Concurrent Sessions A:
Art Museums as an Online Classroom
Michelle H. Harrell, Acting Director of Education, North Carolina Museum of Art; Anne Kraybill, Director of Education and Research in Learning, Crystal Bridges Museum of American Art
Learn how two art museums are pioneering the field of distance learning to engage students in rural districts with high quality arts education. Crystal Bridges Museum of American Art developed two for-credit online courses for high school students to target rural districts. Through a grant funded partnership with North Carolina Virtual Public Schools, the North Carolina Museum of Art developed five for-credit online high school courses. Through these courses, both museums have leveraged the power of online learning to overcome the students’ lack of geographic proximity to an art museum.
Arts Integration: New research on effective practice, sustainability and the role of teachers and teaching artists
Gail Humphries-Mardirosian, Dean, School of Performing Arts, Stephens College; Kathi R. Levin, Policy and Legislative Liaison, National Art Education Association; Willa J. Taylor, Walter Director of Education & Engagement, Goodman Theatre
New research released in the May 2016 book, “Arts Integration in Education: Teachers and Teaching Artists as Agents of Change-Theory, Impact, Practice,” will be presented in this session. Learn how this new action research is applied in K-12 classrooms using the Imagination Quest approach and at Chicago’s Goodman Theatre through its Stage Chemistry curriculum. Discussion based on the responses of 32 national arts and education leaders to essential questions regarding systemic change and sustainability of arts education provides insights for educators, administrators and arts education advocates.
Beautiful Surprises: Reaching learners with special needs through arts integration
Jennifer Cooper, Director, Wolf Trap Institute for Early Learning Through the Arts; Kurtis Donnelly, Chief Operating Officer, Young Audiences/Arts for Learning Director, Maryland Wolf Trap; Betsy Mullins, Artist Services Director, South Florida Wolf Trap Director, Arts for Learning/Miami; Sue Trainor Master Teaching Artist, Wolf Trap Institute for Early Learning Through the Arts
Arts integration is a valuable tool for reaching multiple learning styles across the curriculum and is linked to enhanced academic outcomes and social/emotional development, including for children with special needs. Join Wolf Trap Institute for a session that explores the substantial benefits of early childhood arts integration for learners with special needs. Experience arts integration strategies and discover how Wolf Trap Institute affiliates at Young Audiences/Arts for Learning in Maryland and Arts for Learning/Miami are making great strides in their communities by providing intensive inclusion training for their teaching artists.
How Collective Action Revitalized Arts Education in Boston: A case study
Ruth Mercado-Zizzo, Boston Public Schools Arts Expansion Director, EdVestors; Nicole Agois, COOL Schools Director, VSA Massachusetts; Myran Parker-Brass, Executive Director for the Arts, Boston Public Schools
The Boston Public Schools Arts Expansion has significantly increased equitable access to quality arts learning for students throughout the city over the last several years. How did this happen? What are the key components for such an effort? What stakeholders need to be involved? Presenters provide a deep dive case study of what happened in Boston to inform considerations for other cities and municipalities interested in systematic expansion of arts education.
Michigan Arts Education Instruction and Assessment Project
Kathryn Dewsbury-White, President/CEO, Michigan Assessment Consortium; Ana Luisa Cardona, Arts Education Consultant, Michigan Arts Education Instruction and Assessment Project
An introduction to the story of the Michigan Arts Education Instruction and Assessment (MAIEA) project, Michigan’s cross-sector collaboration to support teacher and student learning and program improvement in the arts. Commissioned by the Michigan Department of Education and developed by the Michigan Assessment Consortium and partners, MAEIA’s resources, including 350 K-12 standards-based arts performance assessments with rubric-embedded student exemplars – currently the largest searchable catalog of K-12 standards-based performance assessments in the nation – are available for voluntary use at maeia-artsednetwork.org.
The President’s Committee on the Arts and the Humanities Joins with the Kennedy Center to Transform America’s Schools
Megan Beyer, Executive Director, President’s Committee on the Arts and the Humanities; Ron Gubitz, Leadership Coach, Turnaround Arts; Irwin Mayfield, Artistic Director, New Orleans Jazz Orchestra; Mario Rossero, Senior Vice President, Education, The John F. Kennedy Center for the Performing Arts
Under the guidance of a new president, what will happen to Turnaround Arts, a federal program under the President’s Committee on the Arts and the Humanities? The unique confluence of policy, pulpit, practice and pizzazz – which attendees will experience firsthand by our artist – has resulted in impressive improvements in access to arts education, academics, and school culture and climate. Through a new relationship with the John F. Kennedy Center for the Performing Arts, Turnaround Arts’ most senior leadership illuminates how the program will continue to expand over the next several years.
