’s curriculum. Lesson plans provided. 


Painting with Poems: Have a Ball & Practice Basic Writing Skills 

Poetry Sampler: Haiku, Mistranslations & Other Forms 


To Write Fine Poems: Creativity & Craft 

Writing a poem is a journey of discovery. Students write poems freely, without the constriction of 

rhyme, thereby unleashing their creativity. Poems offer immense freedom of subject matter and form. 

Students write from their own experiences, insights, & imaginings. They listen to & appreciate each 

other’s poems. They learn to appreciate poetry as an art form. Along the way, they practice specific 

skills, learning to use: images (the 5 senses), specific details, simile/metaphor, rhythm, repetition, 

alliteration, reading aloud, listening, & revising. These basic skills are of course taught by all 

teachers, but when students write poems (short & easy to focus on) they can learn to apply these skills 

whenever they write, whatever they write -- be it poems, stories, essays, etc. They learn to trust the 

“journey” of writing. They learn that writing is an art they can enjoy, experiment with, and polish. 

They learn to respect & appreciate writing as an art form Nancy will assist with displays, readings, or 

publication of students’ poems if desired. Questions/ideas always welcome. 

Nancy Rekow has taught in various public schools & community colleges. She is a Poet-in-the- 

Schools, widely published and award-winning poet; private tutor & teacher of writing for all ages, and 

publishing consultant and freelance editor. Many of her students have published and won awards, 

including recognition from the Washington Poets Association. She has assisted with student 

publications, displays, and readings. In recent years she has arranged displays and readings for 

National Poetry Month (April) sponsored by Bainbridge Island Arts & Humanities Council at BPA & 

Bainbridge Public Library. 

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MEDIA ARTS 

Greg Stump 

915 E. Harrison St. #307 


206-568-5059 

gstump7@yahoo.com 

Area of Study: Cartooning & Animation 

Possible Curricular Ties: Language Arts, History, Social Studies, Science 

Grade(s): 2-8 


Create a Class Comic Book 

Using Comics to Engage and Illuminate 


Simple Animation: Flip Books and Zoetrope Strips 

Cartoonist Greg Stump will demonstrate and assist students in the creation of manual animated 

cartoons, first by presenting some visual strategies for their creation, and then by showing examples of 

successful approaches to making flip book sequences and zoetrope strips. Each student will work on 

his or her own flip book to take home, in addition to creating simple paper strips which, when shown 

in a zoetrope spool, create an animated effect. Focus: Developing art skills and techniques (EALR 1.2); 

understanding arts concepts and vocabulary (EALR 1.1); and using the arts to express and present 

ideas and feelings (EALR 3.1) 

Greg Stump has been a cartoonist and teacher in Seattle for a decade. His comics and illustrations 

have appeared in the The Stranger newsweekly since 2000, and his comic book series Urban Hipster 

has been nominated for multiple industry awards. Greg is also a longtime and regular contributor to 

The Comics Journal, published by Fantagraphics Books. He has worked with Coyote Central, Arts 

Corps, Powerful Schools, Seattle University, the Kirkland Arts Center, Gage Academy, the Bellevue 

Art Museum, the Frye Art Museum, and many others. 

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MEDIA ARTS 

Joan Rabinowitz 

Jack Straw Productions 

4261 Roosevelt Way NE 

Seattle, WA 98105-6999 

206-634-0919 

joan@jackstraw.org 

Area of Study: Sound Art, Radio Stories, Oral Histories 

Possible Curricular Ties: Science (Physics), Social Studies, History, Language Arts 

Grade(s): 3-7 

Teacher Resources: Lesson Plans provided 


Radio Narratives 


Physics of Sound: Science to Art, Landscape and Soundscape 

Students will learn about the basic concepts of sound (e.g. sound waves, frequency, pitch), while 

looking at projections of actual waveforms and experimenting with creating sounds from almost 

anything. Students and artists will create and record improvised soundscapes. 

Instructors: Sound Artist Susie Kozawa, Engineer CJ Lazenby 

Grade(s): This workshop is ideal for 3rd grade physics of sound curriculum unit and is also adaptable 

for grades 4 through 7. 

