Take an Art Break
Take an Art Break Podcast is an ongoing and open ended conversation about art and why everyone should make it part of their daily life. Each new conversation starts with a question that builds on the last conversation.
Take an Art Break
Why is art a useful tool teachers should be using in the classroom?
Lisa and Lauren chat with the creators of Recipes for Connection (https://www.recipesforconnection.com/) about the benefits of the arts when it comes to social emotional learning in schools. Dr. Jessica Bianchi and Amber L. Cromwell share some of their art-based social and emotional strategies to support student mental health, strengthen relationships and create positive school communities.
Learn more about the Take an Art Break Movement on the Art is Moving website here.
All right . Welcome to the Art is Moving Take an Art Break Podcast today. We're really, really excited. We have Jessica and Amber here, and I see a cat in the background. <laugh>.
Amber:That's a dog . A dog . Oh
Lisa:My God . So sweet. So you guys organize or collaborate together and develop something called Recipes for Connection. Tell a little bit about yourselves, our viewers, and a little about this collaboration, what you created together.
Jessica:Sure. Do you want me to go first, Amber?
Amber:Yes, please.
Jessica:Okay. Um , my name is Jessica Bianchi, and I am a licensed marriage and family therapist and board certified art therapist. Um , I'm also a professor at Loyola Marymount University, and I teach in , um, our marriage and family therapy department with specialized training in art therapy. Um, and it's kind of interesting. My dad was a freelance artist and the time, at the time that I was where my mom was a social worker. And so you have me <laugh> , who is a art therapist. I didn't even know what that meant. Mm-Hmm . <affirmative> . Um , but really our organization, and maybe we can tell you a little bit about it after Amber introduces herself, is really about using the art , um, as a way to connect with yourself and with with others. Yeah.
Amber:Okay. Yeah. Okay. And I'm Amber and I am also an art therapist and an arts educator, a passionate mental health advocate. I personally just was able to understand art making meant so much to me as a child, and just throughout life didn't even really know art therapy was a thing, and that was a field and a profession. And, and so there was just this natural organic path of being an educator, a teacher, and then just seeing that there was so much going on with the youth. I was working with like so much em , emotional need and wanting more one-on-one time, wanting to understand that more. So it was kind of like, okay. Led me to psychology. And then at some point, a lot of people describe the aha moment when someone says, well, what about art therapy? Like that for me? I had a moment like that. And so , um, I'm an art therapist in community spaces. I collaborate with nonprofits and I have a small telehealth practice. I moved to telehealth after the pandemic. Um , and I also am a clinical , uh, supervisor in the Helen b Vanguard Art Therapy Clinic at LMU. And I also do some part-time work with Cedars Sinai Medical Center. Um , I probably am forgetting something. I have a lot of jobs,
Jessica:<laugh>.
Amber:And then of course, Jessica and I working together with recipes for connection, which is really sort of like all of that, all of that experience that we've had, like coming together in , um, a really beautiful way. So happy
Jessica:To talk about that with you.
Lauren:Yeah. I , uh, I'm super excited to have you all here. And , um, we like to just jump off every conversation with a question. And the question we wanted to talk with you about today is why is art a useful tool that teachers , um, can and should be using in the classroom?
Jessica:Yeah. We can talk forever about that. Um , <laugh> , right ? Yeah. <laugh>.
