| Conference
Workshops *
Listed
below are the programs that have been accepted
for presentation as part of this year's CommonGround
conference. The list is sorted by day, strand,
and workshop title. This listing is not complete
and additional programs will be added as details
become available.
*
Programs, schedule and presenters are subject
to change without notice.
Thursday,
March 25
Core Knowledge
Developing The Professional Identity
Of The Teaching Artist
Annie Montgomery, Project Director Teaching
Artist Group
What are the strengths, needs, and professional
expectations of the experienced Teaching Artist
today? How do the the TA's objectives align
with the mission and imperatives of the organizations
that hire them? We will tackle these questions,
and others, through: an ethnographic performance
piece, dialogue, small group work, and action-oriented
interactive reflection.
Inclusive Arts Residencies Through
Universal Design For Learning
Mary Liniger, Director Of Education Services
Vsa
Join VSA and the VSA Teaching Artist Fellows
to explore how to create engaging lessons
and environments that meet the diverse learning
needs of all students. Participants will gain
an understanding of the foundations of arts
learning and inclusive education, actively
engaging in hands-on methods of instruction,
creation, and reflection.
We Are Here! Local Capacity Building
Ellie Balk, Artist Teacher Bric Contemporary
Art
In this workshop you will have a chance to
meet and hear the story of Ellie Balk an Artist
Teacher, muralist and activist who built capacity
for a community vision with her school partners
in Brooklyn NY. Hawley Hussey the Local Capacity
Building Coordinator from Brooklyn NY will
talk about building partnerships from the
ground up with this supportive NYSCA network.
We will share ideas about building sustainability
for the arts and how to utilize NYSCA Roundtables
for support and sharing Arts In Education
practice.
Writing Winning Grant Proposals
Amy Duggins Pender, Co-founder Smart Strategies:
Solutions For Learning Communities
While you may often feel like you need to
be clairvoyant to understand what funders
want to hear, all you really need are the
key elements of a successful proposal! Presented
by a former grant-maker, this workshop will
provide the inside scoop on how to prepare
a winning proposal. You'll walk away with
an individualized funding plan and concrete
next steps so that you can maximize your chances
of securing support for your arts in education
projects.
Creative Engagement
Improving Literacy With Story
Drama & Active Participation
Matt Wentworth, Teacher Middletown Ecsd
Lyle Cogen, Teaching Artist
This workshop will provide an example of how
teaching artists and classroom teachers are
able to provide an engaging, 21st century
learning approach to education. Participants
will be actively engaged in a story drama
from the book Strega Nona by Tomie dePaolo
and introduced to the concepts and structure
of story drama creation. Story drama is a
teaching pathway that involves students in
important critical thinking processes. It
requires that students listen for direction
and follow through with action. By interpreting
narrative into believable actions using their
bodies and voices, students are making choices
and taking risks. Story drama is a pathway
to social skills and brings students together
as a team and community, each with an equal
voice. Participants will see how this experience
can launch into the classroom through literacy
activities enhancing 21st century skills.
Tell Me A Story, Dance Me A Dance
Dafna Soltes Stein, Director Kinesthetic Intelligence
Plus, Inc./ Board Member NYSDEA (New York
Dance Education Assoc.)
Children love to move and can use their kinesthetic
intelligence to learn and develop literacy
skills and vice versa. Descriptive language,
sequencing, keeping track and composition
are all skills needed to be a good reader,
writer, dancer and choreographer. Focusing
on Laban based dance making activities, we
will Hear it, Imagine it, Move it, Write it.
We will reflect and evaluate how these activities
provide options defined by the UDL guidelines
across grade levels 3-8.
To Make A Dance
Michael Mao, Board Member Nysaae
Michael Mao will direct participants to make
dances in teams of 3 or 4. While discovery
and creativity are championed, devices and
terms will be clarified with no presumption
of previous knowledge of making dances, or
choreographing. The focus will be on composition
and not dance training, although all participants
must be actively participating. During the
course of the workshop participants learn
how different generations of dance-makers
in American modern dance have evolved, and
how cultural and historical forces and serendipity
have fostered such development.
,During different stages of making dance,
participants will be guided in making choices,
shown different possibilities.
Who's Your Dada Haiku Dolls
Haifa Bint-kadi, Teaching Artist Citylore
Learners will engage in a series of provocative
and fun warm-ups and activities designed to
guide the writing process in creating personal
Haikus. Participants will investigate the
power of symbols in creating a human form
doll that visually illuminates the Haiku,
exploring symbolism and the cultural significance
of representational figures. The Dada dolls
reference the art movement of the same name
in which found materials and mixed-media are
utilized in the art-making process, inspiring
a sense humor and rich connections to the
English and Social Studies curriculums.
