James Loy:

Major Insight is a production of Miami University. This is where we showcase successful students, their promising new research and its relevance in our world.

As an artist and educator, Lucy Osborne is always excited share her love of art with others.

As an Art Education and Art Therapy double major, Lucy uses art to enhance the development of children, as well as the well-being of older adults with alzheimer's and dementia. She’s also an award-winning recipient of the Ohio Art Education Association scholarship.

On this episode, she also talks about not only finding -- but also maintaining – a passion for your chosen major, using art as a platform for social justice, and the life-changing difference a great teacher can make.

Now here's Major Insight host Peter Everett and Lucy Osborne with more.

Peter Everett:

Well, just for everybody listening. Why don't you introduce yourself and your major and your year?

Lucy Osborne:

Yeah, hi, my name is Lucy Osborne. I'm a junior co-majoring in art education and art therapy, and yeah, have strong passion for the arts and the way that they impact wellbeing and development and I'm from Cincinnati.

Peter Everett:

Awesome. How did you develop that passion for the arts? I know most artists, myself included, have a unique story towards that, so...

Lucy Osborne:

You know, I never really got into it until high school and it was all because of my art teacher, Alice, in high school, she was a huge influence in my work and everything. And I took a basic art one studio class, and then the next year she was like, "Hey, you seem to really like this class. Would you be interested in taking a class called portfolio prep, where we do a little bit more advanced work?" And I was like, "Yeah, sure. I'll fulfill another arts credit." And I took that class and I was like, "Wow, I really do like this." So just the change of the idea of what I was creating and it was more focused on what I wanted to create and not just painting some landscape or drawing a hand or a zentangle. And too cultivating my work with mediums, we had Prismas and acrylics and all different kinds of mediums to work with.

Peter Everett:

It's kind of, I think, a testament to how impactful high school teachers can really be. I feel like you understand that and because you also now are, I think, becoming passionate about teaching high school, is that correct?

Lucy Osborne:

That is correct, yes. So just like you said, it's so amazing what teachers have the opportunity and ability to do, especially high schoolers who have no idea what they want to do, and if you just have one person that cares about you, just my high school art teacher did, and allows you to cultivate a skill or a passion you had no idea you even had. I was super lucky and unique to have that experience, but it was really cool.

Peter Everett:

How has your Miami education and your professors, how have they helped you build that love of teaching and instilled that in you better?

Lucy Osborne:

Oh my gosh. If anything, it's more fueled than ever. Gosh, coming to specifically Miami and through art education that has only fueled me even more because the connections I have with my co-chairs of the art education department, Dr. Baer, Dr. Stephanie Danker, they are incredible women who only continue to fuel my passion. So again, this idea of it never stops and it's all about relationship building, but it's all about having teachers that see something in you and push you to do those things. And my teachers have just had such an impact and I feel as if I'm almost failing them if I don't give them a tribute, because truly as a first gen and not having... Gosh, the way that-

Peter Everett:

By first gen you mean first generation college student?

Lucy Osborne:

Yeah. So it's incredible to me when teachers just see something in you. And I wasn't this crazy talented artist. She helped me cultivate that skill. But at the end of the day, it's one person that sees something in you and they give you something and you want to do that for other students and believing in them so they'll believe in themselves to accomplish anything.

Peter Everett:

Yeah, and this connection you're talking about between art and building relationships with people, is that what led to your passion surrounding art therapy?

Lucy Osborne:

Absolutely. So I did not get into art therapy until actually my... I didn't even really was aware of the practices, but freshman year I saw this infographic for OMA, Opening Minds Through Art, which is a class, and then a club on campus. Gosh, I attended an OMA session and it, gosh, changed my life, and it really showed me how you... Even older adults who are deemed incapable, especially those who have Alzheimer's and dementia, but they are quite in fact capable of expressing themselves creatively. And through OMA, especially as a student, being able to, or helping them find that voice and giving them a piece or control of their life back, even if it's just for an hour is an incredible opportunity. So with that, I began to think, "Wow, this is so important, and this club is amazing." And the whole story of OMA is we deem older adults as incapable, especially with Alzheimer's and dementia.

Lucy Osborne:

But OMA's whole goal is teaching these older adults that they're capable of creating themselves expressively and we do things that... Or art making methods that look hard to do, but are easy to do versus easy things that are hard to do. For example, you think giving an older adult coloring page or a pumpkin that you glue googly eyes on for a November craft. That's actually extremely hard having to pick up the googly eye, put glue on the googly eye, and then put it down at a specific place on the paper. But with OMA, we create these beautiful abstract pieces of art that are reflective of symmetry and symbolism, and it's really cool to watch these older adults expressions when they create something that looks insane with their art after we create a project. But I see so many benefits in continually practicing art therapy within teaching. And I think it's relevant in any world. There are so many of my peers and friends who I try to get on the art therapy minor or co-major track that are pre-med majors, kinesiology majors, business majors, marketing, and it's all so relevant.

Peter Everett:

Would you say that maybe that experience more broadly instilled in you a passion to connect maybe art and social justice, and how do you tell someone's story? How do you give agency back to people? How did all of that come together for you?