Lauren:Lisa. Lisa and I have been talking about art being a tool for wellbeing for , uh, for very, very long time. But I love this, this specificity that you all have for teachers in classrooms and group settings and things like that. So I'd really like to chat about that. Yeah ,
Jessica:Yeah. Yeah. Um, and maybe I think what might be helpful is to think about like, so our organization's name is Recipes for Connection, and I'd love to just share a little bit about how that came to be, and then we can jump into the , the class . But , um, so like Amber was saying, we've collaborated for years and years and years, like, what, 15 years? Amber? We've been collaborating doing these , um, art in community art as healing workshops, events. Um, and one of the projects that we worked on , um, was a project in collaboration with an organization at the time. I'm not sure if it exists anymore, but the Center for Restorative Justice Works. Hmm . Um, where they work with , um, helping families where one is incarcerated. So for this specific project, we were asked to provide a art therapy based week long workshop for children and their moms who are incarcerated , um, to do over the course of a week. So Amber and I decided to , um, you know, think about what we were going to do during this week long art making event, kids and their moms, some of the , the moms and kids hadn't seen each other and like multiple developmental stages. Mm-Hmm . <affirmative> . Mm-Hmm . <affirmative> . And so, like, we usually do, we didn't wanna go in and say, this is what you should do. We went and we said, what do you want to do? Like, what would be helpful for you? And a lot of the moms that , um, we spoke to really talked about like wanting to give their children , um, wanted to give them something, some knowledge to impart some sort of experience so that they could use that, you know, when they're separated. Mm-Hmm. <affirmative> . Mm-Hmm. <affirmative> . And in conversation, a lot of the women talked about wanting them to , um, you know, have recipes that they could easily make for themselves. And so this idea of recipes became the foundation for our first activity. And so we created with the moms and the kids this recipe book. And so first it was a recipe for your favorite meal, and we would use like, like magazine collage, right? Mm-Hmm . <affirmative> . And then it became a recipe for what to do when you wanna celebrate, or towards the end of the week. It was a recipe for what to do when you miss someone. And so the kids and the moms could talk about it and make this recipe book. And , um, and then the kids got to take it, and the moms got to feel like they were there with their child. And it was beautiful. And as a mom, heartbreaking, <laugh>. Yeah . It was just all the, all of the fields . And , um, but really what we noticed was how quickly , um, and how effectively the art helped these, these families really connect so quickly, so quickly and under such stressful circumstances. Um, and so that's why our organization is called , um, recipes for Connection.
Amber:I love
Jessica:That . You wanna add anything Amber?
Amber:Uh, yeah. Yeah. It was just, it was incredible. It really, it also just like helped them make up for last lost time. Mm-Hmm. <affirmative> , I think , um, we're really grounded in attachment theory and that , um, really identifying and naming how important and significant early attachment relationships are throughout childhood. So, kind of transition back to your question about why, why in the schools, like, why the, the social emotional learning opportunities , um, are so supportive to any children who may have had interruptions with their attachment. And we just, we know so much about what's, what's going on post pandemic. Yeah. Um, you know, there's, I was just looking at a, some statistics this morning just to kind of guide the conversation. <affirmative> . Um , according to the Centers for Disease Control and Prevention, approximately 9.4% of children aged three to 17, about 5.8 million, had a diagnosed anxiety disorder in 2020 and 4.4%. Mm-Hmm . <affirmative> 2.7 million had a diagnosed depressive disorder. And so I think, I think we're really kind of here in the right time to kind of respond to the tsunami of need. Mm-Hmm . <affirmative> the tsunami of mental health need that we're seeing. Um, and you know, I I think that just to kind of bullet point some of the things, I mean, just making art is, is so important to express yourself, to develop empathy, to reduce stress, to problem solve , to collaborate. Um, when we work through something, when we work through challenges and we have to work through these mistakes, we're , we're developing resilience and perseverance and , um, self-awareness and reflection. And then also it's so important for, for cultural inclusion , um, and making, making the classroom like a supportive and connected space. I think that's, that's the main thing for me, like creating opportunity for that.
Jessica:This , we had , go ahead.
