Category: Uncategorized

Photo Blog – Teaching Artist Meet-Up: Sip & Create

This November, the NYC Arts in Education Roundtable’s Teaching Artist Affairs Committee & Community-Word Project’s Teaching Artist Project hosted a joint salon for Teaching Artists around NYC. Over 40 teaching artists attended the event! Musician Michael Morales led us in an opening community activity that had us experimenting with egg shakers, drums, triangles, and other musical instruments to create something uniquely collaborative. After that, attendees had the opportunity to mingle, snack, and create individual and collaborative artworks to share, including visual and creative writing pieces. We finished the night with a fantastic and energetic open mic portion, where participants were able to share work they created during the event and in their individual artistic lives. It was truly a special evening that allowed us to put aside our teacher selves and celebrate one another as artists. We rarely get to do that in our day-to-day teaching artist lives, so it was a very special evening where we could all unwind, make art, and be in a supportive community.”

Chancellor Carranza Announces Record Citywide Investment in Arts Education

Annual Arts in Schools Report shows $17 million increase in arts education spending, record number of arts teachers, record percentage of schools working with cultural partners

NEW YORK – Schools Chancellor Richard A. Carranza today released the 2017-18 annual Arts in Schools Report and announced a record $433 million citywide investment in arts education, up from $336 million at the start of this administration in 2013-14. The $97 million increase in annual citywide arts education spending includes school-based spending in addition to the administration’s annual $23 million investment to expand programming, renovate arts spaces, and hire new teachers, which began in the 2014-15 school year.

Other highlights from the 2017-18 Arts in Schools Report include:

  • A record 2,837 full-time certified arts teachers in New York City schools, representing an 18 percent increase from 2013-14
  • 100 percent of responding schools collaborating with one or more cultural partners, up from 84 percent in 2013-14, and including 431 cultural partners citywide
  • Investment in partnerships and grants to 369 schools to support arts education, including specific programming for Multilingual Learners and Students with Disabilities

“A rigorous and enriching arts education provides students with an outlet for their creativity and helps them develop key skills such as critical thinking and collaboration,” said Mayor Bill de Blasio. “We’re committed to prioritizing the arts across our 1,800 public schools to help our students achieve success in the classroom and beyond.”

“Growing up, the arts brought everyone in my family together. Music opened my eyes to culture and history, kept me grounded, and taught me how to stay focused on a goal,” said Schools Chancellor Richard A. Carranza. “The skills we learn in the arts apply well beyond chords and color palettes, and help so many of our students thrive in and out of the classroom. Whether our students pursue an art form into college and careers, or it’s simply their favorite class of the week, I am proud that New York City is investing in high-quality arts education for all students.”

Under this administration, New York City has increased the number of full-time certified arts teachers citywide by 444, representing an 18 percent increase in the number of full-time certified arts teachers over the last five years. In 2017-18, the DOE had 2,837 full-time teachers serving students in PK-12, up from 2,770 in the previous year, and up from 2,393 in 2013-14.

For the first time in 2017-18, 100 percent of responding schools – 1,491 schools – reported working with one or more cultural partners, up from 84 percent in 2013-14. New York City schools partner with 431 cultural organizations citywide, bringing professional artists into schools to conduct workshops and exhibitions, and expose students to world-class performances.

The DOE continues to advance equity for Multilingual Learners and students with disabilities through partnerships grants, including Arts for English Language Learners and Students with Disabilities, Arts Continuum, and the Arts + Families Engagement program. These grants grew to serve 369 schools in 2017-18 – with approximately 200 arts organizations providing services – up from 144 schools when the grants launched in 2014-15. Additionally, in 2017-18, the DOE released the Arts and Students with Disabilities Online Resource Compendium(Open external link), a resource on best practices for educating students with disabilities in the arts classroom. Additional training using this resource is available throughout the 2018-19 school year.

The 2017-18 Arts in Schools Report also highlights a number of new and expanded arts initiatives that are reaching students across all five boroughs: family engagement activities including Borough Art Festivals and High School Audition and Application Workshops, and additional professional development for arts educators. In summer 2018, the DOE served 252 students through the Middle School Arts Audition Boot Camp, up from 98 in July 2014. Sponsored by the DOE and hosted by Lincoln Center Education, the Audition Boot Camp provides intensive support and targeted training to students auditioning for and applying to arts-based high schools in New York City. The program works to level the playing field by helping students from Title I middle schools prepare for auditions at competitive arts high schools.

“As Chair of the Assembly Education Committee, I would like to commend Mayor de Blasio and Chancellor Carranza for making this great investment for our students,” said Assembly Member Catherine Nolan, Chair of the Assembly’s Education Committee. “Arts education is so important in helping young New Yorkers to discover their talents, enhance their skills and enrich their lives. Expansion of the arts has been a priority of the Assembly majority, and I thank Speaker Heastie and my colleagues for all the state budget support for these initiatives.”