Curriculum / Assessment
Arts
Integration Tools That Make Work Visible
Liz Hallmark
What does good arts integration look like?
What tools can facilitate the practice? This
workshop will describe the purposes behind
arts integration, show some K-6 exemplars,
and give you ideas for tools that will deepen
the planning and implementation process. Participants
will look at ways of capturing student thinking,
learn to identify conceptual links between
arts and non-arts areas, and brainstorm about
reflective summary statements.
Backwards
Design For Teaching Artists
John Bertles, Executive Director Bash The
Trash Environmental Arts
Backwards design seamlessly incorporates curriculum
design, assessment, and arts creation work.
This process can help to sharpen the focus
of a residency or instructional unit, help
students to aim for and achieve success, and
assist teaching artists to create more effective
curriculum. This workshop represents lessons
learned during a decade of work with teaching
artists and arts specialists, and includes
components from several curriculum design
models in an effort to find the most arts-friendly
approach.
Behind
The Scenes! Classroom Strategies For Student-produced
Arts Events
Brian Mccormick, Career Mentor Pentacle
Authentic opportunities for showcasing their
work motivate students to show their best.
This workshop is designed to help you prepare
students to produce their own exhibit, performance,
or concert. We offer strategies, structures,
and activities for you to use to prepare students
to fundraise for and market their production.
As students take on tasks required for a successful
event, they learn career possibilities of
behind the scenes jobs in theater, dance,
music, and visual art.
Evaluating Your Practice Using
Action Research In The Digital Age
Jenifer Simon, Director, Nj Programs, Partnerships
And The Artist/teacher Institute Arts Horizons
In this workshop, participants will learn
how ethnographic action research can be used
with Web 2.0 tools to document, evaluate,
and advocate their best practices in the arts.
Created for teachers by teachers, aTimpact
is a blog containing innovative Best Practices
in arts immersion and arts integration inspired
by participants who have attended the New
Jersey Artist/Teacher Institute.
Give That Kid A Camera! Student
Voices In Sharing Partnership Process
Abbee Bourret & Emily Shu,
Art Teachers Bric Contemporary Art & Juan
Morel Campos Secondary School
How do we learn from students? How do we share
partnership work and assessments in an accessible
and engaging way? In this workshop, participants
will explore strategies for incorporating
student voices in documenting, assessing,
and sharing the learning process in an AIE
partnership. Teachers from the BRIC Contemporary-Campos
School partnership in Brooklyn will present
a case study where students utilized a variety
of documenting techniques and technologies
to assess student learning and share partnership
process.
In Search Of The Missing Story
Shannon Stanfield, Teaching Artist Greene
Arts In Education And Southern Tier Celebrates
Workshop participants will be actively engaged
in numerous learning experiences throughout
the presentation. An object exchange will
be completed as a warm-up in order to guide
the group to discover whether or not they
are present and available to receive a story.
Discussion will occur regarding focusing,
listening attentively, respect, treating people
and their stories with care and consideration,
and gratitude.
,Each group member will choose a WOA from
the Picturing America collection. Each participant
will brainstorm and develop a story by creating
a monologue based on the WOA. Partners will
share their stories with each other. There
is no wrong story but the inferences made
to create the story will be based on what
they see in the WOA- evidence should be sited
in the WOA in order to form basis for story.
Questions will be asked in order for the presenter
to fully develop their story. The group will
come together and a few volunteers will be
chosen to share the story they received from
their partner.
The IB Program for AIE
Melissa Restuccia, K-12 Art Teacher &
Art Department Chairperson Vestal High School
Would you like to have a classroom full of
students that are open-minded, take creative
risks and are reflective, self-directed learners?
The Vestal Art Department has developed a
visual arts program that develops balanced
artists through personal writing and independent
research. Workshop participants will view
student writing samples, International Baccalaureate
Journals and Studio Art Digital portfolios.
Examples of creative grants and cross-curricular
activities will be discussed.
Research In Action Dialogue: A
Radical & Accessible Approach To Creative
Assessment
Kaya Chwals, Program Coordinator Urban Arts
Partnership
Inspired by NYSCA s ETSL protocol, Urban Arts
Partnership will present the Research in Action
Dialogue (RAD), a case-study based assessment
tool used in an after-school setting that
examines student artwork as data to inform
and drive differentiated instruction as well
as build connections in the core academic
curriculum happening during the school day.
