Emily Thaler

Artist-in-residency experiences should happen far more often than they do in public schools. Collaborating with local professional artists brings an energy and authenticity to the classroom that impacts students in ways traditional lessons canʼt.

I feel incredibly fortunate to work at a school with a supportive PTA that helps fund these opportunities. When additional funding is needed, I apply for local and state arts grants to make them possible.

This residency, funded by the Maryland State Arts Council, offered all 170 of my fourth- and fifth-grade students the chance to work with local artist Marcie Wolf-Hubbard during four 45-minute sessions.

Watching students collaborate, troubleshoot, and learn from a local artist was incredibly rewarding.

Our theme, Papier-Mâché Tiny Houses, quickly captured the imagination of our entire school community. We sent out announcements requesting recycled materials—milk and juice cartons, cereal boxes, and plastic containers—which soon came pouring in.

Wolf-Hubbard began by showing students how to design and construct their houses, using masking tape to attach roofs, shutters, and platforms. This project was a perfect fit for my fourth- and fifth-grade students, who were able to apply their growing fine motor skills and creative problem-solving abilities. Watching them collaborate, troubleshoot, and learn from a local artist was incredibly rewarding.

Once the basic structures were built, students covered their houses with layers of shredded newspaper and bulletin board paper. Because seven classes were working on the project at once, we had to get creative with organization. With limited storage space in my art room, students labeled their houses with names and teacher codes, and we added bits of colored paper to help identify each piece.

After the papier-mâché dried, the real magic began. Students painted their houses with tempera paint, then used collage materials, magazine clippings, and photo transfers to add unique details and dimension. I also turned to neighborhood apps to find free supplies and gathered small, discarded treasures like buttons and broken jewelry that students eagerly transformed into decorative elements.

When the project was complete, I knew students’ work deserved to be seen beyond our classroom walls. I reached out to Judith HeartSong, owner of Artists & Makers Studios, who generously offered space to display fifty of the houses at no cost.

The exhibition drew families and community members who marveled at the creativity and craftsmanship of our young artists. Seeing their work in a professional setting had a powerful effect on students’ confidence—they beamed with pride as they shared their process and inspiration with visitors.

Back at school, students photographed their houses and created group presentations to share with younger grades. Many connected their projects to research on real-life tiny houses, exploring how creativity, sustainability, and architecture intersect.

Reflecting on the experience, I am reminded of how transformative partnerships between artists and schools can be. This residency didn’t just teach artistic techniques—it fostered collaboration and a deeper appreciation for art as a way of thinking and problem-solving. For me, and for my students, the Tiny Houses residency was far more than an art project; it was a lesson in community, creativity, and the joy of building something meaningful together.

Emily Thaler is an art teacher at Bannockburn Elementary in Bethesda, Maryland. emilymariethaler@gmail.com

Tiny Houses: An Artist-in-Residency Experience