Studio Saturday workshops provide ArtReach stakeholders with authentic professional development. These workshops facilitate collaboration and public displays of teaching. Workshop programs will focus on arts- based assessment strategies and reflective teacher practice strategies. Programs are presented by a variety of professionals, including: UW-W faculty, UW-W students, WUSD community members and professional/ teaching artists. Please direct your questions to Dr. Kristin Goble or Nicole Trackman.
"The Partners in Education program of the John F. Kennedy Center for the Performing Arts is designed to assist arts organizations throughout the nation to develop or expand educational partnerships with their local school systems. The primary purpose of these partnerships is to provide professional learning in the arts for teachers." - The Kennedy Center
November 9, 2016 at Kennedy Elementary
This experiential "playshop" introduced the elements of rhythm, thyme and repetition as essential for exciting and engaging storytelling. Each of these elements was presented through fun exercises and games in such a way that participants easily comprehended their role in storytelling and acquired basic skills in their use. A familiar folk tale is used as the basis for the workshop and then sub-groups worked together to design their own version of a story to tell others.
Storyteller, musician, poet, actor, writer and music therapist, David Gonzalez, is a one-of-a-kind artist. He has created numerous productions that combine compelling drama, music, and multi-media; all of which enchant audiences nationwide with stories of love, hope, courage and wisdom. In addition, he is a cultural ambassador for the US State Department, and is the proud recipient of the International Performing Arts for Youth "Lifetime achievement Award for Sustained Excellence". Mr. Gonzalez was named a Fellow of the Joseph Campbell Foundation and was nominated for "Unique Theatrical Experience" for The Frog Bride. David was the host of New York Kids on WNYC for eight seasons, earned his doctorate from New York University's School of Education, and worked as a music therapist with disabled children for many years.
September 29, 2016 • at Young Auditorium (Fern Young Terrace)
Do students really understand why everything in math is a pattern? In this workshop, teachers explored how patterns underlie most mathematical systems. First participants examined how counting, one-to-one correspondence, attributes and sequencing are concepts that must be mastered before students are ready to learn about patterns. Then, they learned to lead lessons that integrate rhythm and movement with pattern concepts. Through this process, teachers discovered how to identify and teach the foundational grouping, sequencing, and part-to -whole concepts that are embedded inside repeating patterns. This workshop/course was developed in association with the John F. Kennedy Center for the Performing Arts and is partially underwritten by the U.S. Department of Education and the National Committee for the Performing Arts.
Marcia Daft is known for creating original instructional methods for teaching music as well as integrating music and movement into other areas of the curriculum. Her work has been used throughout the United States for fifteen years. Ms.Daft is a national workshop leader for the John F. Kennedy Center for the Performing Arts, a Master Artist with the Wolf Trap Institute for Early Learning through the Arts, and a consultant for arts institutions throughout the U.S. She has developed museum exhibitions, broadcast programs, and educational programs for the Smithsonian Institution. She has also written over twenty books for the Smithsonian Institution and the National Symphony Orchestra. Ms. Daft holds a Bachelor's degree in engineering from Duke University, a Master's Degree in music from the University of Chicago, and studied piano performance at the Mozarteum in Salzburg. She holds both a certificate and license in Dalcroze Eurhythmics, and performs as a part of the duo-piano team Le Quattro Mani.
The Midwest Arts Integration Conference was located at Madison's beautiful Overture Center for the Performing Arts. It was sponsored by the Kennedy Center, Innovative Schools Network, Young Auditorium, and ArtReach. The first Midwestern Conference on Arts Integration brought together teachers, administrators, teaching artists, and other interested educators to explore the meaning and practice of arts integration in schools.
The conference featured hands-on workshops, panels of practitioners, and opportunities for problem solving and planning. The conference also provided inspiration and practical approaches to implementing arts-integrated instruction.
"The Midwest Arts Integration Conference was an amazing, enriching experience. My presenters provided a wealth of resources, had substantial backgrounds in the arts, and got all the audience members to participate. I would highly recommend MAIC to teachers, administrators and artists that work with children. This conference changed the way I will approach teaching my science class."