Lisa:No, I was just, I'm curious, like, 'cause when you were talking about the, the genesis of your program where, you know, these people were the moms and the kids were connecting through the audience process, how do you feel that art , I call it a talisman, meaning an object of power? Like, how does that, how does that happen? What happens? And how does that become a bridge? You know , just kind of the nuts and bolts
Jessica:We have. Um , I think we have some theories that are backed by research. Mm-Hmm . <affirmative> <laugh> . Yeah. But really, like, I think just at the very, at a very basic level, when noticing the moms and the kids making art together, they're sitting really close. Right? They're sitting really close together. They're , look , there's that , what do they call it? The serve and the return that happens with attachment, right? Mm-Hmm. <affirmative> . So at a very basic level, there's all this , um, c being seen all that, those good oxytocin chemicals, right? Mm-Hmm . <affirmative> like, so I think at a very basic level, there's that. And then in addition, you are , um, you're having both like a, a , a verbal dialogue and a visual dialogue. So expressing yourself and then being seen and accepted. And that expression, I think then also starts to, to really , um, kind of strengthen the connection and the bond. Mm-Hmm . <affirmative> . So just at a very, very basic level. Mm-Hmm. <affirmative> . Yeah . Yeah . Well said .
Lisa:Mm-Hmm.
Jessica:<affirmative> . Yeah. Um, yeah. I wanted to add something too about, you know, going back to the classroom space, we we're always referencing this, this great article. It's by Howard Bath , um, it's called , uh, what is it called now? I forget. Therapy in the other 23 hours, or No, I can't re no. Trauma Wise Care in the other 23 hours. Yeah . Yes . That's it . And , um, it's, it's sort of speaking to this idea that, you know, kids are in, in therapy, maybe for one, if they're, you know , fortunate enough Mm-Hmm . <affirmative> or have the resources, they're in therapy for , um, one hour a week, but what do you do in the other 23 hours? And he talks about how , um, the classroom space is sometimes the most consistent space that a child will go to. And so therefore we treat it , um, you know, as a therapeutic <inaudible> in a sense, right? Mm-Hmm . Because that is the , again, like maybe one of the spaces that they go to that is the most consistent. And so being very mindful of that, and how do we , um, you know, teachers have so much on their plate, so much on their plate , and how do we support the students and the teachers? Like what, what are sort of tools that we can give them to increase the relationships and the connections? 'cause we know that when students , um, feel connected and have a stronger relationship with their, their teacher, they're going to be more likely, you know, to , um, interact in the community spaces in a, in a pro-social way. Mm-Hmm . <affirmative> . Mm-Hmm . <affirmative> . So , um, you know, I think that we think about that a lot. Like how can we make Mm-Hmm . <affirmative> the teacher's job easier in a sense. <laugh> .
Amber:Yeah . And , and just to , um, piggyback on that, there's, there's the three pillars of trauma wise , care, safety, connected relationships, and emotional regulation. And those are the three things that we think about when we do trainings with teachers when we're developing curriculum. Like, are we meeting these needs, which are so important for everybody? Mm-Hmm . <affirmative> for
Jessica:Everybody. Yeah. And not just folks that have experienced a trauma, but everybody
Lauren:Mm-Hmm . <affirmative> . Right, right. Yeah. Yeah . I mean, I, I think art is a fantastic tool to meet those pillars , um, of need. Uh, gimme an example of something that you would , um, like a lesson or a , um, you know, that you would give a teacher to use in the classroom.
Jessica:Should we, is this a good time to bring in our doodle project? Amber? Yeah .
Amber:Yeah. I would say so . I think so. Okay . Yeah , because we , yeah. We've been doing this with students and it's like magic, like a assembly style room full of , uh, sixth and seventh graders suddenly becoming very quiet.
Lauren:Yeah .
Amber:Yeah. Go ahead, Jess .
Jessica:Uh , so we've been working on , um, a project with Lako , which stands for the Los Angeles County Office of Education. And , um, their C DO program, let me see if I can remember this acronym. There's so many acronyms in education, <laugh> the Center , um,
Amber:Center and Online Online Learning Learning . Yeah . Yeah .