“An investment in arts education is an investment in the success of our students. Arts education improves our children’s cognitive abilities, including learning, attention, motivation and intelligence,” said State Senator José M. Serrano. “Studies have also shown the correlations between school-based arts instruction and high school graduation rates in New York City public schools. While there is still more work to do, I am heartened by the progress shown in this year’s Arts in Schools Report. As incoming Chair of the Senate Committee on Cultural Affairs, I look forward to working to ensure all of our students have access to a strong arts curriculum. I commend Chancellor Carranza for his commitment to providing our children with a well-rounded education.”

Together, the Equity and Excellence for All initiatives are building a pathway to success in college and careers for all students. Our schools are starting earlier – free, full-day, high-quality education for three-year-olds and four-year-olds through 3-K for All and Pre-K for All. They are strengthening foundational skills and instruction earlier – Universal Literacy so that every student is reading on grade level by the end of 2nd grade; and Algebra for All to improve elementary- and middle-school math instruction and ensure that all 8th graders have access to algebra. They are offering students more challenging, hands-on, college and career-aligned coursework – Computer Science for All brings 21st-century computer science instruction to every school, and AP for All will give all high school students access to at least five Advanced Placement courses. Along the way, they are giving students and families additional support through College Access for All, Single Shepherd, and investment in Community Schools. Efforts to create more diverse and inclusive classrooms, including Equity & Excellence for All: Diversity in New York City Public Schools are central to this pathway.

The 2017-18 Arts in Schools Report is available online.

Reposted from New York City Department of Education website.

Chancellor’s Strategic Arts Plan Focus Group for NYC AIE Roundtable hosted by NYC DOE OASP

Date: Monday, December 17, 2018
Time: 4pm-6pm
Location: Department of Cultural Affairs (31 Chambers Street, 2nd Floor)

The NYC DOE’s Office of Arts & Special Projects invites you to join Paul King, Executive Director, and Barbara Pollard, Project Manager, to assist in the development of a Arts Education Strategic Plan as directed by Chancellor Carranza.

This session will provide an opportunity to provide feedback and make recommendations about providing equity, access and excellence in arts programs for all NYC students.

Please note this event is exclusively for members of the NYC Arts in Education Roundtable. Only ONE member from each organization can attend due to space limitations.

To RSVP by Friday, December 7th, please CLICK HEREWe look forward to seeing you December 17th!

Center for Arts Education — Teaching Artist Salon: An Enchanted Evening (11/29/2018)

Come learn from your peers across arts disciplines!

Building on CAE’s audition model, teaching artists will participate in a series of mini-lessons led by experienced teaching artists followed by small group exploration of strategies and best practices.

This public event is designed for teaching artists, but is open to any interested arts educators.

Light refreshments will be served.

  • Date: Thursday, November 29, 2018
  • Time: 6:00 – 8:00 PM
  • Location: The Center For Arts Education, 266 West 37th Street



From Our Friends at AATE!

AATE is now accepting applications for their 2019 Conference Session Proposals! For more information on how to submit, frequently asked questions, or session proposal tips please visit:

The 32nd annual American Alliance for Theatre and Education Conference will take place in New York City from August 1-5, 2019. The conference theme is “Activate AATE: Exploring Theatre Educators’ Role and Responsibility

AATE’s 32nd annual conference will be held in diverse, dynamic and vibrant New York City from August 1-5, 2019. In a city known for its diversity, culture, and, arts conference attendees will explore how theatre artists, educators, and scholars can be responsive and effective in the current socio-political climate. AATE Members are uniquely poised to be a force for positivity, action, and empathy building at this pivotal moment when the need for self-expression and dialogue is so palpable. The conference will provide a place for the arts education community to come together and spend time discussing the current issues through curated sessions and facilitated conversations. Join us in 2019 to question, to learn, to celebrate – and to Activate AATE.

News from the OASP

In September, the Roundtable Co-Chairs (Sobha Kavanakudiyil and Jennifer DiBella) met with Paul King, the Executive Director of the Office of Arts and Special Services (OASP). Here is some information he shared with us:

  • The Office of Arts & Special Projects staff contact information can be found HERE. The most recent appointment is Alexa Fairchild, Arts for Diverse Learners Program Manager.
  • The new Chancellor is very supportive of the arts in schools and committed to equity, access, and excellence. The NYC DOE will provide mandated implicit bias training to its employees within 2 years. Also, all teachers will participate in training to support culturally responsive pedagogy.
  • There is a focus to address the lack of sequential arts education instruction at the elementary school level.
  • The name for “English Language Learners” has generally transitioned to “English as a New Language”. The NYC DOE is developing strategies to be sure that ENL students don’t lose access to arts instruction.
  • The NYC DOE has restructured its website to communicate with constituents and NYC DOE personnel:
    • Main NYC DOE site ( will be primarily for parents and families‎.
    • Info Hub ( will be for cultural partners and other constituents with public facing resources.
    • WeTeachNYC ( will house materials and resources for educators; some content will require a NYC DOE login.