Jack Straw Productions has a commitment to art and technology education for all ages. Through our 

radio drama, music, and creative audio production programs, students work with professional artists 

to learn about the arts and to develop ways to express themselves creatively. Students produce final 

projects in the form of radio shows, sound collages, professional music and/or spoken voice 

recordings, historical audio documentation, oral history recordings and more! 

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MUSIC 

Chenoa Egawa and Alex Turtle 

PO Box 1415 

Kingston, WA 98346 

360-297-9530 

chenoaegawa@hotmail.com 

Area of Study: Music, Native Drumming & Storytelling 

Possible Curricular Ties: Social Studies, Music, Language Arts 

Grade(s): 4-8 


Native American Drum Workshops 

Chenoa and Alex will work together and offer 2 one-hour classes. In the first class, they will bring a 

variety of hand drums and a water drum. In an interactive setting, they will share teachings about each 

of the drums, their significance and importance, and how, when and why they are used. They will talk 

about the materials used to make drums and demonstrate a couple of ways that drums can be tied. 

They will also share several different songs and their meanings with the students. For the second class 

they will bring materials for each student to make their own little drum (approximately 3”- 4” 

diameter). By the end of the second session students will have gained a wealth of information about 

the drums and be left with a greater understanding and respect for their significance and value to 

Native cultures and to all people. 

Chenoa Egawa is Lummi and S’Klallam. She is a singer and composer of traditional Native American 

songs. She has recorded five CD’s. She also hosts Northwest Indian News, a television news program 

highlighting stories, issues and events of Native peoples of Washington State, Alaska and Vancouver 

B.C. She has worked in Indian education for 16 years. 

Alex Turtle is Navajo and Southern Cheyenne. He was born and raised on the Navajo reservation. 

Navajo is his first language. He had the great blessing of being raised by his grandparents, and was 

taught to carry forth the wisdom, knowledge, teachings and ceremonial ways of his elders. He is a 

singer, drummer and composer of traditional Native songs and has recorded two CD’s thus far. He 

has been sharing Native songs, stories and drumming with children throughout North Kitsap Schools, 

Bainbridge Island Schools, the Lummi Nation School, and in schools across the Navajo Nation for 

many years. 

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MUSIC 

Nancy Houghton, MA, Music Therapist-Board Certified 

PO Bo 4508 

Rolling Bay, WA 98061 

(206) 371-5312 

nhhoughton@msn.com 

Possible Curricular Ties: Language Arts, Social Studies, Health & Physical Education 

Grade(s): K-8 

Teacher Resources: Lesson Plans will be provided to the teacher at least one week prior to the activity. 


Learning Through Music 

Nancy Houghton is a board certified music therapist. She is offering a series of music-based activities 

designed to address non-musical goals. Depending on the classroom teacher’s needs, music sessions 

may address cognitive, emotional or physical goals. Nancy creates a session using a variety of 

interventions such as drumming, rhythm instruments, movement, singing, and the Brain Dance. 

Possible areas of focus may be: increasing attention to task, taking turns, teamwork, enhancing 

creativity, exploring movement concepts such as spatial awareness, fine and gross motor skills, speech. 

Teaching occurs in a fun, non-threatening environment in which students develop improved 

confidence and self-awareness. Instruments will be provided by Nancy Houghton. No additional 

materials are required. Appropriate for special needs or typical classrooms. 

Nancy Hurlow Houghton is a Board Certified Music Therapist as recognized by the American Music 

Therapy Association and the Certification Board for Music Therapists. She holds a Bachelor of Music 

in Music Therapy from the University of the Pacific in Stockton, CA, and a Masters of Arts in Music 

Therapy from Saint Mary-of-the Woods College in Indiana. Nancy has pursued additional training in 

Guided Music and Imagery, the uses of Cross-Cultural Music and Sound in Healing, Healthy Rhythms, 

and The Rhythmic Arts Project. She conducts private practice with adults and children on Bainbridge 

Island and serves as adjunct faculty teaching music therapy at Seattle Pacific University. 

