[semester equivalent = 2.00 credits]



Peter Chausse



With more than 100 pieces of public art in downtown Portland, and dozens of other pieces on display in parks around the city, Portland has become a leader in the development of art and art education. In this course you will learn dozens of ways to energize your classroom instruction by incorporating local art.

Through a downtown Portland walking tour and visits to two downtown museums, you will become familiar with Portland’s ‘Percent for Art Program’. You will study historic murals, bronze and stone sculptures, paintings, carvings, ceramic tile work, sidewalk inscriptions, culturally diverse art displays and living art works. Along the way you will learn how to develop classroom art lessons and projects that can be incorporated with other subject areas.

This class is designed to make teachers more aware of the variety of art in Portland, and to provide ideas for strengthening existing art programs. Focused on making art a part of your daily curriculum in a variety of subject areas, this class is applicable for Elementary teachers, as well as Secondary Art and Social Studies teachers.

The Co-Instructor for this course is Christopher Naze, M.Ed.




LEARNING OUTCOMES: Upon completion of this course, participants will have:

  1. Where to find over 100 pieces of public art in Portland.
  2. Ways to use Portland’s art as a springboard for fun and exciting classroom lessons.
  3. How to use art as a hands-on way to teach in most curricular areas.
  4. How to make a walking tour of Portland’s art fun and educational for students.
  5. To make art effective in teaching science, math, geography, language arts, history and cultural diversity.
  6. More about the ‘Arts in Education Program’ and how to enhance art education for students.
  7. The importance of public art and its role in adding to the beauty and diversity of a city.

Completion of all specified assignments is required for issuance of hours or credit.  The Heritage Institute does not award partial credit. 


Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.



Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%


CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.



• The Course Workbook information packet is provided by the instructor. • 2 books from the bibliography provided. Or two books of your own choice, with the instructor's prior approval.

None. All reading is online.


A comprehensive workbook that includes the required reading, field journal, and Driving Tour is available from the instructor. See Order Form provided by The Heritage Institute after registration.


Peter Chausse, B.S. is a former elementary school teacher, who has specialized in teaching his students about trees, plants, urban parks and natural areas.

Before beginning his teaching career, Peter earned a degree in Forestry from the University of Maine. His training included coursework in Dendrology (tree identification), Forest Management and wood product usage.

In the early 1980's, Peter worked for the U.S. Forest Service in the state of Washington, where he focused on tree identification and scientific observations. Since 1994, Peter has taught a course through The Heritage Institute titled, ‘Studying Portland’s Trees’ During the course, participants learn how to recognize several dozen tree species as they explore Portland’s parks and historic neighborhoods on foot. Ideas for the integration of tree study with math, art, science, literature, writing and social studies activities are presented and discussed.

Peter has had a lifelong love of trees, and is eager to help you acquire more tree knowledge. He is also dedicated to helping you bring this information to your students in fun and meaningful ways.  




* Books based on Art Integration (Assignment 4)

Art and Social Studies Integration                                                                                                

  • Gomez, Aurelia. Crafts of Many Cultures. 1999; Scholastic Professional Books.
  • Banyas, Rebecca & Mary Priester. Westside Light Rail Public Art Guide. 1998. Tri-Met Portland, OR
  • Bodily, Susan. Revitalizing Arts Education Through Community-Wide Coordination. 2008 Rand, Research in the Arts Publishing
  • Priester, Mary. Interstate MAX Public Art Guide. 2004. Tri-Met. Portland, OR
  • Krensky, Beth. Engaging Classrooms & Communities through Art: A Guide to Designing & Implementing Community Based Art Education. 2008. (Available through

Art and Math Integration

  • Kohl, MaryAnn and Cindy Gainer.  Math Arts: Exploring Math through Art 3-6 year olds. 1996; Bright Ring Publishing.

Art and Science Integration

  • * Kohl, MaryAnn and Jean Potter. Science Arts. 1993; Bright Ring Publishing.
  • Tolley, Kimberly. The Art and Science Connection. 1993; Scholastic Professional Books.
  • Chambers, Joan and Molly Hood. Simply Artistic. 1994; Belair Publications Ltd.
  • Forte, Imogene and Marjorie Frank. Puddles and Wings and Grapevine Swings. 1982; Incentive Publications.
  • * Kohl, Maryann and Cindy Gainer. Good Earth Art: Environmental Art for Kids. 1991; Bright Ring Publishing.
  • * Milford, Susan. The Kids Nature Book: 365 Indoor/Outdoor Activities and Experiences (series). 1996; Williamson Publishing.
  • Ritter, Darlene. Multicultural Art Activities. 1995; Creative Teaching Press.
  • Ryder, Willet. The Art Experience. 1991; Good Year Books.
  • Snyder, Eugene. Portland Potpourri, Art, Fountains and Old Friends. 1991; Binford & Mort Publishing.