Patricia Sturtzel

My artistic excellence comes from my stance as a life-long learner, including a BS in Chemistry, a MA in Art Therapy and Master Artist level workshops in various Surface Design and Quilting Techniques.

Quilt-making, fabric dying and printing onto fabric surfaces combines my background as a Chemist, an Artist and an Art Therapist.  Finished work reflects the complexity of life, my views having been influenced by my experiences with family, environment and community. 

In working with students, I emphasize the elements of art and principles of design while also making connections to social studies, science, math and language arts.  I feel that the art process gives many students a way to understand other curricular content in a visual way.  This holistic approach to education is especially needed in a classroom whose students have a variety of learning styles.

I have worked as an art therapist with school populations, the elderly and chronically mentally ill adults.  My background contributes to my ability to collaborate with teachers, infusing art into a number of subject areas.  In addition to TIP grants, I have facilitated several projects with the help of grants from Kentucky Foundation for Women's "Art Meets Activism" grants.  I facilitate a fiber arts program for Somali Bantu refugees at the Americana Community Center.

As a fiber artist, arts educator and art therapist (MA, University of Louisville), I work to balance the teaching of skills with encouraging creativity at the appropriate developmental level for participants. I work with the teacher/facilitator to develop a project/theme that supports learning in other areas.  

• Textile surface design projects may include the students dyeing their own fabric, printing or stitching on it. 
  
  
• Textile construction projects can involve the use of hand-dyed and/or embellished fabrics to construct pillows or a group quilt.
  
  
• Mask-making and textile projects can be connected to the traditions of a variety of cultures, including African, Southeast Asia, Early American, Native American, Appalachian.
  
  
• Most hands-on projects require multiple sessions.
  
  
• Professional Development sessions are available.

Popular projects/themes include:

• Hand-dyeing fabric using Shibori and other tie-dye resist techniques, making connections to textile traditions of several cultures- African, American and Southeast Asian.
  
  
• Cutting printing blocks and using these blocks to create textile designs - either by themselves or in combination with hand-dyeing the fabric.  Connections made to various cultures.
  
  
• Story quilts with various themes - drawing and stitching on fabric to incorporate into a group quilt.
  
  
• Underground Railroad Quilt - learning about patchwork designs and how the symbols of the block may have been used to communicate.
  
  
• Plaster Gauze Masks - Connections can be made to various cultures

Native American Bandolier Pouches - Appliqué, Beading and Embroidery Traditions
Fabric Dyeing and Quilt Design Project with 4th and 5th grade students

Project Goals:

• Students will use geometric and art design concepts to design a quilt block.
• Students will learn about textile design and cultural connections by hand dyeing a personal bandanna and fabrics to be incorporated into a quilt.
• Students will use their dyed fabrics to construct a quilt using pattern/s that the class has agreed upon.
• Students will make connections between their designs and traditional/historical designs. 

Teaching Format:

• 2 week residency for 4 classes of students:  9 hands-on sessions for each class, 2 PD sessions, 2 large group presentations.
• PD with classroom teachers will emphasize cultural, math and science connections.
• Power point presentation about history and design of quilts.
• Discussion of designs and decision on colors and patterns to be used.
• The design process will use visual aids and manipulatives.
• Adaptations to the design will be made as needed.
• Small group sewing instruction with parental involvement.

Core Content:

Art: Color/design concepts, problem solving/sequencing, fine motor development (sewing); Elements of Art and Principles of Design

Language Arts: Read stories that include quilts; keep a journal of our own quilt-making process.

Math: Put into practice, reinforce geometric concepts

Social Studies: Connections to unit on KY history and traditional home crafts.

Social/Emotional Development: Builds self-esteem and encourages cooperation among peers through successful completion of a complex project.  Project can be designed as a community or intergenerational activity through assistance from parents, grandparents or the community.

Parental Involvement will be encouraged by invitations to assist during hand sewing sessions, request to share stories from their family history about sewing and quilt traditions, and an invitation to celebrate the completion of the project.

Creative Thinking is encouraged during the design process through use of color and design placement, overcoming difficulties as they arise in the sewing process; making connections to other subject areas.

Communication:  Visual communication through colors and design used; Written communication encouraged  by writing artist statements, describing process used to make quilt and keeping a visual/written journal.

Creativity is encouraged through the design process.  Student’s block design will reflect something about that student.

Relevancy: In society, we must be able to integrate learning from all areas, instead of subject by subject.  It is important to encourage students to integrate brain processes by utilizing information from many subject areas.  Art, by its very nature helps student to utilize various areas of their brain.