Scholarship Spotlight: Carrying Melinda's Legacy Forward in the Classroom

The first recipient of the Melinda Vooss Art Education Scholarship shares how the award shaped her teaching and carried Melinda’s vision forward.

Three years since we lost Melinda, her passion for art and teaching continues to inspire a new generation of educators and students. Today, it feels especially fitting to reflect on the ripple effect of her influence — visible in the students whose paths she continues to shape, and in the programs and partnerships that keep her spirit alive.

The Melinda Vooss Art Education Scholarship is awarded each year to an Old Dominion University art education senior during their student-teaching semester. The $1,500 award provides both financial relief and recognition for a student who embodies Melinda’s belief in the power of art to uplift and empower.

In 2023, Bria Tyler became the scholarship’s first recipient, beginning her journey as an art educator with the same passion and purpose that defined Melinda’s career. Now in her second year of teaching, Bria reflects on the lessons she’s learned, the impact of the scholarship, and how she’s carrying Melinda’s legacy forward in her classroom.

1. Scholarship Impact

Can you talk about how the foundation scholarship influenced your journey as an art educator both in practical ways and in how you approach your teaching philosophy?

The foundation scholarship had a meaningful impact on my journey as an art teacher by allowing me to complete my student teaching experience with greater ease. It helped relieve some of the financial burden of schooling, which gave me the freedom to focus fully on developing as an educator.

Beyond the practical support, the heart of this scholarship, honoring the legacy of a remarkable art teacher, inspires my own teaching philosophy. I believe that through art and through teaching, I can give my students not only artistic skills, but also meaningful life lessons. Like Melinda, I hope to leave a lasting impact on the lives of my students.

2. Looking Back & Moving Forward

Now that you’re into your second year of teaching, what stands out as the biggest lesson you carried with you from your first year in the classroom?

The biggest lesson I have learned is to always be willing to adapt. Just because I may do a successful lesson with a group of children, does not mean it will be just as successful with another group, and I always need to be flexible and make accommodations so all students can have a positive learning experience when it comes to learning art techniques. 

3. Threads of Color – Art Show

Your “Threads of Color” art show showcased everything from Pre-K rock sculptures to collaborative ceramic quilts and 3D insect sculptures. What inspired this exhibition, and how did you see your students grow in confidence, creativity, and community through these projects?

The inspiration for the show came from being a new teacher with a passion for introducing fresh techniques to my students, many of which I knew they likely hadn’t experienced before. Through the exhibition, I introduced a variety of methods, including needle felting, 3D pens, ceramics, sewing, and papier-mâché. However, it was the integration of meaningful themes and big ideas that truly brought the projects to life, allowing the lessons to go beyond technique and become more impactful for the students.

Looking back, I couldn’t have asked for a better first art show. The students were incredibly proud to see their work displayed in such a professional and thoughtful way, and the parents were genuinely impressed. Since the previous art teacher had raised funds by having families purchase their child’s artwork, some parents assumed I was continuing that tradition. A few even asked if they could purchase pieces that weren’t their own child’s, which was an incredibly validating moment. It made me feel proud not only of the quality of the students’ work, but also of the creativity and effort they put into it. During the show, my Assistant Principal shared how clearly my passion for art came through in the exhibition. She noted how it inspired excitement among the students and might even spark a deeper interest in art for them moving forward. Her words, along with the response from students and families, truly affirmed the success of the show.

4. The Power of Art

Many of the projects you describe seem to give students more than just technical skills. How do you see art fostering pride, self-expression, and a sense of belonging in your classroom?

Art in my classroom is more than just a subject, but it’s a powerful tool for helping students connect with themselves and each other. When Kindergarteners work together on a shared collage, they're not only developing fine motor skills, but they’re learning how to collaborate, share ideas, and take pride in contributing to something bigger than themselves. When 2nd graders weave with natural materials, they experience the satisfaction of creating something with their own hands, which builds both confidence and a deep appreciation for the world around them. They also worked in groups to collect the materials, which brought students together and interacted in a different light. Also, when 5th graders present their insect research through art, they’re turning information into personal expression. These projects give every student a chance to be seen and heard, especially those who might struggle in more traditional academic settings. In this way, art becomes a bridge to self-expression, pride, and a true sense of belonging.

5. Carrying the Legacy Forward

Melinda’s legacy emphasizes art as a pathway to confidence and self-expression. In what ways do you see yourself carrying that legacy forward, and what kind of impact do you hope to leave on your students as they grow?

Melinda’s legacy reminds me that the most lasting lessons we offer our students aren’t just about skill, but about identity and confidence.

I carry that forward by creating a classroom where every child feels safe to take creative risks, explore their ideas, and express who they are. I want students to leave my classroom not just with improved technique, but with the belief that their voice matters. I hope the impact I leave is one of empowerment and that my students remember art as a space where they felt valued, capable, and inspired to keep creating, long after they leave my classroom.