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THEATER ARTS 

Bonnie Showers 

8051 NE Paulanna Lane 


206-855-7816 

BonnieShowers@msn.com 

Area of Study: Play Production, Classical Dance & Theatre of Japan, China, India & Bali 

Possible Curricular Ties: literature/language arts, history, world cultures 

Grade(s): 3 - 7 

Teacher Resources: Lesson Plans in development 


Classroom Community Play Production 

Beijing Opera: The classical theatre of China 

Classical dance/theatre from India 

Dance & culture of Bali 


Classical Theatre in Japan 

This class focuses on an introduction to one or more of the classical theatre forms of Japan: Noh 

(stately masked theatre), Bunraku (3 man puppet tradition), Kabuki (colorful large movement and 

make-up) (Can be narrowed to one form, depending on teacher's needs). Includes experience of 

movement and voice, discussion of classical Japanese aesthetics--what is considered beautiful. 

Includes experience of music, voice, costume elements, and social classes/character types represented 

in the classical theatre. (Warriors, merchants, women, farmers). Student experiences can include 

learning a simple Noh chant, trying the 3-person puppet operating technique, and trying Kabuki 

character movement. Focus is on understanding concepts and vocabulary (EL1.1), applying responding 

process in the arts (EL2.3) and making connections within and across arts, life, cultures, work. (EL4.1- 

4.5). Room requirements: Cleared Space to move, Tape/CD player; VCR and Monitor 

Bonnie Showers holds an MFA in Asian Performance and Directing from the University of Hawaii. A 

professional theatre director for over 20 years, Bonnie has taught acting, directing, voice and 

movement, and Asian theatre studies at both nationally and abroad in Germany, Italy, and Austria. 

She was Artistic Director of two German companies focused on developing ensemble multidisciplinary 

works: Theaterwerk San Francisco Berlin, and Theater im Pumpenhaus, Muenster. 

Bonnie also enjoys consulting work on Arts Ed Consortia building for several communities across 

Washington State. 

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THEATER ARTS 

Karen Harp-Reed 

Raggamuffen Enterprises 

4102 41st Ave S. 


206-723-8311 

harpreed@w-link.net 

Area of Study: Theatre and Creative Movement 

Possible Curricular Ties: Language Arts, Math, Physical Education 

Grade(s): K-8 

Teacher Resources: Lesson plans and Discography list and materials on the Brain Dance (developed 

by Anne Gilbert) provided. 


Creative Movement and Theatre 

Creative Movement and Theatre Performance 

Theatre in the Classroom 

Theatre in the Classroom Performance 


Folk tales, Poetry, Stories for young readers; take a story, any story, and learn to bring it to life. 

Through the elements of dance and theatre using the body and mind, literature comes alive for early 

readers. Every lesson incorporates social skills and empathy training as well as individual expression. 

Learning about space: self and general and moving through space with their bodies, students can also 

learn the concepts of rhythm in language and sequencing of words and story. All projects will be 

designed individually with the teacher and artist’s input. EALR Focus: 1.1 understands arts concepts 

and vocabulary, 1.1.2 understands Principles of Organization, 1.2 develops arts skills and 

techniques,1.4 applies audience skills in a variety of settings, 2.1 applies a creative process in the arts. 

Karen Harp-Reed has taught and performed for the last 30 years as a multi-artist in Washington and 

California. She has extensive experience teaching singing, theatre, and creative dance movement, as 

well as communication and facilitation skills with students from preschool to adult. She has been a 

music/dance/theatre specialist from pre-K to 8th grade as a credentialed teacher, a Master Teacher at 

universities and teacher workshops, a music director for professional productions, and director for 

community theatre programs. She also is a professional singer and actor who has performed locally 

at the 5th Ave. Theatre, Issaquah Village Theater, Civic Light Opera, and Crepe de Paris. 

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THEATER ARTS 

Susan R. Anderson 

1181 Irene Place NE 


206-842-6838 

draminedu@gmail.com 

Area of Study: Theatre Arts, Music, Drama in Education 

Possible Curricular Ties: History, Science, Language Arts, Math 

Grade(s): 2- 8 


From Book to Play 

Stories Alive! 