Jessica:And so they have a grant , um, that they're , um, that's focused on what they call the Promising Learners Project. And that is , um, promising learners are, are kids that have been impacted by the foster system. And so they're really targeting those, those kids at schools. And so , um, we work with a whole team and , um, we are currently , um, doing site visits to all sorts of schools, all across Los Angeles County, like all across Los Angeles County. And it's been really interesting to kind of travel around and, and see all these schools and teachers. Um, but what we, we talk to the teachers and the kids about is mm-Hmm . <affirmative> , uh, how just really simple acts of creativity Mm-Hmm . <affirmative> that are integrated into your day. Very simple materials, quick little art breaks . Mm-Hmm . <affirmative> , um, can be really impactful. And so we talk about doodling and we talk about how doodling really can kind of hit a lot of those pillars. It's , um, it can be, it can build a sense of safety Mm-Hmm . <affirmative> , because it does allow you to regulate and it can really build those relationships because you can be in a regulatory place alongside somebody else, and you can co-regulate. And we also have some different activities that , um, different doodling activities that really talk to , um, different brain functions. Mm-Hmm . <affirmative> . So we talk about bilateral stimulation, and we have the kids draw with both hands. Mm-Hmm . <affirmative> , we talk about , um, uh, emotional regulation. And we talk to the kids about repeating marks as a way to regulate Mm-Hmm . <affirmative> . And then we have them do this sort of funny blind contour drawing Mm-Hmm . <affirmative> where they're not allowed to look deeper and they have to just look at a partner, and they come up with these really silly drawings. And so everybody's laughing. So there's relationship building. And , um, it's just, it's been, it's been really, really exciting to see this very, very simple tool that actually has research base . Mm-Hmm . <affirmative> we're always researching that doodling can really increase focus, it can increase positive mood states. And there was also too , um, I think her name is Isha . Kamal did some research where they studied the, the brain and the reward center of the brain would light up when doodling. So Yeah. So that's an example. Very simple.
Amber:We give, we give , uh, we, when we're doing this project, we're giving each of the students their own little pencil bag that has like , kind of doodle materials in it, pencil a eraser , squishy brain to kind of use. So that's, that's another area too, like kind of this idea of the art break where even if it's just , um, like kind of creating like a calm down type kit with some regulatory art materials in it, and giving that to the teachers so that they can use that if they ever see that a student just needs to either be upregulated or downregulated, and there's like tools in there for both of those things. Mm-Hmm. <affirmative> . So that they can , um, you know, maybe create a space for them in the back of the classroom to, to use that. Or maybe it's something that they take with them to the counselor's office if they really need that. So that's one way we've been trying to support teachers.
Lisa:Wow. I love what you're doing. I used to teach , um, kids in the foster care in Oakland. Oh . And I developed, yeah. So I developed this transformative of our program, which was , um, it was, it, what I'm hearing, it was not really embraced. The teachers didn't really know <laugh> what was going on in the art room. And it was really, you know, it was really about transformation and about empowerment, and about discovery, and about relationship and about safety. So my question for you guys is , um, obviously you're , you have this beautiful marriage of science backed , you know, the science, you know, the psychology. What are your challenges about getting in it into the classroom, into the teacher's hands and saying, this is a beautiful life skill for your kids to thrive? Right.
Jessica:Yeah.
Amber:I feel, I feel like one of the, the , the , one of the big things is that like , when we're doing, if , if it's either with a caregiver or an educator , um, is kind of like helping supporting them know that like you're part of the process, like you making the art with them . Like you sometimes not always, right. Like really wanna have steps, and they really wanna have a clear idea of the outcome. And this approach to art making is, it's so, it's so much more open to expression . And if they, if theirs looks completely different than other students, like that's the , okay. Like, our main objective is just to be creating and using this media to express themselves. So I think that's a , a big part. Like in , in teacher trainings , um, we, when we do trainings, we have them do the art Right . That they can really experience it. So it's not just something I'm giving to the students, this is for them.
Lauren:Yeah.
