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Visual Arts


Name: Delores Halstead

Grade Level Preference: All Grade Levels

Geographic Availability: 100 miles radius from Elgin, ND/Southwest ND Region

Fee per-day: Negotiable

Email: dhalstead12@gmail.com

Phone Number: 307-340-1557

Website: dhartsandads.weebly.com

Short Bio:  As a country girl growing up in the Midwest, I loved to draw and color. Once in school I was opened to another whole world of art making. During high school, I took every art class my high school offered, and even a few started on my behalf!  Following high school, I attended Studio Academy in Omaha Nebraska for commercial art.  Married and raising our three boys in Wyoming, I found inspiration in the beautiful scenery and abundant wildlife and continued to develop my skills as an artist by creating several art studies and participating in a variety of art shows. My accomplishments include the Cabela's Christmas cover 1999 and Fall cover art in 2000, Color Pencil Society of America finalist 2000 and Wyoming Ducks Unlimited 2005 Artist of the Year.


Residency Title:  Seasons of Barns

Grade Level:  This project may be geared appropriately for any age level, K-12.

Number of Sessions: 5-10. Could possibly become an on-going project.


Barns are the story of rural America and are an important element to the North Dakota landscape.  Teaching artist Delores Halstead invites students to explore these iconic structures, landscapes and the seasons through a variety of drawing media, including but not limited to pencil, chalk pastels and colored pencils. Using a scaffold process, students of all ages will develop insights into the rural landscape and architecture, explore seasons of the year, and learn new skills and techniques for creating their own, unique barns.

Lesson Examples for a one-week, K-12 residency:

Barn photos will be supplied to inspire and provide students with background information on barns.  An option for older classes would be to include a photography field trip to take their own photos.  This could possibly be tied to history or social studies class.

The classes/grades will all work on the same theme (barns) but use a different, age-appropriate media.  Each class/grade will also be assigned a different season of the year incorporating an appropriate color palette for that time of year.

Grade K-2 (Non-core, Two Lessons) Summer time barns using chalk pastels.  Session two could include mixed calk and charcoal drawings of animals that live in our barns.

Grade 3-6 (Non-core, Two Lessons) Fall barns using Prisma color pencils. This would include an intro to shading.

Grades 7-9 (Non-core, Two Lessons) Winter barns using Prisma color pencils would include shading and color building/layering.

Grades 10-12 (Core Group, five lessons) Spring barns that would expose students to a more in-depth process involving shading and color building with oil-based pencils. Once completed, the barns will have a photo like appearance.

Name: Shelly Sayler
Grade Level Preference: K-12
Geographic Availability: Within the state.
Fee per-day: Negotiable

Email: nodakianstudios@gmail.com

Phone Number: 701-390-9174

Website: www.nodakianstudios.com


 Shelly received her BFA from University of South Dakota with an emphasis on ceramics and painting and is currently a working ceramist residing Bismarck. She enjoys teaching clay hand building classes to adults and children and selling her artwork through a variety of venues. Shelly believes that creating with students through classes and communicating her art form to others during art shows has an exponential impact on her creativity and artistic skills.


I believe it is very important for the creator/artist to be honest with themselves throughout the creative process by avoiding the temptation to go with the mainstream and staying true to their own authentic self.  It’s important to approach unplanned or unexpected mistakes as an opportunity to problem solve, grow and create something totally new! The ability to reflect, revise and “fail-forward” is an on-going process that translates into daily life.


Residency Title: Build this City!

Grade Level: For students Grades 4-8

Number of Sessions: 5, 50-minutes sessions


Through the collaborative process, students will plan, design and create a city of ceramic structures. Each student will contribute individually to the city by designing, planning and creating one structure; a store, bank, post office, library, etc.  From drawing plans to learning the basics of clay, glazing and firing, students and teachers will experience the creative clay process from beginning to end. This project will spark pride in students, teachers and their community, improve communication and SEL skills and allow an opportunity to practice safety in the classroom studio.


