Suquamish Museum Features Children's Art

In recent years, school curricula in the United States have shifted heavily toward common core subjects of reading and math, but where does that leave the arts? 

The Suquamish Museum in Suquamish, Washington has found a way to make a lasting impression in its community and to a group of children learning the importance of artistic expression. 

Joanna Sharphead, a visitor services representative, worked with children and staff at the Marion Forsman-Boushie Early Learning Center to showcase artwork for the featured artist series at Suquamish Museum. 

Suquamish family celebrates their child's art
at the Suquamish Museum.

"While I was trying to decide which direction to go with our next artist for the Suquamish Museum's Featured Artist Series, Larry McGrady who is a child care teacher at the ELC pitched the idea of showcasing the ELC kids," said Sharphead. "He spoke passionately of their talent and what having their artwork displayed at the museum could do for their self-esteem. I was sold! We contacted Jeffrey Veregge who was the very first artist featured in this series and he offered to do an art workshop with the kids, which went great. Our main goal in having their artwork showcased is to let every child know how much their community, families, and guests of the museum appreciate their talent and creativity."

Children were invited to work with Veregge to create art for a special display. This exhibit will run through the end of June. For more information, check out the Suquamish Museum online or contact them here: (360) 394-8499.

All of our state's little learners can benefit from art in the classroom! The subject lends itself to cultural awareness and more. According to PBS, here is how:

Developmental Benefits of Art

• Motor Skills: Many of the motions involved in making art, such as holding a paintbrush or scribbling with a crayon, are essential to the growth of fine motor skills in young children. 

• Language Development: For very young children, making art—or just talking about it—provides opportunities to learn words for colors, shapes and actions. 

• Decision Making: According to a report by Americans for the Arts, art education strengthens problem-solving and critical-thinking skills. 

Children's art featured at the Suquamish Museum.

• Visual Learning: Drawing, sculpting with clay and threading beads on a string all develop visual-spatial skills, which are more important than ever. 

• Inventiveness: When kids are encouraged to express themselves and take risks in creating art, they develop a sense of innovation that will be important in their adult lives. 

• Cultural Awareness: As we live in an increasingly diverse society, the images of different groups in the media may also present mixed messages. Teaching children to recognize the choices an artist or designer makes in portraying a subject helps kids understand the concept that what they see may be someone’s interpretation of reality.

• Improved Academic Performance: Studies show that there is a correlation between art and other achievement. A report by Americans for the Arts states that young people who participate regularly in the arts (three hours a day on three days each week through one full year) are four times more likely to be recognized for academic achievement, to participate in a math and science fair or to win an award for writing an essay or poem than children who do not participate. 

A Community Approach to Tribal Early Learning in WA

In order to remain tightly focused on early learning, and to promote shared supports within the tribal nations, the Indian Policy Early Learning (IPEL) work group was established in 2013 to advise the Department of Early Learning (DEL) and assure quality, comprehensive delivery of early learning services to American Indians and Alaska Natives in Washington State.

DEL enlists the help of IPEL to provide guidance regarding
early learning initiatives that affect children statewide.

The committee is modeled after the Department of Social and Health Services’ Indian Policy Advisory Committee (IPAC), and guides DEL’s implementation of the Centennial Accord and DEL’s policies that impact tribes. Each of the 29 Federally Recognized Tribes of Washington are entitled to appoint one delegate and alternates to participate as members. IPEL meets quarterly and has recently provided guidance to DEL on the state’s Child Care Development Fund plan and the roles and responsibilities of DEL’s new Tribal Liaison position.

In a recent IPEL meeting on the Tulalip Reservation, committee chair (Patty Eningowok of the Suquamish Tribe) lead a detailed discussion around emergent and ongoing issues associated with tribal early learning. Topics included:

• recent federal changes in critical funding streams, 
• state level changes outlined in the recently passed Early Start Act, and 
• a tour of a newly constructed tribal early learning facility. 

Eningowok has served as the Chair of IPEL since its inception. Between discussions, she had a moment to talk about the value of IPEL and the successes of the group. 

“IPEL has created more opportunity for resource sharing among the tribes and has given an opportunity for equal representation of all the tribes in broader early learning discussions.” Further, Eningowok acknowledged the importance of family engagement in tribal early learning, recognizing that “each tribe is focused on family preservation, but is faced with a unique sense of history and culture that is specific to the tribe, IPEL has created a venue where we can talk about our common goal and recognize that each of us has a unique set of challenges as we pursue that goal.”

Also in attendance was Jacki Haight of the Port Gamble S’Klallam tribe. Jacki is thankful for IPEL because, as she states, “our voices need to be heard.” Jacki has been a part of tribal early learning for decades and brings a great sense of history and purpose to the work.

 “IPEL has allowed tribes to deepen their understanding of not only their own unique challenges in providing quality early learning, but also the challenges faced by other tribes as well.”

A strong relationship between the Department of Early Learning and the tribes is important as the state makes bold steps towards ensuring quality early learning opportunities for all kids in Washington. Bette Hyde, DEL’s director, has served as the liaison between the tribes and the agency.

“Quality for all truly means quality for ALL, regardless of where you live or your ethnic or national identity,” Hyde said. “My time with the tribes has help me to understand what it means to be a tribal provider of quality early learning and the unique circumstances faced by each tribe.”

Moving forward, the agency will soon designate a dedicated full time staff person to the role of tribal liaison.

“While I have enjoyed my time as the agency liaison, there is so much work to be done that a dedicated full time staff person is needed to continue to build cooperative relationships with each of the 29 federally recognized tribes in our state,” Hyde said.

To view DEL's web pages on tribal relations, go here: Tribal Nations.