This mentorship project between three artist-teachers from different cultures reveals insights into the transmission of cross-cultural painting pedagogy. A collaborative ethnographic study is described that explores my perspective as a North-American painter participating in a mentorship learning experience with Mayan Tz'utuhil painter Pedro Rafael González Chavajay and Mayan Kaqchikel painter Paula Nicho Cuméz. The study examined the philosophy and methods underlying artistic studio practice and pedagogy and took place in a nonformal learning context in which artwork was made in the home and surrounding community. The objective of the project was to develop insights into Mayan pedagogy and delineate implications for transformative curricula for the art experience of preservice art educators in the United States. Entry through mentorship is presented as an investigative strategy that can contribute to the larger body of cross-cultural research in art education in general and studio-led art learning in particular.
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