Day One - Brainstorm as a group, students come up with a list of buildings. What type of building and activities do we need in our city to function? Each student will be assigned one building to research and sketch. Using the drawing as reference, students will make templates, labeling as they go.

Day Two – Through demonstration, students will learn how to throw slabs (without tools). Students will create a hill base which will be the foundation for their structure. All slabs and hill will be wrapped for the next day.

Day Three - Once the base hill and slabs are leather hard, students will use their templates and cut out the walls and roof for their structure. A demonstration of slipping and scoring clay will be given. The students will carefully slip and score their walls and roof and join them together. Each structure will be wrapped and kept semi-moist for the following day.

Day Four - Adding Details - Using pinching, coils, texture, sgraffito, and other techniques, the students will add details to their buildings. Students will refer to their initial research of the buildings for these extra details, which will bring their structure and town to life.

Day Five - As the pieces dry out, students will pick out different underglaze colors to decorate their buildings.

Bisque Fire – Once completely dry, the structures will be fired and returned to students, ready to be set up in the classroom or outside for pictures! Students can share their buildings and what they learned with their peers as part of the experience.

Name:  Terri Berg

Grade Level Preference: K-6

Geographic Availability: statewide

Fee per-day: $ 225.00 PER DAY

Email: touchofartwithterri@gmail.com

Phone Number: 701-741-3671

Website: https://www.facebook.com/Touch-of-Art-with-Terri-1584903608393648/



 Short Bio:

Terri Berg is an accomplished Artist, Teacher and Art Coordinator who has experience working with and teaching a variety of art mediums as well as teaching students from ages 5-100.

Terri has been teaching in the Grand Forks Public School System as an "Artist in the Classroom" Teacher since 2006. Through this program, she has created lessons that are age-appropriate, educational and that follow state guidelines to meet the Elementary Art Curriculum Standards. Terri works extensively with teachers and students to nurture art knowledge and art appreciation.  The favorite part of her job is watching children produce works of art that allow them to express their feelings and emotions, while implementing their newly learned skill set from the art lesson.

Terri has developed, coordinated and executed art lessons for a variety of age groups with a variety of needs. She currently provides art lessons for the Art Therapy Program at Valley Memorial Homes and Good Samaritan Heritage Homes which serves senior citizens. In addition, Terri provides art lessons to individuals with a wide range ages and disabilities through the VSA of North Dakota, The Listen Center, the University of North Dakota, Adult Education Program of Minnesota, and Cancer Center of North Dakota.


Teaching Philosophy:

There is creativity in every single one of us.  Some people just need a little encouragement to get started. I help break things down into small steps while teaching art background knowledge so that my students have the tools in their hands to create. My job is to teach techniques, encourage creativity, and set my students free to create masterpieces.  You are never too old or young to begin creating!



Residency Title: Watercolor Exploration

Grade Level: 2-4

Number of Sessions:  5-50minute sessions

Description: We start by using several techniques with watercolor paint and oil pastel to create 5 different papers.  We then create 2 background pages. Using scissors and the previously painted papers, we will create 2 collages on the background papers. One will be a person or animal, the other a flower garden. We will then add accents and details with markers to complete the artwork.


Short Lesson Plan:

Starting each class with discussion of master artist and the art elements; shape, color, space, line, value, and texture as well as the art principal balance. Each day the students will create something different while experimenting with watercolor paints, oil pastels and collage. The first day we will start with 5 different techniques on 5 sheets of watercolor paper.  The second day we will discuss what we are creating and make a habitat or background on an additional larger watercolor paper with watercolor paint and if time allows we will start making our person or animal. The third day the students will create the person or animal collage. Day four we will finish the collage with marker adding details. If time allows, we will begin the flower garden collage. Day five the students will review the techniques and elements used. We will use oil pastel and collage to complete our flower garden then using a washing technique the students will finish their artwork. At the end of the session, the Students will have successfully created 2 works of art.