Jessica:Well, and kind of like tied into that is, you know, I don't, I don't have time to do this. Right.
Lisa:Right .
Jessica:Yeah . And so really, really trying to highlight that these can be very simple. Like the doodling. I had one of the teachers come up to me after and say, oh, didn't even think about this. This is so simple. Hmm . I'm like , yeah. It's, it doesn't have to be, you don't have to get all the paint and the clay out . It can be, it can be very, very, very simple and accessible. You don't need fancy materials to do this, and you don't actually need a lot of time to do this in the way that we are , um, advocating.
Lauren:Yeah . Uh , yeah. I think, I think people have , um, I think people have this idea of art as a , as a lesson because that's how it's been integrated into schools. And that, and, and the thing I've been trying to get people to understand is that there's two different things , um, that our class is very important , uh, mm-Hmm . <affirmative> to have in , um, education. But art in the classroom is a different thing. Yeah . Um , you're not, you're not teaching them , um, uh, like, well, the skill you're teaching them is more , um, emotional regulation processing and self-care and Mm-Hmm. <affirmative> , um, just sort of as opposed to like, this is how we shade for a shadow. Right. It's , those are exactly different skill sets . Mm-Hmm . <affirmative> . Yes . And I think that's a misconception that people have when you start discussing with them having art in the classroom. I think a lot of people are like, well, we already do art. And , um, it's like, well, well, yes. Um, and I mean, I'd be like, well do more, you know, of course I'm an I'm an advocate. I'm an advocate for that. But , um, I think that , um, it's, it's sort of getting people to understand that we're actually talking about a , a different kind of art, if you wanna say it that way. And I think Lisa mentioned like process art, right? It's, it's about the process. It's not about the product . Art class tends to be about the product, doesn't mean that you don't go through the process as well. Um, it's very beneficial. Um, and I'm sure you could talk to any art teacher and they will, they will witness the same things , um, in , in a student when they come to, to art class. But in a classroom setting, it feels as though it's , um, skill building almost , um, together , uh, with the teacher and the student. Um, my, when my , uh, son was in first grade, his teacher just randomly put out a large piece of paper one day and just tossed a couple of crayons and colored pencils on that. 'cause she was noticing that some students were getting finished with their stuff earlier. And she's like, well, just go to the, go to the doodle table or, or choose something else. And she said, everyone chose the doodle table <laugh> . And, and she said within a couple of, a couple of days, she saw like a tremendous sort of difference in the students. Wow . And she was talking about it in a positive way, right? Yeah . Like the conversations that were being had at the table , um, just the regulation abilities for some of the students, probably all of the students, right. So these were first graders. And , um, and she's like, you know, I think I'm just gonna, I'm just gonna keep that as an option. I was like, I mean, heck yeah. Mm-Hmm . <affirmative> just like, that's, that's so awesome. And then you get to see it over time. She said it was really fun to watch the, the doodle page change, right? Yeah . And so it's, it becomes this conversation piece for the classroom, and then they're all connected around it, you know? Um, so yeah. What would your ideal day in a classroom be? If you could design sort of when a teacher used it , when , you know, like how often when , um, you know, what would, what would you recommend?
Jessica:Well, I think that I'm thinking about at the end of our, our , we have a , it's a very short presentation. It's like 45 minutes. And at the end we always ask them , you know, so, you know, our goal today was to sort of provide another tool for your toolkit . And , um, you know, kids, when do you think you'd wanna doodle? And, you know, we get all sorts of interesting responses. Some of the kids are like, all the time <laugh> ,
Lauren:Whenever
Jessica:I can , you know, and other kids are like, when I'm sad when I'm stressed during math class. And then we ask the teachers and they're like, at recess or , um, at what else do they say during art class? But then we'll get other teachers who will say , um, you know, state testing is coming up, so let's do some doodling before our state testing. Mm-Hmm . <affirmative> . Um , so I get sort of a variety of responses, but I think that, you know , ideally, ideally for me, I would have art integrated in every subject. But that is, I think for me, that , um, working in a very integrative discipline that sort of is a natural right Place for me to go. I did teach before I was an art therapist. I taught , um, all K preschool through high school, but, Mm-Hmm . <affirmative> I remember specifically, you know, in third grade, I would use the art in every, everything, everything that I, I could. Um, so I think ideally for me, drawing about something , um, drawing from personal experiences , um, and creating art about that and , you know, in social studies or , um, using sort of data visualization for math, like I would do it all the time. Mm-Hmm . <affirmative> . I don't think that that's realistic for Right . Everyone. So I think, yeah. I don't know. Amber, what do you think?