Lucy Osborne:

Oh my gosh, yes, and that's the hardest part because there's so many passions and realms that I'm interested in art education, but it all comes down to one thing and that's relationship building and that's teaching art education. As educators, we not only have this privilege, but we have this responsibility to bring relevant stories to our students that matter and our students of color that matter, and I think sharing those stories and not just preaching on Kehinde Wiley and artists of color, but breaking apart whiteness and integral parts of education and shedding light onto that and crucial matters happening in our worlds and our students' worlds and how that's going to affect them longterm and letting them fostering a kind environment where they feel that they can speak up in class freely and talk about their concerns and worries as a black kid.

Lucy Osborne:

That is a huge passion of mine is teaching art education through this social lens and construct, especially as an educator, but it all comes down to that one thing, and that's through art therapy and through teaching art ed through social contract, it's having a relationship with a student where they feel comfortable to share those things with you and where you feel what you can share with them and grow together.

Peter Everett:

Could you give us maybe a specific example or a story of how you build that connection with a student?

Lucy Osborne:

Oh my goodness. So recently I was a Saturday art teacher this past semester. So essentially every Saturday morning I teach a Saturday art class to a couple of middle school students. A huge goal of mine in teaching was teaching art education through the social realm and constructs, and we talked a lot about why black representation is not as represented in schools and in artwork and what we see in museums and it's a whole bunch of dead white men and how it should not be all about that. So a lot of my lessons were based on that element of social construct and justice and introducing different artists of colors and identities to my students. And I think a lot of it was about meaningful dialogue and conversation with my students talking about these crucial matters and why representation is important.

Peter Everett:

So I'm gathering that the art education major, not only is it about developing your own skills personally as an artist, but also developing your skills in curriculum design and implementing lesson plans and educating yourself on the history of different artists in our work and everything. So how has the responsibilities of not only developing yourself personally as an artist, but also learning how to design curriculum and learn all the history of these different artists, how's that really developed your teaching philosophy?

Lucy Osborne:

It's shown me just how important it is to bring these crucial issues to matter, because hopefully I will be teaching students of all colors and identities, and I have to bring stories that are relevant and important to them in their worlds, and not just preach and teach about a whole bunch of old dead white men, which is typically what we see in museum settings and early K through 12 childhood experiences. And it did take until I got to college and truly reflected on my own background and art education and the education that I received K through 12, likewise to my peers, that those teachings are pretty absent and it's up to us and this new generation of hope ... and hopefully we continue to move in somewhat of a right direction. But I think teachers play a huge part in that and the way we can expose our students to these crucial happenings and stories that are relevant to them in their worlds and stories that we need to share.

Peter Everett:

Yeah. And I'm sure all this relates to the Giving Tree art program that you've been a part of. Can you just explain, what is the Giving Tree art program, and maybe how has that really fed into your education here at Miami?

Lucy Osborne:

Yeah, absolutely. The Giving Art Tree Project is a great example of art therapy and how important it is, but essentially it's run through a woman named Dr. Leah Wasburn-Moses who works in the education department at McGuffey, and essentially what she does is measure the impact that art making has to heal and bring down nerves of different groups of populations. So one of the first populations that we focus on was the wellbeing of people waiting for loved ones in surgery. So essentially they would create a mandala or a small art... They would color in a small mandala and then complete a survey to see how their mood, their wellbeing, essentially, improved after their loved one was out of surgery, and the results were pretty good, but it allowed us to move in a different direction of measuring those kinds of positive art-making effects for a different population, including people receiving dialysis and other treatments. So that's where it led, and then COVID happened, but I definitely want to remain well-versed and continuing my own research of the positive impacts that art and healing has.

Peter Everett:

And what advice would you give for incoming students to become as passionate as you are about whatever their passion ends up becoming, and how are you able to maintain this level of enthusiasm? So how have you been able to do that?

Lucy Osborne:

Yeah, and oh my gosh, I think it dates as... It started as soon as I came to Miami. I came to Miami this open-eyed freshman, I was lucky enough to receive a scholarship to come here through the arts and meeting amazing people like Dr. Baer, Dr. Danker, and Chad Reynolds, but I came here so passionate and "I love art education, I'm an art education major!" And I actually got a lot of negative feedback from that. People deeming me inept, incapable as if their definition of what constituted a smart person was nowhere near in any realm in the arts.

Peter Everett:

You weren't edgy enough to be an artist?

Lucy Osborne:

I guess not. And that's a whole other stereotype.

Peter Everett:

That's art kid culture, though, so we can talk about that later.

Lucy Osborne:

And oh my goodness, I have so many things I could say on that.

Peter Everett:

I know.

Lucy Osborne:

But I think maintaining this passion is you coming to terms with if you like something, you just got to do it and you got to be confident in doing it. And yes, I'm still going through the whole process of knowing how meaningful and capable I am in my work, but you just can't listen to anyone's definition of what constitutes a smart person, and I think a lot of that comes down to comparing your majors and what you're doing in your major and... But that's just it. It's not about what your major is. It's about what you're doing in your major. And if you're passionate and you care about something, it's going to shine through in any work you do, and it will become meaningful and important. And it's things like that, that always doesn't define other people's definitions.