Name:  Julie Boll

Grade Level Preference:  Elementary, K-6

Geographic Availability:  Newburg, ND (20 mile radius)

Fee per-day: Negotiable

Email:  julie_gayle@yahoo.com

Phone Number: (701) 263-5617

Short Bio:

          As a mother in a small rural community, I am aware of and concerned about the lack of arts opportunities for our students.  I have a great passion and appreciation for the arts, and find great joy in research, exploring and experimenting with various arts media and processes.  Over the past five years I have provided arts instruction to students from preschool to 8th grade.  I have also taught Sunday School for the last four years and greatly enjoy integrating the arts into our lessons.

Teaching Philosophy:

          As a curious and developing artist, I continually seek opportunities and find great joy in exploring and experimenting with various art mediums.  I believe this hands-on approach is a wonderful method for developing creativity and I love finding opportunities for sharing this discovery process with students in my community.  My goal as a teaching artist is to create projects where children (and adults) experience the joy and excitement of the art-making process and ultimately discover the artist within!


Residency Title: Scrumptious Art

Grade Level: Kindergarten – Grade 6

Number of Sessions: 3-4, 40-minute sessions


          Using famous works of art as a foundation for arts instruction encourages students to experiment with new materials and subject matter, and provides an opportunity for exploring the history of art. In this residency students will discover and draw inspiration from the delightful works of pop artist Wayne Thiebaud. Observation and drawing skills, use color, light and shade are all explored through tempting subject matter and luscious quality of oil pastels. Teaching artist Julie Boll’s thoughtful use of demonstration and guided instruction provides students and teachers with the tools and techniques needed to create their own versions of Thiebaud’s “Three Donuts”, “Cupcakes”, “Cake Window”, “Cookies” and more! 

Short Lesson Plan:

Grade Level - Kindergarten

Day 1: This lesson begins by observing an image of Thiebaud”s “Three Donuts” and discussing how Thiebaud used shape, color, light and dark to achieve texture and depth.  After a teacher lead demonstration, students will be provided time to explore a variety of techniques on scrap paper.       

Day 2: During the following work session, the teaching artist will present the class with a box of various donuts. Students will select a donut of their choice as inspiration for their project.  After taking time to deeply observe, view and describe their donuts, students will create several thumbnail sketches to record what they see. 

When complete, students will select their favorite thumbnail to enlarge and lightly sketch on large square sheet of drawing paper.     

Day 3: For the final work session, students will add color to their sketch with luscious layers of oil pastel.  Use of shadow, highlights and blending will be demonstrated and encouraged.

Presentation of student work is important to completing the creative process.  For this project, completed works of art will be hung tightly together and then “framed” to give the perception of a large “box” of donuts.  


Name: Linda Roesch

Art Form: Visual Arts

Grade Level Preference:  K-12, advanced adult classes available as well

Geographic Availability: Throughout North Dakota

Fee per-day: $250/ negotiable depending upon number of sessions

Email: linda.m.roesch@gmail.com

Phone Number: 916-221-8586

Website: www.sketchingspot.com



Linda Roesch studied painting and media design at Northern State University in Aberdeen, SD, receiving a Bachelor’s of Fine Arts degree in 2005.  Since that time, Linda has enjoyed working as a freelance artist, traveling the country to embark upon sketching adventures or volunteer positions, and experiences from these travels are often referenced in her studio work. 

Comfortable painting in watercolor, oils or acrylics, Linda is fond of expressive strokes and is known for her use of bold colors.  She cherishes painting on location whenever possible, and also looks forward to time spent in the studio on commissioned scenes and portraits. She sells her art at festivals throughout the mid-west, and her colorful farm animal paintings have been a favorite of children and adults alike wherever she goes. 


I believe that art is interesting, important, and useful.  Art is all around us, and it is important to understand how even non-artists can use art as a tool to enrich individual lives and our world.