Amber:Um, yeah, I think that that just, it's just, it , it ha it's like, it like starts before the kids even enter the room. Mm-Hmm . <affirmative> . But there's art, there's representation. Mm-Hmm . <affirmative> . There's , uh, there's the art that students make on the walls and that like, is all part of creating that welcoming environment. And even just like the greeting, right? That I'm such a fan of the greeting where it's like the teacher is down at their level making eye contact. And I love those little visual cues where you can get some movement and maybe do a little dance. And the students pick which one they do. Mm-Hmm . <affirmative> . And then I think that, you know, each classroom typically has like that morning meeting.
Jessica:Yeah.
Amber:And I think that art is like such a great tool for the morning meeting to create art . 'cause you know, I know from my experience asking students, how are you? And we get good, fine, but if I say to them, like, draw a scribble that represents like what your morning was like. Mm-Hmm. <affirmative> , you know, or like, what's the weather report? Even if we're not drawing, but we're like using symbolism and metaphor to help express our emotional world. So like, if it's like, oh, it was tornadoes and lightnings this morning, miss <laugh> . Like, that gives you so much more information to, to just have those like really important conversations. So that art is a process of like the meter, the mood meter, not only for the student to name for themselves, but like for the whole classroom. Yeah. And there's a lot of really creative ways to do that. So that, that to me, that's the ideal. Like, it, it really is that like, setting the stage, like setting frame, like from the moment they walk in . Yeah . I love that. And then it continues from there. <laugh> ,
Lisa:You're , you're like creating a creative environment. Um, do you guys think you are part of a new paradigm? Or is the paradigm like, like happening Because I've been out of the teaching, you know, classroom for a little bit. Do you feel like, you know, do you what I'm trying to say is this , like, is this the now in Los Angeles? Or is it something new that you're breaking through?
Jessica:I think, I think, I think that there was a, there has been a push , um, for definitely more incorporation of social emotional learning in classroom spaces. Mm-Hmm . <affirmative> . Um,
Amber:Can you talk about the all , some few?
Jessica:Yeah.
Amber:Model
Jessica:The , um, what , in what, in what way? The , um,
Amber:I, I guess that's kind of , um, something that we've just been incorporating because , um, education spaces kind of have a shared language for that around here, here in Los Angeles that we're integrating arts to meet the needs of some students that really need it. Uh , a few students that need, oh , I , I'm , I might be saying it wrong. Can you maybe
Jessica:Oh yeah. The , the mts, so they call it the multi-tiered system of support, I think is what you're referring to. Yeah. So it's , um, it's sort of like prevention and intervention strategies , um, that the educators are , are sort of discussing where you had these certain , um, you know, activities that will benefit all, all students, some students and few students. Right. But that, you know, so for example, by including art as social emotional learning in the classroom, it's really benefiting all students. Right. Um, but it could also, it could also really be benefiting. Right . Um , and then ideally, maybe there's a few that you kind of, you know , um, turn up the intervention a little bit benefit that those , that small group of students. Yeah . Um , and so I think that I , yeah. Oh, sorry. I think , I mean, I think that that has been, that is not a new thing. I think that pandemic though really kind of turned it up Uhhuh . I think it , I think that there was progression , um, towards that. Um, but I think now we're in, like, as Amber was saying, there is such a need. I think that there is already these existing mental health issues, but, you know, they're under the broiler now with all of the, the stress and anxiety of our, of our world. Um, and so maybe it's not necessarily a new paradigm. It's just been kind of an intensified would be my <inaudible> . It
Amber:It's been accelerated. Yeah.