Small Scripts: Staged Readings 


Songs of History 

From a “Toast to George Washington” written in 1781, Woody Guthrie’s “Roll on 

Columbia” written in 1936 and Bainbridge Islander, Ron Konzak’s “The Gooey Duck Song” 

and a telling of the Pig War call “San Juan Pig”, songs reflect and tell the stories of history. 

The American Revolution, the Civil War, the 100 years between the two, the Depression 

and the Wild West, even the Alaska-Yukon Exposition, all had songs written to celebrate an event or 

express a deep feeling. Integrate songs of the period of history into the Social Studies unit you are 

studying. The teaching artist will bring her keyboard and teach the class the music and the words of the 

songs of the classroom teacher’s choice. The teaching artist will then help small groups act out the 

songs, bring action and meaning to the words. Discussion will end the session to assess what 

was learned. 

EALR Focus: 1.2 develops arts skills and techniques; 1.2 understand a applies arts styles from various 

artists, cultures and times; 3. 1 uses arts to express and present ideas and feelings; 4.1 demonstrates and 

analyzes the connections among the arts disciplines; 4.2 demonstrates and analyzes the connections 

between the arts and other content areas; 4.4 understands that the arts shape and reflect culture and 

History. 

Susan Anderson has been creating dramas in classrooms on Bainbridge Island for 18 years. She is one 

of the original artists with the Consortium. Her work allows students to experience aspects of 

curriculum in imaginative ways and brings out hidden skills in students. 

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THEATRE ARTS 

Tikka Sears 

c/o SE Asia Center UW 

115 Prefontaine Place South #501 


206-484-6796 

tikka_s@yahoo.com 

Area of Study: Drama, Mask Dance & Puppet Theatres of South and Southeast Asia 

Possible Curricular Ties: Social Studies, Language Arts 

Grade(s): K-8 

Classroom Requirements: Cleared space to move, Tape/CD Player, VCR and Monitor 


Art and Dance: the dramatic horse dance of Java Indonesia 

Indonesian Mask Dance and Puppet Theater Performance (School Assembly) 

Introduction to Ramayana and Mahabharata Oral Epic Traditions 

Oral History in Performance from the Local to the Global 


The Monkey Kings, Ogres, Queens and Princes of the Asian Stage 

Physical Theater and Character Study Using the masks and character types of Southern Asia. 

Performing artist Tikka Sears will lead students through the dance and movements of 5 major character 

types of the Ramayana epic. Students will explore movement, masks, character and vocal qualities of 

each of the principal characters. Focus is on experiential learning of oral transmission, dramatic forms, 

storytelling, vocabularies and concepts. The final session will conclude with a performance 

collaboration between the students and the artist. The artist will include a mask dance performance and 

lecture demo with video footage of the character types in one of the sessions. EALRs implemented: 

1.1, 1.2, 1.3, 1.4, 2.3, 3.2. and 4.1-4.5. 

Tikka Sears, Theater Director, Actor, Dancer and Choreographer has studied traditional and 

contemporary performing arts of Indonesia, Javanese mask dance, theater and puppetry since she was 

7 years old. She lived in Indonesia for over 5 years and between 2002-2004 had a Fulbright Artist 

Grant to study with contemporary Indonesian theater artists. In addition to performing and directing, 

Sears has been artist-in-residence at Franklin High School and director and coach for student projects 

at the University of Washington. There, Sears is Outreach Coordinator for the Southeast Asia Center, 

where she presents and organizes workshops, lectures and resources for K-12 educators. 

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VISUAL ARTS 

Kristin Tollefson 

4515 Eagle Harbor Drive NE 


klt@raincity.com 

206.842.0253 

Area of Study: Sculpture, nature journals (drawing, watercolor & writing), site-specific installations 

Possible Curricular Ties: social studies (technology, manufacturing, human systems); math (pattern, 

proportional limits [Fibonacci sequence, Pi and the Golden Ratio]; science (ecology, botany, animal 

architecture). 

Grade(s): K-12 

Teacher resources: Lesson plans and bibliography provided. 


