Practices for Healing and Connection in Art Education

Alicia Gray has been an art educator since 2010, teaching in a wide variety of classroom settings, including high school, middle school, and higher education programs. As a former teacher in a trauma-sensitive public school, Alicia utilizes curriculum and practice to develop trauma-sensitive art education programs and communities of practice. Alicia holds a PhD in Education from Lesley University and is the former art education program director at Montserrat College of Art. She is a lecturer of art education in the Master of Arts in Teaching program at Tufts University. As an artist, Alicia employs mixed-media techniques, bookmaking, and collage. 

Sara is a licensed clinical mental health counselor associate and nationally certified counselor. She received a master’s degree in clinical mental health counseling from the University of North Carolina at Pembroke and a master’s in art education from East Carolina University. Sara was an art educator for 30 years before training to be an expressive arts therapist. She is honored to support and empower children, adolescents, and adults through a trauma-informed lens that draws on many modalities, including polyvagal theory and trauma-informed expressive arts therapy. Sara enjoys using drum circles, journaling, and music in her work. 

Bobby Eppleman is a K–6 art teacher and former behavior specialist in the Phoenixville Area School District in Pennsylvania. With a background in restorative practices, emotional regulation, and student behavior, Bobby brings a unique lens to the art room—one that treats connection as the actual curriculum. He creates content for teachers on Instagram and has built an engaged community around the intersection of behavior science, SEL, and classroom culture. Bobby believes that a regulated, aware teacher is the most powerful tool in any classroom.