Residency Title:  Exploring Ecosystems through Art

  • Grade Level:  This residency is appropriate for and can be adapted to meet ND State Science Standards in Grade 2: 2-LS2-2 Ecosystems: Interactions, Energy, and Dynamics, Grade 5: 5-LS2-1 Ecosystems: Interactions, Energy, and Dynamics, and Middle School: MS-LS2-2 Ecosystems: Interactions, Energy, and Dynamics

Number of Sessions:  5 working sessions

Description:  An ecosystem is a natural unit of plants, animals, and microorganisms functioning together with all non-living environmental factors. To conserve this delicate balance, it is important for students to know and understand how each member of the ecosystem interacts and what they contribute to the health of the system.  During this residency, Teaching Artist Linda Roesch will help students reinterpret and deepen their understanding of ecosystems by utilizing various painting and drawing techniques to create a collaborative classroom mural that can is highly informative and visually exciting.



  • Students will have a basic understanding of an 'ecosystem' and be aware of plant and animal life that thrive in North Dakota and specifically where they live.

Each day, students will: 

  • Review the goals for the day and review progress and information learned from previous day.
  • Students who complete the daily goals will work on the mural’s background and/or plant life for the ecosystem.
  • Students receive a brief, art history lesson each day that addresses daily goals and is focused on works of art created by famous artists such as Rousseau, Van Gogh, Picasso, etc.

Session 1 (Day 1)

  • Artist of the Day
  • After a discussion about ''what is an ecosystem', Linda will help students brainstorm a list of plants and animals found in the ecosystem that they will be creating.
  • Students will each select an animal from this list.
    • This will be 'their' animal, and at the end of the week they will present a short report about the animal that describes what the animal eats, where it lives (land, water, trees), and whether it is prey for another animal.  By doing this, the students will better understand the 'circle of life' and gain clearer knowledge of how each plant and animal plays an important role in the ecosystem. 
  • Students will use computers or tablets to research what their animal looks like.  They will pay attention to and make quick sketches of patterns on the animal's skin, textures in the fur, and intricacies that would otherwise go unnoticed.

Session 2 ( Day 2)

  • Artist of the Day
  • Students will think and describe about how their animals will fit into the larger ecosystem, visually/spatially on the mural and in the real world.
  • Linda will model drawing techniques for students
  • Students will use demonstrated drawing techniques to create an outline drawing of their animal.

Session 3 (Day 3)

  • Artist of the Day
  • Linda will model the use of oil pastels and other tools and mixed media used to create texture and patterns.
  • Students will add texture and patterns to their animals by using various media and tools.

Session 4 (Day 4)

  • Artist of the Day
  • Linda will model the use of various watercolor techniques (crayon resist, salt, plastic wrap, rubbing alcohol, etc.) and other mixed media used to create texture, layers, and designs
  • Students will paint their animals using various watercolor techniques.

Session 5 (Day 5)

  • Students will cut out and work collaboratively to add their animals to the background of their ecosystem.
  • Students will reflect on the process of creating their mural, how the animals relate to one another artistically and within their ecosystem.  Reflective questions include:
    • The most important thing I learned about ecosystems is….
    • The most important thing I learned about drawing and painting is….
    • My best work is….
    • One thing that I would like to change or improve on is……

Teacher, artist and students will present the completed mural to an audience. Each student will present grade-level appropriate information on their animal and the role it plays within the ecosystem. 

I'd like to be your teaching artist! https://youtu.be/h2vukGjAWdE 

Video link to why Linda would like to be your teaching artist



Name: Nicole Gagner
Grade Level Preference: Any
Geographic Availability: Anywhere within the state
Fee per-day: Negotiable
Email: nicole.gagner@gmail.com
Phone Number: 701-391-3742
Website:  nicolegagner.wix.com/artwork



I am a painter living and working in Bismarck, North Dakota. Although the majority of my studio work is oil on canvas still life and regional landscape, I draw inspiration from a wide variety of sources, often of a personal and almost autobiographical nature. The recurring themes of my work would be energetic mark making and a vibrant palette.