Look Again: Drawing and the Nature Journal 

Sculptural Pods: The Wire Garden 

Mobiles: Balance, Movement and Color 

Art in Nature: Environmental Sculpture 


Sculptural Pods: The Wire Garden 

Using industrial wire and other materials, students will learn textile techniques applied to metal as they 

create botanically inspired sculptural forms. This residency will begin with a survey of botany in 

world artistic traditions (EALRs 1.1-1.3) and a discussion of representation, abstraction and the 

correlation between science and art (EALRs 3.4-3.5, 3.7). Students will gain hands-on knowledge of 

pattern and repetition through handwork, each building a stylized sculptural botanical specimen. The 

workshop culminates with desktop display and discussion followed by an exhibit of student projects in 

the classroom, school display case, or library (EALR 2.1). 

Kristin Tollefson’s work includes sculpture, installation, performance and jewelry. She holds an MFA 

in Metalsmithing from Cranbrook Academy of Art and a BA, Cum Laude, in Art History and 

Anthropology/Sociology from Carleton College. She has taught at schools including Cornish College 

of the Arts, Vista Academy, Pratt Fine Arts Center, The Children’s Museum of Seattle, and Centrum, 

and has received grants and awards from such organizations as Fulbright, The American- 

Scandinavian Foundation, Bainbridge Island Arts & Humanities Council, Artist Trust, and Jack Straw. 

Her permanent public sculptures can be seen throughout the Puget Sound region. 

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VISUAL ARTS 

Diane Bonciolini 

Mesolini Glass Studio 

13291 Madison Ave NE 


206-842-7133 

Mesoliniglass@earthlink.net 

Area of Study: Fused Glass 

Possible Curricular Ties: Science, Math, History 

Grade(s): K-7 

Teacher Resources: Lesson plans available 


Self-Portrait Study in Fused Glass 


Glass Artist in the Classroom: Fused Glass Mini-projects 

Diane Bonciolini also comes into the classroom for smaller fused glass projects, either a fused-glass 

pendant or mini-frame. During these sessions the students will collage small brightly colored glass 

shards creating their specific designs. The student’s work is then taken to the artist’s studio for firing. 

The artist then returns to the classroom and facilitates student reflections on the project, reasons for 

their choices of design, color and shape, and their responses to the process and completed work. 

Students will learn and apply concepts while learning new vocabulary (EALR 1). Students will apply 

their own art styles using the creative process (EALR 2) of collage while making a connection (EALR 

4) with glass and an artist of this discipline. 

Diane Bonciolini and her husband Greg Mesmer are Mesolini Glass Studio. During the past 10 years 

they have worked in various Artists In Residence programs in King and Kitsap Counties, bringing 

glass fusing into the schools. They have worked with children as young 3 years through middle school. 

Their work has been featured in public commissions throughout Washington State, including the 

Community Quilt on Bainbridge Island at Madison Avenue and Winslow Way. 

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VISUAL ARTS 

Joe O’Brien 

O’Brien Clay Works 

206-842-6448 

fanuja@aol.com 

Area of Study: Hand Built Clay 

Possible curricular ties: Language Arts/Reading, Social Studies, Science 

Grade(s): K-7 


Where the Wild Things are in Clay 

The Jabberwocky Comes to Life 

Clay artist and teacher collaboration in the classroom 


Clay Caricature Birds 

Joe O’Brien will introduce the students to various clay hand building techniques such as creating pinch 

pots, coil making to create original and whimsical creatures. Various texturing techniques such as 

stippling, combing and applied designs will also be used in the projects. These projects can be 

associated with language arts and science. 

The first session will consist of students creating their creatures. 

The second session will have the students adding detail and painting their fired creations. 

Cost: $200 

Size: one class 

Grade level: K-7 

Joe O’Brien, potter, received his BA from the University of Washington and MA and MFA from 

Northern Illinois University. Joe has spent the last years teaching on Bainbridge Island and in 

Suquamish, and has been self-employed in the pottery business for over 40 years. Elida, Joe’s wife, 

teaches pottery classes for the parks district at the Eagledale Pottery. Together, they have 

participated in many shows in the Northwest including the Bellevue Art Fair, Art in the Pearl in 

Portland, OR, and the Bainbridge Island Studio Tour. 

