March 2014 Blog Salon
March 2014 Blog Salon
A Pipe Organ? Really?
March 2014 Blog Salon
How to Make Time for Reflection in the Arts Classroom
March 2014 Blog Salon
Design Thinking in Education
March 2014 Blog Salon
Rich in Rewards – Why Teaching Artists Teach
March 2014 Blog Salon
Teaching Artists: The Need to Reach Wider Audiences
March 2014 Blog Salon
How I Learned to Love Those Who Oppose What I Do
March 2014 Blog Salon
Four Tips From a Teaching Artist to Make You a Better Arts Administrator
March 2014 Blog Salon
How To Become A Great Teaching Artist
March 2014 Blog Salon
Teaching Grit through the Arts
March 2014 Blog Salon
A Teaching Artist in Learning Through Art at the Guggenheim
March 2014 Blog Salon
Are Universities Doing Enough to Train Performers to be Teaching Artists?
March 2014 Blog Salon
Getting Hired: Teaching Artist or Music Teacher?
March 2014 Blog Salon
How to work together….using successful business practices as a model for sustainable collaborations in art education
March 2014 Blog Salon
Intergenerational Collaboration: Making Meaning Together
March 2014 Blog Salon
ARTS = LITERACY
March 2014 Blog Salon
“Practice” Makes Perfect in the Intersection of Visual Arts and Science
March 2014 Blog Salon
Teaching Artists as Equity Warriors
March 2014 Blog Salon
Dramatic Possibilities
March 2014 Blog Salon
Those Who Do, Teach
March 2014 Blog Salon
How To Sustain A Professional Practice As A Teaching Artist?
March 2014 Blog Salon
At the End of the Day, a Teaching Artist is an Artist First
March 2014 Blog Salon
Welcome to our Blog Salon on Teaching Artists!
March 2014 Blog Salon
Investing in Teaching Artists: What Arts Organizations Can Do
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Sandy Brunvand
My Most Memorable Day of Teaching and Art Creation
Posted by Mar 14, 2014
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Sandy Brunvand
“No WAY!” is literally what I said when a participant from my Saturday professional development workshop, Rosie Mitchell, asked me if I would run a steamroller printmaking day at her elementary school in South Salt Lake City. For those of you who have never heard of “steamroller printmaking,” this is a technique for making very large woodcut prints using a steamroller as the printing press. More on that in a bit…
It is not that I am unkind; it’s just that it is so much work to move a printmaking studio off site. I know, I have done it before for the Utah Arts Festival when I was invited to demonstrate steamroller printmaker along with my two fellow Saltgrass Printmakers co-owners and founders - my husband, Erik Brunvand, and our business partner Stefanie Dykes. That’s when Rosie first participated in the steamrolling event. Later she joined us at our non-profit print studio, Saltgrass Printmakers (facebook page here) and steamrolled some more works of art. She knew how much fun it was and wanted to share it with her elementary school kids.
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Ray Cornils
A Pipe Organ? Really?
Posted by Mar 14, 2014
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Ray Cornils
What does a 100+ year old pipe organ have to offer school children in today’s world?
Portland, Maine’s iconic Kotzschmar Organ, donated over a century ago by publishing mogul Cyrus Curtis and the centerpiece of Merrill Auditorium ever since, has become the inspiration for a progressive and multifaceted education program in Maine schools. Developed by the Friends of the Kotzschmar Organ (FOKO) nonprofit, the curriculum includes a series of events, presentations, and in-school courses.
As an organist and choir director of both youth and adults, I am teaching all the time. My experience with FOKO’s education in the schools over the past ten years, presenting youth concerts on the Kotzschmar, has been eye opening to say the least. I continue to grow as a teaching artist through teaching in different school systems and working with teams of classroom teachers.
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Kim Dabbs
Design Thinking in Education
Posted by Mar 14, 2014
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Kim Dabbs
Take Action!
This was the mantra I was given during my time at the famed d.school at Stanford and it has stuck with me as we began the process of redesigning a pedagogy for an entire organization.
The West Michigan Center for Arts and Technology (WMCAT), located in Grand Rapids, Michigan, is taking the fundamentals of design thinking outside of traditional school classrooms and piloting a best practice of infusing an after school arts and tech program with this innovative method of teaching and teen engagement. Under this model WMCAT teen students are working in cohorts to explore and tackle a pressing community issue using arts and technology as a basis for inquiry, critical thinking and practical application. We are serving 144 teens from Grand Rapids Public Schools on 12 design teams that are each connected to a local community partner. It is arts education through a 21st Century skill development lens. This is the exciting, innovative and proven world of project-based learning where students learn through exploring real-world challenges and issues. It is grounded in student experience and driven by student interest.
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Sarah Reece-Cusey
How to Make Time for Reflection in the Arts Classroom
Posted by Mar 14, 2014
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Sarah Reece-Cusey
Let’s be honest, when an art project goes long, or a class is a little crazy, structured reflection is the first thing to go. This happens in spite of the fact that we KNOW reflecting makes all the difference when it comes to students retaining their discoveries and being able to apply their learning in other contexts. In the words of John Dewey, “We do not learn from experience…we learn from reflecting on experience.”
Like most things that are of paramount importance, creating an environment in which meaningful reflection can happen is difficult, especially if you are a teaching artist who only temporarily inhabits another teacher’s classroom. I am currently in the middle of teaching an 8-week, 5th grade residency for the Rainforest Art Project. My students are a perfectionist group, bordering on unruly. Some of the students are so worried about making a mistake, it’s difficult for them to even start working. They are very critical of themselves and their artwork.
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