"This was a huge light bulb moment for me as an art teacher. I gained valuable insight, resources, and ideas about how to help be an ambassador for other teachers and help them integrate the arts into the modern classroom. The Midwest Arts Integration Conference was a unique experience with excellent, engaging, fun presenters, who were extremely knowledgeable in what they do. I would encourage any person who works with children (from teachers to administrators) to attend this conference."
In our last workshop, we welcomed Kevin Cordi.
Story surrounds Kevin and he embraces it. He holds a doctorate in storytelling and Story making from The Ohio State University, a Master’s in Literacy and storytelling in teaching from the University of Akron and a Bachelor’s Degree in Communication Comprehensive from Kent State University. He has taught for 14 years in Ohio and California. He served as the “fire full-time storytelling teacher in the country,” according to The National Storytelling Network. He loves to play and believes it is the strongest work we can do as an educator. He is the author of Playing with Stories: Story Crafting for Teachers, Writers, and other imaginative thinkers. He has presented and performed in over 40 states, England, Japan, Canada, Singapore, Scotland, and most recently, in Ohio Northern University and since 2004 as Co-Director for the Columbus Area Writing Project at The Ohio State University. You can find out more at www.kevincordi.com and his work on play at www.permission2play.com He credits his West Virginia mother who told him and his five brothers and sisters on a dilapidated old couch for his love of stories and from there, his journey began.
In Kevin Cordi's workshop, participants explored and played with narratives, as well as experienced unique ways of story telling that can be implemented into the classroom to create a safe, and fun environment for a school setting. One of the most important things participants were told to do was give themselves “permission 2 play.” Together, participants told, developed, and experimented with stories through word dancing, deep listening, and improv. Classroom techniques such as Story Coaching and Story Mediating were explored through play and participants experienced what a possible classroom situation could look like using the story crafting and telling techniques.
The 2016 NAEA National Convention was held in Chicago at the McCormick Place Convention Center and Hilton Chicago Hotel. The NAEA National Convention is an annual event providing substantive professional development services that include the advancement of knowledge in all sessions, events, and activities for the purpose of improving visual arts instruction in American schools. As such, it is the world's largest art education convention.
ArtReach Attendee Reflections Coming Soon »
We welcomed teachers and instructional coaches Mike Roethler and Joe Kulesza from Illinois’ Glenbard High School District on December 5th to present, “Visual Literacy and Reflective Teacher Practice.” This workshop reminded teachers of the importance of visual, verbal and written reflection as it relates to improving teacher’s practices. Educators were able to develop deeper understandings of how videotaping can assist teachers in identifying specific areas of growth. Participants were provided with a variety of data collection tools that they can use to pin-point ways to enhance their practice. They practiced using these tools on videos of lessons. Participants also learned how to use data collected from videos to create clear and measurable goals for improvement. Finally, attendees understood how to use videotaping to measure the effectiveness of the new strategies and practices they implement. For practicing teachers this workshop highlighted the video skills necessary for continual practice of teacher pre-service teachers to be successful on the EdTPA and also practicing teachers engaged in continuous improvement.
Mike Roethler holds a Bachelor's Degree in finance from the University of Illinois at Urbana-Champaign, a Masters of Arts inTeaching from the University of Illinois-Chicago, and a Principal's Endorsement from North Central College. Additionally, he is a certified teacher evaluator. He has spent his entire nineteen-year teaching career at Glenbard North High School in Carol Stream, Illinois. He has taught a variety of basic, regular, honors, and AP level courses in the Social Studies Department. Highlights of his tenure include creating the school's AP Macroeconomics course, being named a finalist for the William Hennesey Teacher of the Year Award numerous times, and having the district honor him with its Distinguished Service Award.
The last three years he served as one of two instructional coaches in the building. While he largely works with the English and Social Studies staff, Mike has coached teachers in every department inthe school. He worked on such diverse projects as helping struggling students improve their reading and writing skills, improving student participation in a French class, using iPads toprovide anonymous student-to-student feedback, and developing new units for Macbeth and The Odyssey.