Participants will study a recently completed
RAD from PS 48 in Queens and then work in
teams to plan their own action research projects.
Taking
A Risk: Theatre-in-education For Curriculum
And Decision Making
Kelli Bragdon, Teaching Artist/arts Adminstrator
Cuny
Participants in this workshop will explore
how Theatre-in-Education (TIE) can provide
opportunities to explore Language Arts curriculum
and decision making skills. Participants will
experience "The Third Child", a
TIE program for 4th graders and then reflect
on their experience. This workshop is designed
for both Teaching Artists and Classroom teachers
interested in exploring how participatory
theatre effectively provides opportunities
for learning, and how it can be adjusted and
applied to their work.
Using Technology To Plan, Document,
& Advocate For AIE Projects
Nan Westervelt, Westerveltconsulting, Llc
How can the ESP Evidence of Teacher and Student
Learning (ETSL) template be used as a planning,
documentation, and advocacy tool for educators
and teaching artists/cultural organizations
collaborating as partners to create short
term artist in residencies? In this interactive
workshop, participants will better understand
how to use ETSL technology to build and/or
strengthen the collaborative relationship
between partners, how to plan backwards designed
interdisciplinary units together and share
their work with policymakers and funders.
Education /
Policy Reform
Beyond The Residency: Re-envisioning
The Role Of The Cultural Partner
Nancy Kleaver, Director Of School Programs
Dreamyard
In 2007, DreamYard launched the Bronx Arts
Learning Community (BALC), a network of schools
that come together regularly to improve the
access to and quality of arts learning in
their buildings, support school-based arts
leadership and build K-12th grade arts learning
pathways for their students.
Through the building of this community, we
are recognizing a powerful new role that emerge
for ourselves as a cultural organization -
one of an organizer of creative and passionate
school-based educators from across the Bronx.
Participants in this workshop will be challenged
to re-envision their relationships with schools,
re-evaluate the resources they have to offer
that go beyond providing direct arts instruction,
and map out new directions for engagement
in public education.
Connecting Arts Organizations
To Colleges And The Community
Jacqueline Albarella, Executive Director Arts
Ineducation Institute Of Wny
Colleges are developing new and exciting ways
to bring learning from the classroom into
the community. From service learning opportunities
to partnerships with community organizationsthe
arts are a natural bridge that addresses both
learning goals and community needs in a fresh
context. The Arts in Education Institute created
a program for college freshman which connected
them to senior citizens at a nearby community
center. Using digital media, the students
engaged the seniors in conversation, conducted
interviews and recorded family histories.
Seniors provided newspaper clippings, photos
and valuable first hand accounts of their
history and the history of Buffalo. Doors
were opened,relationships were formed, the
learning was first hand and deep, involving
research, community building and creative
work. As a culminating event, a film festival
was held as a community eventand the end products
of this exciting partnership were shared at
a gathering of the college and senior community.
Forum: Advancing Arts In Education
In New York State
Carol Brown, Coordinator, Arts-in-education
Eastern Suffolk Boces
In light of all the new NYS Education Department
initiatives to increase student achievement,
along with the research that supports the
arts as instrumental in achieving these initiatives,
this facilitated forum invites panelists to
address how those in the arts in education
field (teachers, artists, administrators,
cultural and educational organizations, PTA
s, etc.) can work together with other leaders
in New York State to advance arts in education
and positively impact achievement for all
students in New York State.
What can we do to improve education incorporating
core arts education and arts-in-education
in a systemic and lasting way?
What proven models can be effective in NYS?
When and how can these be applied?
Friday,
March 26
Curriculum / Assessment
Embedding
21st Century Skills In The Creative Classroom
John Cimino, President, Creative Leaps International
And The Learning Arts Capital Region Boces
Creative teachers are the heart and soul of
creative classrooms. Their creativity radiates
outward filling their classrooms and the minds
of their students with the excitement and
joy of learning. They design multi-faceted
lesson plans and work with their students
to inspire imagination, self-confidence, self-expression
and curiosity. They nurture research skills,
creative problem-solving and collaboration
and, in so doing, align their learning objectives
with the Framework for 21st Century Skills.
This workshop will offer participants the
opportunity to immerse themselves in a 21st
century learning environment, identifying,
activating and facilitating the development
of these 21st century capacities among one
another. Educators at every level will be
invited to build on their instincts, their
individual teaching and learning styles and
their techniques for creative engagement.
