Arts Education Artist Page

Patricia Sturtzel

Visual Arts and Crafts

Louisville, Ky.
Pat’s experience as an artist began with quilt-making in the late 1970’s. She has facilitated numerous family and group quilt projects and exhibited award winning quilts. More advanced education in the arts was pursued at U of L in the late 90’s, culminating in a MA in art therapy (2002). During the past 10 years, Pat has facilitated over 50 art activities/projects, working with participants of all ages and backgrounds.

Pat works to balance the teaching of skills while encouraging creativity at a level appropriate to the participants. She collaborates with the teacher/facilitator to develop a project/theme that supports growth and learning across the curriculum. Residencies can include textile surface design (dyeing, printing and stitching), collage, quilt projects, mask-making, paper-making, journal construction and other 3-D techniques. Visual aids and hand-over-hand support are provided.

In addition to projects facilitated through the Ky Arts Council, Pat has also facilitated projects and residencies through Kentucky Foundation for Women, Ky Museum of Art and Craft, VSA – KY, the KY Center for the Arts – Arts in Healing Program and the Louisville Visual Arts Association. ​

Potential Residency Project

In working with students, Pat emphasizes the elements of art and principles of design while making connections to social studies, science, math and language arts. Art processes give students a way to understand other curricular content in a visual way. This holistic approach to education is needed because students have a variety of learning styles.

General Goals

• Students will use the elements of art and principles of design to create their final product.

• Students will understand the purposes of art (functional, expressive, narrative and ceremonial).

• Students will recognize how traditional techniques are used in contemporary fiber art.

• Students will have the opportunity to express themselves through the design and creation process. Each step requires decisions and problem-solving strategies that will result in a unique artwork.

Fabric Dyeing 5 sessions K-12

• Fabric dyeing presents a wonderful opportunity to experience how the primary colors can be combined to create secondary and tertiary colors.

• Hand-dyeing fabric using Shibori and other tie-dye resist techniques allow connections to textile traditions of several cultures- African, American and Southeast Asian.

• Similarities and Differences between Japanese Shibori, African Tie-dye and American Tie-dye techniques show how similar techniques developed in different cultures.

• Choices for a completed project include using the fabric to create a pillow, cover a book or journal or combine with other students to create a wall-hanging.

Block Printing 5 sessions K-12

• Students create a print block and use it to create textile designs. Several different techniques can be used based on age, grade, and ability.

• Themes can include creation of a personal symbol or designing a block to express an idea.

• Symmetry, asymmetry, random and regular patterns are explored through the repetition of printing with hand-cut printing blocks.

• West African Ghanaian Adinkra symbols can be used as inspiration. Comparison of African, Southeast Asian and Indian block printing techniques as well as the trading of ideas amongst ancient cultures can be explored.

• Choices for a completed project include using printed fabric to create a pillow, cover a book or journal or combine pieces with other students to create a wall hanging.

Resist Techniques 5-10 sessions 4-12

• The Japanese serti technique is a form of silk painting.

    o Students will create a line drawing based on a theme. Silk, thin cotton or rayon is stretched onto a frame and the design is drawn using a resist. Once dried, the resist forms a boundary, within which a thin, dye like textile paint is added.

• African Mud Cloth uses a paste to form a resist to create a pattern on fabric
    o Students will create a stencil, apply a flour paste resist to a piece of cloth, and paint the exposed fabric.

• Batik - India and Asian countries use wax as a resist.

    o Students will use a sponge stamp, tjanting or found objects to apply a hot soy wax design to a piece of fabric. Once cooled, the fabric is dyed.

• This residency can focus on one of the above techniques or a comparison can be made by different classes focusing on different processes.

• Completed fabrics can be used to create a pillow, cover a book/journal or combined with other students work to create a wall hanging.

Textile Construction Projects 5-20 sessions K-12

• Students will experience time-honored textile traditions and the sense of accomplishment in using multiple steps to create a unique piece of fiber art.

• Students will use their own creations to better understand cultural textile traditions. Similarities and differences of techniques used by various cultures can be examined.

• Construction projects typically include sewing, a practical living skill that all students should learn.

• Residency projects are developed in collaboration with the teacher based on agreed upon goals. Examples of successful residencies include:

    o K-3: Creating pillows from hand-dyed fabrics

    o K-3: Creating dancing scarves in conjunction with a dance residency

    o 4-8: Printing on hand-dyed fabric and using fabrics to construct a quilt

    o 4-8: Create a bag/purse inspired by Native American Bandolier Pouches

    o 4-8: Pieced Quilt: Designing and sewing quilt block designs

    o 4-8: Story quilt, drawing from social studies content

    o 4-8: Adinkra Print Block project

    o 7-12: Create silk painting design, drawing inspiration from master’s paintings

    o 7-12: Create backpack from sunprinted and embroidered fabric

    o 7-12: Create individual or group art quilts, drawing from examples of contemporary fiber artists