Become a Sequencing Teacher Through Vermont State University

Sequencing is a way for both beginners and more experienced art makers to enter the process of painting at a deep and direct level. Through this process, Sequencing allows you to engage in creating art without self-doubt or other barriers that can inhibit creativity. You engage directly with the paint, surface and tools in a very immediate and tactile way.

Sequencing quickly identifies important elements in our creative work, momentarily suspends part of our thought process, and allows us to begin work without the burdens of self-doubt, memory, and desire. It helps to free us from the idea that quality artwork is wholly dependent on technique.

This course begins with a 4-day in-person intensive experience at River Gallery School of Art and continues in an online, independent format including 3 synchronous Zoom meetings, with the final project due by August 25, 2026. The course seminar introduces the philosophy and practice of Sequencing Painting — an approach originally developed at RGS by Ric Campman and formalized into a Teacher Training by Lydia Thomson.

Participants explore the foundations of Sequencing, practice presenting the approach, and examine broader questions of teaching, helping, and working with creativity. The training culminates in participants independently teaching a Sequencing Painting Workshop, documented on video and reviewed by peers.

Purchase of books is not required.

In-Person Intensive Dates:

Thursday, June 25 | 10:00am – 5:30pm
Friday, June 26 | 10:00am – 5:30pm
Saturday, June 27 | 10:00am – 5:00pm
Sunday, June 28 | 10:00am – 5:00pm

Remote Sessions (Zoom):

Tuesday, July 7 | 10:00am – 1:00pm
Tuesday, July 21 | 10:00am – 12:00pm
Tuesday, August 25 | 10:00am – 12:00pm

Additional asynchronous coursework is completed independently between sessions.

Additional Information:

Students who register will be required to agree to our non-compete waiver/agreement, presented and signed on the first day of class.

Request More Info / Register

or call us at 802.257.1577

Students coming can enjoy 10% off their entire stay at the historic Latchis Hotel. Contact RGS to receive the booking code.

Course Information + Syllabus

Completion results in a Certificate of Completion from River Gallery School of Art and 3 transcripted credits through Vermont State University.

Audience: Early childhood, elementary, high-school and college educators in ART and across all creative fields.

Course Goals & Objectives

Course Goals:

Introduce the philosophical and spiritual foundations of Sequencing Painting.
Develop participants’ ability to present and teach the Sequencing approach clearly and effectively.
Provide hands-on studio practice within the Sequencing framework.
Prepare participants to lead independent Sequencing Painting Workshops.
Foster ongoing growth in teaching, helping, and working with creativity.

Course Objectives:

Articulate the core philosophy and principles underlying Sequencing Painting as an approach to creativity.
Apply the core principles of the Sequencing approach in both the personal practice of making art, and in teaching others.
Demonstrate and understanding of the Sequencing approach through practice presentations.
Independently facilitate a Sequencing Painting Workshop for an outside audience.
Reflect critically one’s own teaching practice through peer review and a final dialogue session

Course Syllabus:

WEEK 1: Foundations of Sequencing Painting (In-Person Intensive, Days 1–2)

Readings: Rubin, The Creative Act; Whittaker, Works & Conversations
Assignments: Journal Entry #1, due Sunday evening

WEEK 2: Foundations of Sequencing Painting (In-Person Intensive, Days 3–4)

Readings: Krishnamurti et al., The Transformation of Man (video); Campman & Thomson, Making Is Knowing; Kimmerer, Braiding Sweetgrass
Projects: Project 1: Practice Sequencing Workshop, Sunday

WEEK 3: Integration + Preparing to Teach

Readings: Gilbert, Big Magic; McBride, The Wisdom of Your Body; RGS Teacher Training Packet; Palmer, The Courage to Teach, Ch. 1; hooks, Teaching to Transgress, Ch. 1
Assignments: Discussion Post #1, due Tuesday; Journal Entry #2, due Friday
Projects: Confirm date, location, and guests for Independent Workshop

WEEK 4: Independent Teaching + Documentation

Readings: Quashie, Black Aliveness; Richtel, Inspired; Snowber, Embodied Inquiry; Hetland et al., Studio Thinking 2; re-read Journal Entries 1–2
Assignments: Written Reflection, due Friday; Journal Entry #3, due Friday
Projects: Project 2: Independent Sequencing Workshop facilitated and video submitted, Friday