- Turnaround Arts Initiative – Summary of Key Findings
- Turnaround Arts Initiative – Final Evaluation Report
Concurrent Session B:
A Model for Change: Professional development through the Maryland Artistry in Teaching Institute
Ken Skrzesz, Coordinator of Fine Arts, Maryland State Department of Education; Linda Krakaur, MATI Curriculum Coordinator, Maryland State Department of Education; Lori Snyder, Executive Director, Arts Education in Maryland Schools Alliance
What occurs when state partners create a space for arts educators and classroom teachers to be their most creative selves? This interactive session outlines how professional development centered on creativity, technique and inquiry can inspire teachers and administrators to embrace artistry in their lives and practices. The presenters illustrate how the Maryland Artistry in Teaching Institute model focused on mindfulness, creative processes and 21st century arts-based pedagogies supporting both teacher growth and the implementation of high-quality arts education across the state.
Creative Youth Development: What’s in a name?
Heather Ikemire, Chief Program Officer, National Guild for Community Arts Education; Amy Banker, Program Manager, Arts Street at Youth Employment Academy; Susan Jenson, Executive Director, Downtown Aurora Visual Arts
Creative Youth Development (CYD) intentionally integrates learning in the arts, humanities and sciences with youth development principles. In CYD programs, young people create work and apply their creative skills to solve problems, shape their lives and build the world in which they want to live. The 2014 National Summit for CYD generated new focus and energy in CYD, catalyzing collective action (e.g., CYD National Partnership, Alliance for CYD). Through case study examples, discussion and student work, participants will explore what it means to create and sustain programs for youth through this framework.
Effecting Change in the Classroom Through Arts Integration
Raye Cohen, Director of Education, Philadelphia Arts in Education Partnership; Pearl Schaeffer, Chief Executive Officer, Philadelphia Arts in Education Partnership
This session employs the Philadelphia Arts in Education Partnership’s arts integration model as a case study of successful practices promoting student achievement, teacher effectiveness through professional development and school transformation. Participants will gain increased knowledge of the implications for teaching and learning through arts integration approaches, a deeper understanding of how to build a successful arts integration professional development model, and quantitative research data that can be used to advocate for an integration approach that has been recognized to improve teacher effectiveness and transform the educational environment.
- Powerpoint presentation
- Evaluation Report – Building Mathematics and Science Competencies through an Arts Integration Model
- Evaluation Report – Building Mathematics and Science Competencies through an Arts Integration Model
Leveraging Change: Improving access to arts education for rural communities
Lisa Donovan, Professor, Massachusetts College of Liberal Arts
Highlights are shared from a National Endowment for the Arts Collective Impact research grant received to increase access to arts education in rural areas. Promising practices including strategies to leverage cross-sector approaches and capacity building in rural areas will be shared. Following a brief presentation, attendees will participate in the use of design thinking exercises to activate thinking about increasing access to arts education in rural areas.
Tlacahuapahualizli Neixtlamachiliztli: The art of strengthening our students and giving wisdom to their face
LeRoy Saiz, Coordinator, Indian Education Program, Jeffco Public Schools
While content mastery can still be one fundamental component in the field of education, many school districts and communities are beginning to recognize the development of the whole child. Particularly in the arts, whole child development and holistic approaches also open pathways for Indigenous/local knowledge systems to influence the character of the content absorbed by students. This session discusses the application of educational models from Indigenous communities in North America, with the purpose of understanding the creativity and diversity existing within cyclical thinking skills.
Weaving Voices Together: The power of inclusive leadership
Capucine Chapman, Arts and Physical Education Director, Denver Public Schools; Pam Rogers, Manager of Curriculum and Instruction, Arts & Physical Education, Denver Public Schools; Allison Trombley, Program Manager, Teacher Leadership & Collaboration, Denver Public Schools
Denver Public Schools’ innovative Teacher Leadership & Collaboration program has garnered national attention for both its approach and its impact. This session explores Denver’s approach to teacher leadership through the lens of the district’s arts teachers and leaders, examining the opportunities and impact for professional growth, as well as positive effects on district goals ranging from retention to improved school culture. Participants will engage in small group discussions with district leaders and teacher leaders, reflecting on practice and identifying takeaways to improve or refine arts leadership in other contexts.
