I bring my perspective about art, learning, culture and design into the schools and communities through residencies.
Working for over 10 years, both independently and with COMPAS, as a rostered artist in bookmaking and painting, my residencies have gone from “art for art’s sake” to dealing with issues like learning differences and gender inequality in STEM programming. I have developed an interdisciplinary residency model that engages students and schools to work together to create something bigger than themselves.
I find absolute joy working with students of all ages and backgrounds. I have worked with new Americans, adults with disabilities, elders, and children. I customize my programs to fit within schools, youth programs, retirement communities, and kitchen tables.
I love teaching.
Freshwater School District 2015
Sartell High School 2013
Foley High School 2016
Boys & Girls Club of Morrison County 2014
Promise Neighborhood, Saint Cloud 2016
Freshwater School District 2011 - 2012
Roseau Elementary School 2017
Karlstad High School 2016
Hallock Summer Arts Program 2015
Foley High School (included drawing) 2013
Lindbergh Elementary, Little Falls, MN 2011-2014
COMPAS, Inc. St. Paul, Minnesota, 2012 - 2017
Central Minnesota Arts Board, 2012 - 2014
Arts Education Artist in Residence Rochester Art Center 2017
Lead Teaching Artist, Summer Residency Rochester Art Center 2016
Weisman Art Museum 2017
Karlstad, Minnesota 2017
Fosston High School 2013
Family Means, Saint Paul 2014
Our Lady Of Lourdes Elementary 2010
Great River Arts, Little Falls 2006 - 2009
Paramount, Saint Cloud 2009 - 2010
Get in touch today.
By working with 3 different art classes (Painting, Drawing and Craft), Heidi will provide an opportunity for students to explore concepts of art and composition, as well as encouraging the use of their own artistic vision to create abstract works.
The students' work from Heidi's residency will be featured at an exhibition held in conjunction with our holiday concert.
State Standards met:
1. Analyze how the elements of visual art including color, line, shape, value, form, texture and space; and principles such as repetition, pattern, emphasis, contrast and balance are combined to communicate meaning in the creation of, presentation of, or response to visual artworks.
2. Evaluate how the principles of visual art such as repetition, pattern, emphasis, contrast and balance are used in the creation of, presentation of, or response to visual artworks.
1. Integrate the characteristics of the tools, materials and techniques of a selected media in original artworks to support artistic purposes.
2. Synthesize and express an individual view of the meaning and functions of visual art.
1. Create a single, complex artwork or multiple artworks to express ideas.
2. Revise artworks based on artistic intent and using multiple sources of critique and feedback. 126.96.36.199.3
3. Justify an artistic statement, including how audience and occasion influence creative choices. 188.8.131.52.1
1. Analyze, interpret and evaluate works of visual art by applying self-selected criteria within the
traditions of the art form. 184.108.40.206.2
2. Justify choices of self-selected criteria based on knowledge of how criteria affects criticism.
Book binding and drawing let students observe their natural world, reflect on it and respond to it in a unique way. 5 days/class.
What we did:
I was paired with a science teacher, where we would use book making, drawing and art to learn a lesson, clarify information (active learning and questioning) and creating an art piece, book or illustration representing what was learned.
I worked with three classrooms: two in Physical Science and one in Biology. Day one we made a book and discussed visual journaling. Day 2-3, the instructor taught a lesson, while I modeled visual journaling and active learning. Day 4-5, students made a unique project, in small groups, to present what they learned.
This residency was supported by an Arts Learning Grant, through Minnesota State Arts Board, through the Legacy Amendment.
Zines & Bookbinding using literacy and math skills
This activity is made possible by the voters of Minnesota through a grant from the Central MN Arts Board, thanks to a legislative appropriation from the arts and cultural heritage fund.
I was invited to Kittsen Schools, to teach bookbinding to K-6, the last week before the holiday break. A school without an art program, but with teachers passionate about bringing in the arts, meant that the week would be full of attentive students and excited teachers. (and Christmas had nothing to do with it, I’m sure!)
I had 2 sessions with the younger students (K-4), and 5 sessions with the older (5 & 6). We made accordion house shaped books, that I called “Village Books.” Display them in a group, you will have a town to explore. The concept of the book allowed the kids to cut rooftops, where their motor skills could be at any level, because “no roof top is perfectly straight, especially with snow on it!” And they learned about the tools of bookmaking, like the bone folder (oh, how we could talk about what kind of bone it is made!) The inside of the book, the village, was painted with bright watercolors. They created landscape collages on the covers using tissue paper and scrap paper from my “treasure of random papers!” The older students made hard cover, accordion books with a spine, as well as many other types of folds they could use in their classrooms or at home.
The students were sponges! The work we were going to do in the 5 sessions, only took 3 sessions to complete, due to the students’ attentive behavior and eagerness to learn and create! While we were limited in materials at that point, I decided to give them creative license! They used materials we had available, since no supplies would be available less than 70 miles away, and did what they wanted.
They had the tools, materials and imagination: the rest was up to them! Permission to play, paint, fold and cut was the rule for the last two classes! We all had so much fun! I was inspired, once again, to play with materials, and see what happens. Having access to everything, can limit one’s imagination.
To support the imagination process is the key to teaching art, or teaching, period. A pencil can do so much. The right words could change the world. Our eyes and ears feed our soul and our hands and voice create what we consider soulful. As teaching artists, that is what we are sent in to do. And seeing the limits as a blessing is key to the imagination and creativity.