WEEK 5: Peer Review + Reflective Practice

Readings: brown, Pleasure Activism; Palmer, The Courage to Teach, Ch. 6; hooks, Teaching to Transgress, Ch. 8; selected reading on reflective teaching (TBA)
Assignments: Peer Video Review, due Tuesday; Discussion Post #2, due Tuesday; Revised Reflection, due Friday
WEEKS 6–9: Independent Practice

(No scheduled sessions — continued independent practice and preparation for final module)

WEEK 10: Final Reflection + Completion

Readings: Return to a self-selected passage from any course text
Assignments: Final Reflection or Teaching Philosophy Statement, due Monday; Complete Studio Practice Journal, due Tuesday

Required Readings/Resources
Purchase of books is not required.

Brown, a. m. (2019). Pleasure activism: The politics of feeling good. AK Press.

Campman, R., & Thomson, L. (2016). Making is knowing: An approach to creativity and artmaking from the River Gallery School. River Gallery School.

Gilbert, E. (2015). Big magic: Creative living beyond fear. Riverhead Books.

Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2013). Studio thinking 2: The real benefits of visual arts education. Teachers College Press. (Assigned chapters)

Hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge. (Assigned chapters)

Kimmerer, R. W. (2020). Braiding sweetgrass: Indigenous wisdom, scientific knowledge and the teachings of plants (Special ed.). Milkweed Editions.

Krishnamurti, J., Bohm, D., & Shainberg, D. (1976). The transformation of man [Video]. YouTube.

McBride, H. L. (2021). The wisdom of your body: Finding healing, wholeness, and connection through embodied living. Brazos Press.

Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher’s life (20th anniversary ed.). Jossey-Bass. (Assigned chapters)

Quashie, K. (2021). Black aliveness, or a poetics of being. Duke University Press.

Richtel, M. (2023). Inspired: Understanding creativity: A journey through art, science, and the soul. HarperOne.

River Gallery School. (n.d.). RGS sequencing teacher training packet [Course packet]. Provided by RGS.

Rubin, R. (2023). The creative act: A way of being. Penguin Press.

Snowber, C. (2016). Embodied inquiry: Writing, living and being through the body. Sense Publishers. (Assigned chapters)

Agreement

By taking part in this training, you agree not to present, teach, or offer the techniques learned in this training within a 50‑mile radius of River Gallery School (RGS) without prior written permission, except when you are presenting or using them as part of this training itself. This restriction does not apply to the use of Sequencing techniques as part of a licensed K–12 teacher’s, therapist’s, or social worker’s standard professional practice, provided that the techniques are not advertised to the public as a standalone service, not offered for a separate fee, and not used in competition with RGS offerings.

River Gallery School requests that you contribute an honorarium to RGS (e.g 10% of gross profits) when you teach a workshop for a fee.

Testimonials

"I was able to teach Sequencing to a woman who suffers from Transverse Myelitis and her mom. Her mind is 100%, but her rare neurological illness has caused her to become a quadriplegic over the last six years. Through therapy, she has learned to use her left hand to operate her wheel chair, use a fork, open a door, etc. I was skeptical about teaching her, because I didn't want her to become frustrated and not enjoy the experience. her paintings were free-flowing and uninhibited. We spent three fabulous hours together. She commented that she wished her therapy center offered art because it provides instant gratification compared to the long slow progress (or lack of it) with physical therapy. Thanks again Lydia (and Ric) for sharing the gift of Sequencing."
Chris
“I can't tell you what an amazing experience it's been for the New Urban Arts community, and for me personally, to have Sequencing as part of our practice. I find myself thinking of you and Ric (and the larger community at RGS) often....grateful for the wonderful gift you've passed along to us. It has become one of the more consistent practices in the studio. What I love, is that even though the set-up is quite different from RGS all the important things still come through. Students who say they "can't paint" (or have never tried) find out that they can. Those whose artistic practices are rigid and methodical, loosen up. And even the most reluctant and/or cynical of participants, find themselves surprised by the process...and what they're capable of.”
Jane
"I feel great about giving people the experience of sinking down into themselves - getting in touch with their own creativity and taking risks."