This workshop will help participants understand the importance of reflection on becoming an effective teacher. It will encourage them to see why this is a difficult skill to master and how the use of videotaping can assist teachers in identifying specific areas of growth. In particular, attendees will discover the “dos and don’ts” of videotaping so they will end up with the most effective evidence to reflect upon. It will also provide them a variety of data collection tools that they can use while watching a video of themselves to pinpoint areas of growth. They will practice using these tools on videos of lessons. Participants will also learn how to use data collected from videos to create clear and measurable goals for improvement. Finally, attendees will understand how to use videotaping to measure the effectiveness of the new strategies and practices they implement. This workshop highlights the skills necessary for success on the EdTPA.
Joe Kulesza has taught various levels of high school physics for the past 23 years. His experiences have carried him through a variety of educational settings-public school systems, private school settings, and the home-school community. He has led district-wide professional learning communities in Palatine-Schaumburg High School District 211, served as science department chair at Wheaton Academy, and currently fulfills the role of science teacher and instructional coach in Glenbard Township High School District 87. Much of Joe's work involves helping teachers navigate the evaluation process as they utilize Charlotte Danielson's Framework for Teaching, and he has found video to be an under-utilized yet helpful tool. Joe holds a Bachelor's degree in Physics from Illinois State University, a Master's Degree in Physics Teaching from Northern Illinois University, and is a certified teacher evaluator in the state of Illinois.
On October 16th, a cohort of WUSD art teachers, UW-W pre-service teachers and UW-W faculty spent the evening in the Crossman gallery. Kristin Smith, from the Big Picture Educator Project at North Carolina's Museum of Art, lead the group through a variety of inquiry based discussion strategies using the gallery's newest installation. Participants discussed art as text and considered how the strategies support the Common Core Anchor Standards for Reading. Teachers reflected on how these strategies Arts and Concepts in Practice could be incorporated into their classroom practice. The cohort was joined, on Saturday, by additional UW-W faculty and pre-service teachers. A hands-on session in the morning provided an opportunity for participants to view works of art, using a multi- draft process, to deepen inquiry, strengthen critical thinking and develop visual literacy. Participants were asked to consider big ideas/ concepts that shape their curriculum and the works of art that connect to those concepts. Educators developed essential questions and paired them with works of art, for inclusion in their curriculum maps. In the afternoon, our ArtReach student fellows presented their summer projects in hands- on workshops. Participants were involved in everything from gaming, metals and art projects to blogging. Educators enjoyed hearing about the work that pre-service teachers were involved in and considering how this work can impact instruction.
Kristin Smith is currently the Project Director for the Big Picture Educator Enrichment Program at the North Carolina Museum of Art serving K-12 teachers across the state and beyond through professional development opportunities focused on learning in and through the arts. Prior to museum education Kristin was a high school visual arts teacher that loved taking her students to museums, galleries and out into the world to see art.
How can we get students to create more complex and meaningful work? Join museum educator Kristin Smith as well as UWW pre-service teachers Amber Barreras, Katie Chipman, Annie Dudgeon and Conor O'Malley in this two-day workshop. Participants will explore approaches to creating lessons that strengthen inquiry, build critical thinking skills and develop visual literacy. Educators will explore how 'big ideas' can be a catalyst for helping students make connections between art and their lives. This workshop will include interactions with artwork in a gallery/museum setting, collaborative and authentic lesson creation and hands-on experiences with art.
"I absolutely loved Kristin's approach to examining art with kids. The strategies had structure that maximized student input with minimal teacher redirection. All of the discussions we had were rich and engaging and could be easily adapted to a wide variety of age groups."
"I really liked being able to interact with others who attended, to make more professional connections and think about varying ideas. It was also really neat to get ideas for applications in the classroom, while also generally expanding my thinking!"redirection. All of the discussions we had were rich and engaging and could be easily adapted to a wide variety of age groups."
"The workshop was full of hands on experiences that demonstrated what was being taught. There was also time to practice what was being taught."
"I enjoyed how it was very hands on, this allowed for us all to really get into this experience. It also allowed us to get to know everyone who was there. I also enjoyed the amount of time that was given for other students to present their research."