Pablo Picasso said “Every child is an artist. The problem is how to remain an artist once he grows up.”  I believe that art can and should be accessible to everyone, especially children. There should not be a stigma or wall built around art- there is something for everyone to enjoy and learn from in the art world, as long as you keep your eyes and mind open. A love for art is also a gateway to a love for lifelong learning- there is always more that the art world can teach us if we stay engaged.



Residency Title: Drawing from Life

Grade Level: 9-12

Number of Sessions: 3-6



Students will learn multiple sketching techniques to engage their hand eye coordination and learn to see objects in a way that gives them a greater understanding of how to translate what they see onto paper. Exercises would include quick gesture sketches to capture essential lines and form, ink drawings with thick brushes to learn to identify values, continuous line drawings, blind contour studies, and more. Sketches and other practice materials will be incorporated into a mixed media collage in the last session to show that while their is value in learning a technical skill such as drawing from life, there is also merit in experimenting with the pure joy of creating a beautiful abstract piece of art as well.  Artist Nicole Gagner will lead the residency and do demonstrations throughout the sessions to demonstrate  concepts.


Short Lesson Plan:

Session One: Gesture Drawing

Objective: Students will understand what a gesture sketch is and how it can be used to quickly capture a motion or the essential shape of an object and will be able to complete various gesture sketches in short amounts of time.

Materials: Sketch paper and graphite pencils, chalk, pastels or vine charcoal

Directions: Students will look at examples of gesture sketches from well known and historical artists. There will be a short discussion on why an artist would use sketches to practice capturing a scene or to lay out an idea quickly. The instructor will demonstrate how to capture a line of action and build on that line to establish the essence of a pose or object. Students will then be given short amounts of time to capture a few gestures. Increasing amounts of time will be added, but the emphasis will continue to be on quickly capturing the essence of the drawing without unnecessary marks or details.

Evaluation: Student work samples and a short discussion at the end of the session to demonstrate student understanding.


Name: Anna Jacobson

Art Form:  Visual Arts

Grade Level Preference: K-12

Geographic Availability: throughout ND

Fee per-day : $300

Email: n40print@gmail.com

Phone Number:701-840-0182

Website: www.annakjacobson.com




Anna Jacobson grew up on a family-owned organic farm in rural North Dakota where she was encouraged to explore, observe, learn and create.  She continues to carry these principles with her as she creates and teaches art.  Jacobson believes everyone should have the opportunity to experience art.  Art should be part of a balanced and life-long education, providing learners of all ages with essential skills and knowledge they need to be productive and caring.  Jacobson is a teaching artist for the North Dakota Council on the Arts.  She also teaches for a variety of schools, state arts councils, art centers and museums.  Jacobson received her BA in studio arts from Concordia College in Moorhead, MN in 2003 and her Master in Fine Arts degree from the University of North Dakota in 2010.



Art is a language that impacts everyone.  We are surrounded by it and can be manipulated, amazed and challenged by it.  My mission as an educator is to teach students how to use the language of art to convey independent and objective thoughts to their communities and ultimately influence the world around them.

I provide students with the necessary technical skills, knowledge of materials and history. Students have a wide variety of learning styles and fundamental skills.  I take this into account while teaching.  I use a variety of methods like hands on learning, peer critique and discussion, and technology.  Once students have studied the history of the materials and skills, I encourage them to experiment with process and material.  Now that you know the “rules” of art, you can go out and break them. 

I am very committed to creating a safe and supportive environment where the students feel comfortable to express themselves.  Learning in this way helps students dare to take risks and make mistake.  Mistakes are crucial to the learning process by giving students the opportunity to recognize both formal and conceptual problems, to cultivate open-mindedness, and to creatively problem solve.  This learning environment also creates a place where students can ask questions.  As a student, I was encouraged to experiment and question the processes I was working with.  And it had a profound impact on me and my body of work.  Thus, I feel it is important for me to give my students the same opportunities to explore, to make mistakes and to question.