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VISUAL ARTS 

Tim Lowell 

Tim Lowell Artworks 

5317 Welfare Ave. 


206-780-0422 

Tim@ActiveArtandScience.com 

www.ActiveArtandScience.com 

Area of Study: Mosaic Sculpture & Tile, Art & Chemistry 

Possible Curricular Ties: Science, Math, History 

Grade Level: K-12 


Art & Science Integration: Creating art with chemistry 

Sample Residency Descriptions 

Create a Mosaic Tile 

Artist/Sculptor Tim Lowell will visit your classroom with a dazzling, colorful array of safe, tumbled 

stained glass pieces. Each student will design, create and take home a functional glass mosaic tile. 

Students will jump right into creating their artwork expressing their imagination and creativity through 

the use of color and the tactile medium. Option: Teachers can pick a subject and let students create 

their own mosaic version of it. 

Focus on: Developing art skills and techniques (EALR 1.2). Understanding and applying art styles 

from various cultures and times (EALR 1.3). Using the arts to express and present ideas and feelings 

(EALR 3.1) 

Tim Lowell, Bainbridge Island sculptor, has been creating, exhibiting, selling and teaching about 

mosaic art for the last seven years. He has worked with many students to create mosaic art projects 

large and small at numerous Kitsap County schools, libraries, park programs and others. Tim is the 

proud father of two creative children. 

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VISUAL ARTS 

Melinda West 

West Gardens Basketry 

PO Box 323 

Indianola, WA 98342 

360-297-2809 

melwest@centurytel.net 

Area of Study: Basketry & Weaving, Northwest Native Fiber, Bird Nests 

Possible Curricular Ties: Math, Science, Social Studies, History 

Grade(s): K - 8 

Classroom requirements: There is an additional materials fee of $6 to $14 per student. 


Birds and their Nests 

Finding Rhythms In Nature – Weaving Cattail Rattles 

Weaving Salmon – Exploring the Salmon Life-Cycle 

The Cedar Experience – Weaving With the Western Red Cedar 


Northwest Fiber 

Natural fiber weaving helps students connect to the natural environment. It’s fun for young learners to 

learn ancient universal fiber technologies, and to make something beautiful from the humblest of plant 

materials. This experience can help your students gain an appreciation of the traditional ecological 

knowledge held by First Peoples cultures from around the world, and right here in the Puget Sound 

Region. As they practice this traditional art form, your students have an opportunity to investigate 

their own indigenous roots, and to celebrate the cultural and biological wealth of our Earth. Each of 

the following art experiences includes a preparatory meeting between teacher and artist where you can 

choose the lesson focus, and we can collaborate on ways to broaden the connections between subjects 

and make the experience relevant for your students. The lesson emphasis can enhance understanding of 

concepts related to the following EALRs: Pacific Northwest history and culture. (4.1, 4.2, 4.3, 4.4, 

4.5); Northwest Forest, wetland, open space and shoreline ecosystems. Watersheds and the hydrologic 

cycle. (4.2, 4.3, 4.4, 4.5); Ethnobotany and relationships between people, plants and wildlife. Cycles 

of plant growth and change over time and seasons. Plant material gathering and curing processes.( 1.1, 

1.1.2, 1.2, 3.2, 4.2); Designing and planning a project using a variety of plant materials or recycled 

materials. (2.1, 3.2, 3.3); Recognizing visual and auditory patterns in nature. Physics of sound. (2.1, 

4.1, 4.2) 

Melinda West of Indianola, Washington, has practiced the art of natural fiber weaving for over twentyfive 

years. She has studied with many native and non-native weavers and artists, the foremost being 

Ed Carriere of the Suquamish Tribe. Her primary inspiration comes from nature and the First 

Peoples of the Pacific Northwest. Melinda enjoys sharing her love of natural history, environmental 

stewardship, and indigenous cultural and environmental knowledge. Along with her work as an artist, 

she has taught at the Seattle Art Museum, IslandWood, North Cascades Institute, Olympic Park 

Institute, as well as in public and private schools throughout the Northwest. 

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Teaching Artist Roster - Bainbridge Island Arts & Humanities Council

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