Concurrent Sessions C
21st Century Arts Teaching and Assessment Project: Collective action partnerships for systemic change in public education
Lara Davis, Arts Education Manager, Seattle Office of Arts & Culture; Gail Sehlhorst, Visual & Performing Arts Manager, Seattle Public Schools; Elizabeth Whitford, Executive Director, Arts Corps
The Every Student Succeeds Act holds possibilities for districts in the arts with flexibility for assessment design and an emphasis on well-rounded education, 21st century skills and social-emotional learning. Since 2011, arts teachers in Seattle have embraced this kind of bold approach to student learning. They have developed an assessment system that teaches and assesses what is most important in the arts and 21st century skills. This system was developed through the collective action of a district, city and arts organizations with a goal of arts learning for every student. Learn about the process, actively engage in the approach and discuss the possibilities for your region.
An Action Plan for Future Research: Advancing the arts and special education
Jenna Gabriel, Manager, Special Education, The John F. Kennedy Center for the Performing Arts
On July 31, 2016, the Kennedy Center convened a select group of academics and researchers to lay out recommendations for a five-year action plan advancing the arts and special education. The convening addressed barriers to large-scale studies, facility of practitioners with complementary methods like action research, and ways to organize the growing body of literature. This session offers attendees a look into the Center’s agenda for advancing the field, an opportunity to discuss critical issues around the role of research and suggest ways to align the agenda to practice and policy.
Educator Evaluation: Making sense of assessment and education reform for music educators in Colorado
Carla Aguilar, Music Consultant, Colorado Department of Education; Mark Hudson, Immediate Past-President, Colorado Music Educators Association
This session highlights the tools that were developed collaboratively by the Colorado Music Educators Association and the Colorado Department of Education Office of Standards and Instruction to assist music educators in teacher evaluation. These associations developed a group of content specific educators, called the Content Collaboratives, who learned how to evaluate assessments. In addition, resources were developed to assist teachers in understanding the law, understanding best practices for teaching music that may be observed in accordance with the law, and ideas for how to measure student growth.
From Vision to Reality: The 2014 National Core Arts Standards two years in
James Palmarini, Director of Educational Policy, Educational Theatre Association; David Dik, National Executive Director, Young Audiences Arts for Learning; Kathi Levin, Policy and Legislative Liaison, NCCAS Leadership Team, National Arts Education Association; Lynn Tuttle, Director of Education and Policy, National Association for Music Education; Cory Wilkerson Project Manager, State Education Agency Directors of Arts Education and the National Coalition for Core Arts Standards
This session reintroduces participants to the 2014 National Core Arts Standards – a web-based set of standards designed to include evidence of students meeting standards in their work – and allow states the flexibility to customize the website with their state-based “skin” upon completion of the state’s revision and adoption of arts standards. In 2016, both of these unique approaches to national standards have become a reality. The website now houses student work examples from second grade through high school, based on the standards-aligned Model Cornerstone Assessments.
Ingenuity and Austin’s Creative Learning Initiative: How leveraging data and the community fuels arts-positive policies and practices
Greg Goodman, Director of Fine Arts, Austin ISD; John Green-Otero, AISD Coordinator of the Creative Learning Initiative, Austin ISD; Brent Hasty, Executive Director, MINDPOP; AmySue Mertens, Director of Public Affairs, Ingenuity; Steven Shewfelt, Director of Data & Research, Ingenuity; Nicole Upton, Director of Partnerships and Professional Learning, Ingenuity
Ingenuity in Chicago, and Creative Learning Initiative in Austin, Texas, (a partnership among MINDPOP, AISD and the City of Austin) both use data-rich strategies to lead change in their communities through a collective impact framework. This interactive session explores Ingenuity’s new Quality Initiative, tools like artlook™ Map, and the Arts Partnership Process, as well as Austin’s Creative Campus Framework and Creative Teaching model. Each participant will walk away with at least one practical strategy to increase high-quality arts learning, creative teaching and arts partnerships and to fuel arts-positive policies in their community.
RISD | Project Open Door: Advancing creative urban teens’ access to higher education
Paul Sproll, Professor, Rhode Island School of Design
The establishment of an out-of-school-time arts-based program for urban teens housed within Road Island School of Design’s (RISD) Department of Teaching + Learning in Art + Design has been consequential. Its work and aspirations are challenging the scope of responsibility of not only the department, but also that of the college. The presentation explores: (1) the context that propelled the development of this PK-16 collaboration; (2) program design, (3) the evidence of success, (4) departmental and institutional impact, (5) program sustainability and funding and (6) departmental re-calibration in the face of significant community need.