Once this working environment has been established, the student can sustain a dialogue about form, content, and personal meaning in their work with others.  It is very important for students to be able to give and receive healthy criticism.  Students also need to learn how to respectfully discuss issues about which they do not agree.  When people do not have these skills, criticism can close communication or lead to hurt and disrespect. 

The language of art should not be a tool only used by artists in their studios.  It is my hope that the language of art can also have reaching effects for students who take an art class and go on to become accountants or scientists.  I believe the language and fundamentals of art can help society as a whole become more caring, creative and informed global citizens.



Residency Title:  Printmaking Exploration

Grade Level: K-12 (can be modified to meet students’ needs)

Number of Sessions: 5


Printmaking is the process of producing “multiple originals” of an original artwork on to a support surface. Printmaking as a fine art is not the same as “making prints;" mechanical reproductions of artwork through an ink jet printer. Instead of manufacturing duplicates, the artist creates more than one original print from a single original surface or a matrix.  The notion of printmaking can be traced back to the earliest stencils on cave walls. Later on, around 500 BC, Japanese artists created stencils using paper and human hair. Woodcutting appeared in China as early as the fifth century AD. The arts that comprise printmaking such as silk screening, engraving, etching, wood cutting, and lithography, continued to evolve mostly in Asia and Europe throughout the following centuries. They have become important to both industry and artistic experiment in the past century.



1.  Make a simple print using your hands or something with a texture

2.  Study the history of prints and look at some of the very first prints created

3.  Discuss what is a relief print

4.  Design a relief print on a Styrofoam plate

5.  Discuss and show how to ink the plate

6.  Print the Styrofoam plate multiple times

7.  Discuss what worked and what didn't work

8.  View and discuss contemporary printmakers

9.  Design a relief print using a safety cut block

10. Demonstrate how to carve a safety cut block

11.Print multiples of the relief safety cut block

12. Discuss the proper way to sign a print

13.  Sign prints



Jacobson, Artist in Residence, visits Langdon Area Elementary: www.cavaliercountyextra.com/2016/02/06/jacobson-artist-in-residence-visits-langdon-area-elementary


Name: Markus Tracy
Grade Level Preference: 6th through 12th
Geographic Availability: I am available throughout the state of North Dakota
Fee per-day: My current rate is $240.00 per day.
Email: markuswtracy@gmail.com
Phone Number: 702-330-7623
Web site: http://markustracy.com/markustracy.com/Home.html


Markus Tracy is a visual artist, muralist, and teaching artist, actively exhibiting his studio art and being awarded mural commissions and site-specific projects throughout the United States. Since becoming an Honorary Award winner for the President's Committee of the Arts and Humanities Youth Program Award for New Directions YouthArts in 2010, Markus continues to help develop and organize visual arts and place-making projects/programs with artists, artist teams, public schools, cultural, civic and performing arts centers. 


Through a collaborative process that includes students, teachers, and community members, Markus draws upon relationships and shared-dialogue to develop the foundation for his projects. Students learn to examine and express their world through arts integration techniques that are interesting and exciting, common core goals, and enhance critical thinking skills.


Residency Title: Community murals and/or site-specific projects

Grade Level: 6th -12th

Number of Sessions: 4 sessions per week


Collaborate with public schools and/or communities in organizing a community mural project and/or site-specific project. Involving students, teachers, staff, and community members will help stimulate dialogue in discussing themes of community mural. Possible themes are: community celebrations and/or concerns, economic and/or social issues, environmental preservation and sustainability, community and/or school pride. Teaching artist, Markus Tracy, will be leading the residency during the developmental and finalizing phase as well as offering arts integration experiences throughout his residency.

School/Community Mural Project


Collaborate with public schools and/or communities in organizing a community mural project and/or site-specific project.  Involving students, teachers, staff, and community members will help stimulate dialogue in discussing themes of community mural.  Possible themes are: community celebrations and/or concerns, economic and/or social issues, environmental preservation and sustainability, community and/or school pride. 