A panel of participants in this year s pilot
program Optimizing 21st Century Skills in
the Creative Classroom will present some of
their efforts to embed the 21st Century Skills
and answer questions. Our goal is nothing
short of transforming our classrooms into
living laboratories for learning, creativity
and the nurturing of confident, compassionate,
entrepreneurial citizens. Come see what we
can do together.
Getting
Started: An Introduction To Young Playwrights
Inc.s Write A Play!
Frances Mcgarry, Director Of Instruction Young
Playwrights Inc.
This workshop explores how teaching the craft
of playwriting can make a difference in participants
lives by encouraging young people to speak
out, and to reflect on their place in the
world. The 2-hour workshop will provide practitioners
with effective tools to introduce playwriting
into a global curriculum.
Ghana,
England, And The Us-comparing Curriculum On
The Atlantic Slave Trade
Glenn Mcclure, Teaching Artist Suny Geneseo
Africa, Europe, and the Americas share in
the tragic history of the Atlantic slave trade,
however they do not teach it in the same way
in their respective schools. How can we collaborate
with artists, teachers, and students, when
our instructional goals differ? We will examine
the national and regional curricula of these
three countries as it pertains to their shared
history. We will explore the contemporary
forces that molded and shaped each curriculum.
We will then brainstorm and discuss strategies
for international collaboration that fulfills
the growing need for global citizenship education.
Monet,
Matisse, Mondrian: Adaptive Art Curriculum
For Special Ed. Students
Janet Manuta, Art Teacher, Niskayuna Csd Capital
Region Boces
This workshop will offer constructive, do-able
art lessons for students with learning, emotional,
and physical challenges. Many lessons are
based on the art of Master Artists, such as
Monet and Matisse. Each lesson has been adapted
from Mrs. Manuta's Middle School Art Curriculum
and modified to meet the needs of all students.
Workshop participants will learn how to present
this curriculum, will see student finished
artwork and then be given the opportunity
to adapt and modify their own lessons in a
hands-on session.
Sensitive
Topics in the Art Classroom
Stephen Honicki, Art Teacher, Niskayuna High
School
This program is offered to provide a forum
for discussion and engagement in dealing with
sensitive issues in the art classroom. Declaring
an issue sensitive has to do more with the
social context within which the art is done
than with the art itself. What is deemed sensitive
changes over time. Societal changes bring
different issues into the forefront each year.
And in our diverse schools, students from
various cultural backgrounds may take offense
at different issues. Being attuned to what
might be considered sensitive means that teachers
must be cognizant of the "tenor of the
times".
Words That Move Us: Exploring
Early Literacy And Creative Movement
Ann Gabler, Arts In Education Coordinator
Bard College
How does creative movement in the classroom
complement and serve as a catlyst for early
elementary-level literacy? And how will teachers
continue to use the movement lessons throughout
the school year? Which works of literature
lend themselves to this approach? Two pre-first
grade teachers from the Red Hook Central School
District, Amanda Hummel and Juliw Meier, and
a teaching artist/dancer, Susan Griss, will
share the literature based creative movement
residency they have developed, field tested,
and documented in an ETSL over the past several
years.
UDL In The Arts Classroom
Gordon Sasaki, Educator Moma
This workshop will introduce the principles
of Universal Design in Learning and its implementation
through discussion and practical hands-on
exercises in the visual arts, incorporating
digital technology to aid in classroom accessibility.
Using
Video to Document Your Arts Education Program
Nelle Stokes, Magic Box Productions
Video is an increasingly important way of
showing the power of arts education programs,
allowing participants to show student, TA
and teacher progress in action. By effectively
using video to aid in the documentation process,
participants will learn how technology can
'build a bridge' to help participants chronicle
their own best practices, and formulate a
clear strategy for sharing those strategies
with others.
Yikes! What In The World Will
I Do? (High School Adaptive Art)
Regina Capobianco, Art Teacher, Burnt Hills-ballston
Lake Csd Capital Region Boces
This workshop will address the challenge of
delivering a quality art program for high
school students with special needs. Strategies
will focus on addressing the dilemma of the
mixed, classroom with populations that may
include Down Syndrome and other congenital
abnormalities, traumatic brain injury, autism
spectrum disorders, and students with behavioral
and emotional disabilities. While examples
and lessons that touch on a variety of materials
and techniques will be shared, special emphasis
is placed on strategies conducive to the development
of your own ideas that suit your unique program.
*
Programs, schedule and presenters are subject
to change without notice.
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