Molloy’s pedagogical strategies are centered on utilizing art methodologies to raise consciousness around trauma-informed educational practices, promote social justice, foster collective learning, and visually empower individuals and communities.


Traci Molloy is a Brooklyn-based artist, collaborator, consultant, and educator.

Molloy creates large scale, multi- media collaborations with young adults across the nation who have experienced trauma. Five of her collaborations are in the Permanent Collection at the National September 11th Memorial and Museum. Her collaborations have been exhibited at prestigious institutions including the United Nations, Pentagon, Bronx Museum of the Arts, CDC’s Global Health Odyssey Museum, Norman Rockwell Museum, and Tokyo’s Children’s Museum. Her projects are featured in three books, on Good Morning AmericaNPR, and news stations in New York City, Boston, Atlanta, and Washington, D.C. Articles about her projects appear in Ms. Magazine, BOMB Magazine, Art Papers, and newspapers across the country.

For over twenty years, she’s directed arts-based educational outreach programs for underserved youth in Appalachian Ohio, Atlanta, and the Bronx, partnering with prestigious institutions and organizations including the Studio Museum in Harlem, High Museum of Art, and the Center for Arts Education.

Molloy’s received fully funded art residencies throughout the country and project grants from the Puffin Foundation, Ohio Arts Council, and Brooklyn Arts Council. She’s held academic posts at Rutgers University, The Art Institute of Atlanta, and the University of Southern Maine. She is a frequent guest lecturer at colleges, universities, and arts and education-based conferences.

Molloy holds a B.F.A. from Alfred University, and an M.F.A. and M.A. in arts education from Ohio University. In 2013, she received the Distinguished Visual Arts Alumni Award from Ohio University.


Teaching is a tremendous privilege, as it allows me the opportunity to share my experiences and insights with others. I want my students to learn the tools of critical thought, to doubt and challenge their beliefs and ideologies. Teaching is not about creating good artists – it is about creating responsible, inquisitive thinkers and art practitioners.

As funding for the arts deteriorates nationwide, the marginalized and disenfranchised continue to bear the brunt of the blow. By limiting one’s cultural and creative experiences, individuals lose connectivity to their self, soul, and community. The benefits that the arts have on fostering healthy expression can be transformative. It is vital to the growth of our society that all people have access to a quality arts education, regardless of their socio-economic status or geographic location.

I have seen firsthand how arts programming can help improve students’ literacy skills, critical thinking, problem solving, geometric spatial relationships, and above all, socio-emotional well-being. I’ve witnessed youth who had previously never set foot in an art space confidently tour adults through museums, involving them in deep aesthetic and philosophical conversations about the art on display. Most significantly, I have seen young individuals and trauma survivors find their voices through art, communicating profound thoughts about grief, violence, racism, economic injustice, bullying, hope, and love.