Create a visual interpretation of shared ideas and experiences by drawing, painting, and the use of personal photos, printed material, and spoken word.  Ideas and experiences will then be compositionally arranged on blueprint paper using the ratio 1" to 1' grids in referencing actual mural size.  Once grid is complete, designing the mural will take place; compositional arrangement will be a collective experience.  After mural design has been completed and agreed upon, participants will take part in cleaning, priming, and outlining a grid to the actual wall.  Once the grid is complete, outlining the design to the actual wall will begin and then followed by painting. 

Teacher Workshop:

A community mural project will offer classroom teachers an opportunity to show ways/means of arts integration strategies throughout common core.  The community mural can be designed as a project-based activity offering classroom teachers connections in social studies, mathematics, and language arts. 

* Teacher workshop will connect to common core standards concerning each subject area above.

Expected Results:

The success of a community mural is about relationship building.  This occurs when you have successfully explored new artistic strategies through community dialogue, social activism, and partnerships.  

The community artist is "civically engaged" through partnerships in the understanding and celebration of cultural diversity, socioeconomic concerns, conflict resolution, celebration of past histories, current events that help shape individual communities, and hopes for a productive and sustainable future.

These 'shared experiences' empowers individuals and/or communities at-large in making positive choices fostering tolerance and respect. These relationships promote a positive outlet for artistic expression, community dialogue, access to social services, reduction of negative behavior among troubled teens, and life-skill exercises in the arts.

Supplies needed:

Pencils, drafting paper, acrylic paint (quarts and gallons), spackle knife, sanding block (220 grit), plaster, buckets and cups, acrylic brushes, expansion pole, blue tape, rulers, snap line, paint rollers, plastic sheets, and ladders 

*Most important is the safe keeping of supplies such as a well ventilated storage and/or supply closet. 

Professional Development:

Artists Training in Arts and Aging - National Center for Creative Aging – January, 014

General Artist Information

Name: Ali LaRock
Grade Level Preference: All Grade Levels
Geographic Availability: Bismarck/Mandan and surrounding area
Fee per-day: $300
Email: larockaa@yahoo.com
Phone Number: 701-527-9732
Website: www.alilarock.com


Ali LaRock is a visual artist working in Bismarck, North Dakota.  She received her B.F.A. in painting from Minnesota State University Moorhead in 1998. In addition to actively exhibiting and selling her artwork Ali helps manage the Bismarck Downtown Artist Co-op gallery, and enjoys offering the creative process to people of all ages through residencies, weekend art classes, and summer camps.

Teaching Philosophy

“I believe art is for everyone regardless of age, ability, or prior experience. I teach basic techniques and process in a variety of media but then allow students to use this new knowledge to better express their own ideas, opinions, and visions. I strive to create a relaxing and positive environment so my students can feel comfortable taking risks during their creative process.” –Ali LaRock

Sample Residency Information

Residency Title:  Exploring the Worlds of Painting and Drawing

Grade Level:  This can be geared appropriately for any age level.

Number of Sessions: 5-10


When immersed in the creative process students learn to take risks, and strengthen their critical thinking and decision making skills.Throughout this residency lessons highlight these habits of mind: observe, envision, stretch and explore, and reflect. By identifying these ways of thinking and making those visible for students during the creative process they can be used as force to strengthen student thinking and learning in the non-arts areas as well.

The intention of this residency is to provide the students with an in-depth art experience, which focuses on creativity and personal expression while learning the basics variousdrawing and painting media. Students will be provided with a wide array of art processes and art examples to help give them an open-minded approach to art- making and art appreciation. Projects are geared to encourage independent thinking as well as to give students an opportunity to use their new skills to express themselves and their interests in their art-making. Various

Teaching artist, Ali LaRock, is a creative guide to participants they explore new art -making techniques and processes to help them better express their ideas.