Jessica:Yeah . Yeah.
Amber:There's a , the, you know, the Prop 28, the , um, which was to increase funding for art and music initiative that has been in place here in California. Yeah.
Jessica:Yeah. So there, there is definitely, there's been more funding that has been , um, geared towards mental health and now arts education in our part of the world. Love .
Lauren:Yeah. I love , I love hearing that. Okay. That's,
Jessica:Yeah. I know. Me too. Yeah . <laugh> <laugh> .
Lauren:Well , uh, thanks for taking the time to chat with us today. And , um, man, keep doing what you're doing. I love it.
Jessica:<laugh>. And then
Lisa:How can, you know, let's talk about some new projects you have going forward and how can people get in contact ? Oops, sorry.
Jessica:Yeah. Well, we have our, our website@recipesforconnection.com. And , um, we also have a book coming out , um, oh , that's exciting. Yeah. Recipe with arts edu Arts , um, oh my gosh. We had such a long title, but it's , um, at social emotional arts activities for the classroom teacher. So that is coming out , um, I think in December that should, we're finishing up our, our revisions. And so that's exciting. Those, it's full of 60 activities, I think about 60 activities that are all connected to social emotional learning. And it's broken into five chapters. So you could hit all the dif all five of the SEL competencies. Mm-Hmm . And so , um, that'll be coming out. And what else?
Amber:Well, I think that one of the strengths that we bring to the table, to the table for the recipes for the meal <laugh>. Mm-Hmm . <affirmative> , we like a metaphor <laugh> . Mm-Hmm. <affirmative> , um, is curriculum development. And so we've done a lot of consultation meeting with clients like school , um, school systems, like this is what we're seeing. And I think Jessica and I, because we've been collaborating for so long, we just like, oh, well what if we did this? What if we, we could really target that behavior? So there's a lot that we have right now, but there's also like a lot that we haven't created yet. We have a lot of really great ideas. We're, we're really wanting to create like , um, creative literacy books for really young children. We are also really trying, and we're just kind of not there, but we're really getting close to it, like developing these art kits that we can like, sell a little bit , um, school boards or whatever. Um, and so yeah, we're, we're just available to collaborate. We do, we do teacher trainings , um, for, for educators, for administration. Uh , we also do like family art time events. Mm-Hmm . <affirmative> where we use these recipe cards. That came out of the whole recipes for connection concept , um, getting families together in the room. And so any organization Right. That's working with caregivers and youth could work with us and we could provide the space for them. Um, and Yeah. Or just
Jessica:We love collaborating.
Amber:We love collaborating. Yeah .
Lauren:Hey , so do Yep . So do we. So do we. It's, it's the, you know, collaborating, right? We always talk about this. You , you get more done with more people that are passionate. The more people that are passionate that are involved, the more you can get done, the more positive impact you can make. So, yeah. Awesome. Awesome. Alright , well we'll put all the details in the , uh, description when we post it and , um, let us know when the book comes out. We'd love to share that with our audience. Well ,
Jessica:Thank you. Thanks so much. Yeah . To both of you. We'd love talk . Oh , you're
Amber:Welcome. I love your cat with a little mustache. That's so tough .
Lisa:Mr. Charlie, that's Mr. Charlie Cat ,
Amber:A gentlemen ,
Lisa:I just wanna have one final comment. It's really about art as service and that's, this whole conversation is service. Right? So you're in service. We're in service. So loved it .
Jessica:Absolutely. Thank you. Yeah.
Lisa:So thank you so much.
Jessica:Thank you.