USM Art Department

Kelly Hrenko Ph.D

Professor of Art Education
Portrait of Kelly Hrenko

Office Location

110 Robie-Andrews Hall, Gorham, ME 04038

Faculty Office Hours Fall 2022

Online: Mon. 2:00-4:00 PM, Tues. 1:00-4:00 PM, or in person by Appointment.


(207) 780-5364

Academic Degrees

  • Ph.D., Art Education, University of Minnesota
  • B.F.A., Art Education, Southern Illinois University


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. & Paul, M. (Spring 2017). Decolonizing vacationland. In Staikidis and Ballengee-Morris (Eds.),Transforming Our Practices: American Indian Art, Pedagogies, and Philosophies. Reston, VA: NAEA Press.

Hrenko, K. & Dalton, J. (2016). Indigenous Communities + ELL Students + Pre-Service Teacher Education = 3 Ways of Enacting Change through Place Based Education. The International Journal of Arts Education. The Arts and Society Press. 

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

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.