Example of One Lesson During Residency

  • The core group will start their week out by creating “Imagination Drawings” using oil pastels and liquid watercolor.  Students will learn about blending, layering, and how to create texture as they draw from their imaginations. They will also explore getting inspiration for art in a variety of ways by either starting a drawing with a shape and using your imagination to turn it into something or beginning with an idea already formed before you begin. The lesson will begin with the book “Beautiful Oops” by Barney Saltzberg, a great book that will set the stage the entire week; learning to turn ‘mistakes’ into new opportunities. After the drawings are complete students will be introduced to oil pastel resist with the liquid watercolors and have the option adding this next step.
  • Discussion and brainstorming will take place centered around the question,”What do you think it means to imagine and what do you imagine?”  Whether they imagine and draw something real or fantasy students will be encouraged to use the artist habit of mind ‘envision’: learning to picture mentally what cannot be directly observed and imagine possible next steps in making a piece.


Professional Development

Defining Arts Integration, Reading Portraits as Biographies, Reading Art Across the Curriculum: Observe-Infer-Inquire, Documenting the Power of Learning Through the Arts - Presented by Melanie Layne, course leader and program consultant for the Kennedy Center’s Changing Education Through the Arts (CETA) program, Washington, DC.  July, 2013.


Name: Jane Kalmbach, Dakota Blessing
Art Form: Visual Arts
Grade Level Preference: K-8
Geographic Availability: throughout ND
Fee per-day: $275-$300 per day (negotiable)
Email: dakotablessings@gmail.com
Phone Number: 701-385-4528
Web site: dakotablessings.com


Jane Kalmbach has provided arts instruction for students and teachers in North Dakota for over 10 years.  She is also the US Fish & Wildlife  Jr. Duck Stamp art instructor and  a certified Zentangle instructor.  In addition to her skills in visual arts, Jane teaches private art to students in grades 2-12 and is co-founder of the Kenmare Summer Arts Institute.  Jane’s residencies revolve around various themes and processes, or can be customized to meet your school’s needs

Teaching Philosophy

I believe all children should have the opportunity to explore the arts and develop their creativity.  During our time together, my goal is allow students time to experiment with various art media and methods in a supportive atmosphere.  When students leave my class, I want them to have a better understanding of the art process, feel successful about their work, and confident in their abilities to continue to create and share their talents.


Residency Title:  Adventures with Books

Grade Level: K – 6

Number of Sessions: 5


Storybooks come to life with this interactive residency that combines music, movement and art.  Students will love to read books as they sing, dance, and create visual art work that captures the story. 

Enjoy a new experience in storytelling while meeting ND Common Core standards in language arts and music, and National Core Art Standards in visual arts.


Residency Title:   Reclaimed Art

Grade Level: 2-12

Number of Sessions: 5


Inspired by the “other” three R’s- Recycle, Re-use, and Re-purpose, this cutting edge residency takes STEM to STEAM!  Using a variety of found objects, Jane Kalmbach, NDCA Teaching Artist and Kenmare Summer Arts Institute and US Fish & Wildlife Service Jr. Duck Stamp Program instructor, helps students explore science and environmental issues through the design process.

This residency appeals to all youth, meets both ND Common Core Science standards (Engineering Design) and National Core Art Standards in Visual Arts, and encourages environmental stewardship and conservation.  Students will never look at garbage the same way again!

Professional Development:

Defining Arts Integration, Reading Portraits as Biographies, Reading Art Across the Curriculum: Observe-Infer-Inquire, Documenting the Power of Learning Through the Arts - Presented by Melanie Layne, course leader and program consultant for the Kennedy Center’s Changing Education Through the Arts (CETA) program, Washington, DC.  July, 2013

Certified Zentangle Instructor,  CZT Seminar, Providence, RI.  June, 2014

Mapping the Journey, Planning Effective Residencies for Students, presented by Melanie Layne, course leader and program consultant for the Kennedy Center's Changing Education Through the Arts (CETA) program, Washington, DC.  August, 2014


North Dakota Council on the Arts

We strengthen the creative capacity of North Dakota for all who live or visit here: honoring our cultural traditions, empowering excellence and innovation, inspiring arts and culture opportunities for all.