USM Art Department

Kelly Hrenko Ph.D.

Assistant Professor of Art Education


110 Robie-Andrews Hall, Gorham, ME 04038

Office Hours Spring 2016

Monday & Tuesday, 1:00 – 3:00 p.m.

Contact Information

Phone: (207) 780-5364

Academic Degrees:

B.F.A., Art Education, Southern Illinois University, 1999

Ph.D., Art Education, University of Minnesota, 2010

Dr. Hrenko’s current scholarship is within the field of integrated arts and multimodal creative literacies. She uses her position as a teacher educator in the visual arts as a place where several intersections occur; between art and culture, community and school; and interdisciplinary education. She comes from the Midwest where she worked in public and Native American BIA schools, assisting k-12 teachers as they work to integrate the visual arts and Native cultures across curricula.

Research Interests:

Culture Based Arts

American Indian Arts Curricula

Arts Integration and Multimodal Arts Education

Recent Publications:

Hrenko, K. (2015). Book Chapter (forthcoming). Decolonizing vacationland: The intersection of Wabanaki cultures and visual arts. In Staikidis and Ballengee-Morris (Eds.), Transforming Our Practices: American Indian Art, Pedagogies, and Philosophies. Reston, VA: NAEA Press.

 Hrenko, K. (2014). The intersection of Indigenous cultures, visual arts, and creative writing. Curriculum and Teaching Dialogue, 16 (1&2), 9-20.

 Hrenko, K. & Dalton, J. (2014). One Middle school+ Two teacher education programs = Three ways of enacting community-based art education. In Eastern Education Research Association Conference proceedings. Jacksonville, FL; University of Florida Press.

Hrenko, K., & Stairs, A. (2012). Creative literacy: A new space for pedagogical understanding. [Special issue on Writing Across the Secondary School Curriculum] Across the Disciplines, 9(3). Retrieved January 17, 2013, from

Bequette, J., & Hrenko, K. (2010). Culture-based arts education. In Jon Reyhner, Willard Sakiestewa Gilbert, &Louise Lockard (Eds.), Honoring our heritage: Culturally appropriate approaches to teaching indigenous students. Flagstaff, AZ: Northern Arizona University Press.