Lucy Osborne:

But I feel so confident, especially in art education program here at Miami, that they truly build a foundation that allows you to see the benefits and importance of that work and how it's long-term and the lasting impacts that art education has in all sorts of realms. So if you have a passion, you just do it. And this sounds so cheesy, but don't really care what other people say. You can make anything meaningful and important if you choose to be, and it shines through in what you do in the work you do, and it's incredible the foundation that the arts give you through that, and it's relevant in all fields, but... And that's for any major. If you're passionate about something, you just got to believe that you can do it and do things that are important to you.

Peter Everett:

So how would you describe the stereotypes surrounding the art education major and how did you maybe overcome that obstacle?

Lucy Osborne:

Yeah, absolutely. I would definitely say, and I am a little embarrassed to say that sometimes when people ask me my major, I am not as confident even to now as to say, "Yeah, I'm an art education major," because, "Oh, that's cute." And it's relevant to studio majors. So you're like, "Oh, I'm an artist." And they're like, "Oh, that's cute," and then maybe they see your artwork, and they're like, "Wow, you can really draw." And even in that it's so disheartening because also art making in general, it's so conceptual, and who's to say your definition of what talent is is reflective of the talent of that student?

Lucy Osborne:

So I think regardless of your major within arts, within the college of creative arts, if you love something and you're passionate about it, you got to hold confidence in that and not compare yourself individually to other people. And I think that's relevant in all fields. And although it's disheartening at times to hear people downplay your major or downplay anything you do in the field of art in general, but it told me that people are saying that, but I don't care. This is what I'm going to do. I'm going to do work that I care about and make something meaningful and important. And maybe that's not measurable in other people's eyes, but it matters in my eyes, and it's going to matter to my students' eyes and the other people that are able to be met through and reached through the arts.

Peter Everett:

Do you remember a specific moment where you first truly felt validated in your decision to pursue this?

Lucy Osborne:

Yeah, probably one of the first field experiences that I have. So through the art education program at Miami we're able to go into field as early as first, second semester, and I remember, I think it was my first semester of sophomore year, I had field at Kramer Elementary, twice a week, it was so great. I was with a group of fourth graders and fifth grade students. And this girl made... This little girl named Elise who I would always sit with and chat with, so I'd go around and distribute different supplies or project ideas to students who were participating in art making. And this girl made Elise ... or this girl named Elise gave me a poster that said, "Art is my world, and so is my teacher," and she was a student who I hadn't really spoken to too much with, but she looked at me, it was my last day of field, and she was like, "Ms. Osborne. I know you maybe don't know me so well, but I know you super well, and I see what you do and I just want to thank you." And she gave me that little piece of artwork.

Lucy Osborne:

And I think that, too... So essentially I would say the first time I was really able to get in a classroom with students, the way that these kids are able to interact with materials and collaborate with each other and just have time and space to create and just truly express themselves. I was like, "Yep, this is it." And the way that art is able... Like a vessel to help them guide through and express, especially with relevancy to art therapy, students who are experiencing trauma in whatever realm that may be, the way that they're able to visually express themselves and the audacity they have to share that with you, it's so cool. I'm kind of rambling, but...

Peter Everett:

No, no. I think what I'm hearing is you're talking about finding the higher purpose within art and using art as a tool to maybe... For personal development, for relationship building, rather than just simply, "Oh, this is the design idea I had in my head and I put it on paper. It looks good."

Lucy Osborne:

Absolutely. And a lot of the times, as sad as it is, a lot of people use the arts to support, especially in reference to arts integration and teaching in K through 12 schools, art a lot of the times is looked at as support or a side project to the quote unquote "important" things like math and language and social studies and science, which are also important, but the arts are important and it should be an equivalent to that, especially in the basis of art integration and it's about what we can collectively and collaboratively do. And the arts is so much more important than just a little art making activity with some scissors and paper and glue. It's about what the possibilities that these students have and finding relevancy through art making in all their worlds.

Peter Everett:

Well, I can't think of a more encouraging way to end a conversation. Thank you so much for coming in today.

Lucy Osborne:

Oh my goodness, thank you for having me. I was really shocked when I got this email and super honored to be one of the first art students to be featured on this. It's really, really cool what you guys do and thank you for having me.

James Loy:

As Art Education and Art Therapy double major, Lucy Osborne will soon be certified to teach art in K-12 schools, and after graduation, she also plans to explore art advocacy and museum education.

And this is Major Insight, please share this podcast with friends, with students or with anyone who hopes to make a powerful impact on their world. More episodes are available right now, wherever podcasts are found.

SHOW NOTES:

Featured Majors: 

Art Education, Art Therapy, Studio Art

Featured Organizations and Internships:

• Opening Minds Through Art (OMA)

• Ohio Art Education Association

• The Giving Art Tree Project

Faculty Shout Outs:

Stephanie Danker, Assistant Professor of Art Education

Stephanie Baer, Assistant Professor of Art Education

Leah Wasburn-Moses, Professor of Educational Psychology

Career Clusters:

Arts, Communication, Media and Design

Education, Nonprofit and Human Services