Sequencing Teacher Training: Seminar on the philosophy of teaching at River Gallery School of Art, Carmody, Summer 2026

Course Description

This course begins with a 4-day in-person intensive experience at the River Gallery School of Art and continues in an online, independent format including 3 synchronous Zoom meetings, with the final project due by August 25, 2026. The course seminar introduces the philosophy and practice of Sequencing Painting — an approach originally developed at River Gallery School of Art by Ric Campman and formalized into a Teacher Training by Lydia Thomson. Through a four-day in-person intensive combined with remote learning sessions, participants explore the foundations of Sequencing, practice presenting the approach, and examine broader questions of teaching, helping, and working with creativity. The training culminates in participants independently teaching a Sequencing Painting Workshop, documented on video and reviewed by peers.

Audience: Early childhood, elementary, high-school and college educators in ART and across all creative fields.

Course Goals & Objectives

Course Goals:

• Introduce the philosophical and spiritual foundations of Sequencing Painting.
• Develop participants' ability to present and teach the Sequencing approach clearly and effectively.
• Provide hands-on studio practice within the Sequencing framework.
• Prepare participants to lead independent Sequencing Painting Workshops.
• Foster ongoing growth in teaching, helping, and working with creativity.

Course Objectives:

• Articulate the core philosophy and principles underlying Sequencing Painting as an approach to creativity.
• Apply the core principles of the Sequencing approach in both the personal practice of making art, and in teaching others.
• Demonstrate and understanding of the Sequencing approach through practice presentations.
• Independently facilitate a Sequencing Painting Workshop for an outside audience.
• Reflect critically one’s own teaching practice through peer review and a final dialogue session

Course Schedule

WEEK 1: Foundations of Sequencing Painting (In-Person Intensive, Days 1–2)

• Readings: Rubin, The Creative Act; Whittaker, Works & Conversations
• Assignments: Journal Entry #1, due Sunday evening

WEEK 2: Foundations of Sequencing Painting (In-Person Intensive, Days 3–4)

• Readings: Krishnamurti et al., The Transformation of Man (video); Campman & Thomson, Making Is Knowing; Kimmerer, Braiding Sweetgrass
• Projects: Project 1: Practice Sequencing Workshop, Sunday

WEEK 3: Integration + Preparing to Teach

• Readings: Gilbert, Big Magic; McBride, The Wisdom of Your Body; RGS Teacher Training Packet; Palmer, The Courage to Teach, Ch. 1; hooks, Teaching to Transgress, Ch. 1
• Assignments: Discussion Post #1, due Tuesday; Journal Entry #2, due Friday
• Projects: Confirm date, location, and guests for Independent Workshop

WEEK 4: Independent Teaching + Documentation

• Readings: Quashie, Black Aliveness; Richtel, Inspired; Snowber, Embodied Inquiry; Hetland et al., Studio Thinking 2; re-read Journal Entries 1–2
• Assignments: Written Reflection, due Friday; Journal Entry #3, due Friday
• Projects: Project 2: Independent Sequencing Workshop facilitated and video submitted, Friday

WEEK 5: Peer Review + Reflective Practice

• Readings: brown, Pleasure Activism; Palmer, The Courage to Teach, Ch. 6; hooks, Teaching to Transgress, Ch. 8; selected reading on reflective teaching (TBA)
• Assignments: Peer Video Review, due Tuesday; Discussion Post #2, due Tuesday; Revised Reflection, due Friday

WEEKS 6–9: Independent Practice

(No scheduled sessions — continued independent practice and preparation for final module)

WEEK 10: Final Reflection + Completion

• Readings: Return to a self-selected passage from any course text
• Assignments: Final Reflection or Teaching Philosophy Statement, due Monday; Complete Studio Practice Journal, due Tuesday

Required Readings/Resources

Cost for required readings, if any, are not included in the course tuition.

Brown, a. m. (2019). Pleasure activism: The politics of feeling good. AK Press.

Campman, R., & Thomson, L. (2016). Making is knowing: An approach to creativity and artmaking from the River Gallery School. River Gallery School.

Gilbert, E. (2015). Big magic: Creative living beyond fear. Riverhead Books.

Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2013). Studio thinking 2: The real benefits of visual arts education. Teachers College Press. (Assigned chapters)

Hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge. (Assigned chapters)

Kimmerer, R. W. (2020). Braiding sweetgrass: Indigenous wisdom, scientific knowledge and the teachings of plants (Special ed.). Milkweed Editions.

Krishnamurti, J., Bohm, D., & Shainberg, D. (1976). The transformation of man [Video]. YouTube.

McBride, H. L. (2021). The wisdom of your body: Finding healing, wholeness, and connection through embodied living. Brazos Press.

Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher’s life (20th anniversary ed.). Jossey-Bass. (Assigned chapters)

Quashie, K. (2021). Black aliveness, or a poetics of being. Duke University Press.

Richtel, M. (2023). Inspired: Understanding creativity: A journey through art, science, and the soul. HarperOne.

River Gallery School. (n.d.). RGS sequencing teacher training packet [Course packet]. Provided by RGS.

Rubin, R. (2023). The creative act: A way of being. Penguin Press.

Snowber, C. (2016). Embodied inquiry: Writing, living and being through the body. Sense Publishers. (Assigned chapters)

For additional course information

Kimberly Carmody

‪(802) 257-1577

For additional registration information

Center for Schools Team

(802) 468-1325

This course requires registration through River Gallery School of Art first. Please click on the Register Now! link below.

Register Now!