**The Roundtable will be hosting a special event in November with the team from the Office of Arts & Special Projects profiling the roll-out of the new New York State Arts Standards on November 13th from 4-6pm.  Registration is required for this free, members only, event.**

Request for Proposals


Wednesday, April 24 & Thursday, April 25, 2019

Request for Proposals

*Application Deadline EXTENDED: September 28, 2018*


FACE TO FACE is a professional development conference for arts administrators, teaching artists, and others interested in the field of arts in education. The conference strives to demonstrate effective teaching and learning strategies for practitioners in the field of arts in education, as well as to provide forums for discussion of other critical issues such as equity, diversity, and inclusion; advocacy; research findings; assessment; community engagement; and organizational management.

The Roundtable is accepting proposals for breakout sessions for Face to Face 2019. The Conference Committee is especially interested in proposals for sessions that actively engage participants in one or more of the six disciplines of visual art, dance, music, theatre, film/moving image, and writing; in addition to sessions topics related to early childhood learning, creative aging, working with ELL and immigrant populations, out of school time programming, and working in nontraditional settings.

While there is no limit to the number of proposals an organization can submit, a maximum of two (2) proposals per organization will be selected for the conference. There is also a limit of four presenters (one (1) lead presenter and up to three (3) co-presenters) per session.

Proposers do not need to be Roundtable members (Full Organization or Individual) to propose a session.


Registration Fee

Note: Registration is required for all session presenters and panelists. The moderator and up to three (3) presenters will be admitted to the conference for a reduced fee of $100. If the moderator or the presenters wish to only attend his/her own session, they must register for a fee of $45.


For Tips on Crafting Your Proposal please visit our How To video at 

Face to Face Session Proposal Contact Info:

Kyla Searle: NYC Arts in Education Roundtable Managing Director:



Successful proposals will:

    • Investigate a critical question.
    • Explore or reference a specific art form(s), as appropriate, and demonstrate a mastery of that art form(s).
    • Involve a variety of viewpoints and/or qualified presenters and include ample time for reflection.
    • Not serve as a “commercial” for an individual or organization (i.e. “dog and pony show”). Sessions that only describe an organization’s work and successes are rarely selected.

Each session submitted to the conference is evaluated by a panel of Face to Face evaluators. Session evaluation includes the following criteria:

  • Relates to the description in the conference program
  • Demonstrates a mastery of content
  • Communicates content clearly and effectively
  • Stimulates lively dialogue with the participants
  • Manages time and pacing effectively
  • Incorporates opportunities for reflection
  • Initiates thoughtful dialogue and discussion
  • Uses practical examples of relevant work


SESSION ENROLLMENT: The NYC AIE Roundtable cannot guarantee presenters a minimum or maximum number of participants in their session; however, the Roundtable will try to inform presenters of how many people to anticipate at their session prior to the conference.  

In order to be considered, proposals must be submitted by September 12, 2018, using the link below. 



Link to application:

This application consists of three parts:

PART I: Session Proposal Form

PART II: Presenter Information

PART III: Session Proposer Agreement

Be sure to complete all sections of this application and submit the form by the deadline of September 12, 2018.

Maintaining Parallel Careers; A Teaching Artist Perspective

Maintaining Parallel Careers; A Teaching Artist Perspective
by Chris Giordano & Jacqueline Raymond

This audio blog entry “Maintaining Parallel Careers” was inspired by everyday conversations with fellow teaching artists. By experience, we have often had to make decisions on where are we going to spend our resources. Do we professionally pursue opportunities to showcase our art or do we commit to a teaching residency? Often we strive do both, but there always seems like a sacrifice or missed opportunity in the other field. We wanted to know more about those struggles from working teaching artists, and their strategies to making their parallel careers worth for them.

To listen to the Podcast, Click Here!

Chris Giordano is an actor, director, producer, and teaching artist. He’s a current member of New York City Arts In Education Roundtable, serving on the teaching artist affairs committee. He has taught theatre classes with 92nd Street Y, New York Film Academy’s Musical Theatre Conservatory, TexARTS, AMDA’s High School Summer Conservatory, Inside Broadway, Kidville, Brooklyn Acting Lab, Camp Broadway, The Boys and Girls Club, the Putney School Summer Program, and Lifetime Arts. He’s also a member of the Educational Theatre Association, and just completed his M.S.Ed. in Educational Theatre at The City College of New York.

Jacqueline Raymond is an actor and teaching artist in New York City. She’s currently working on her MSEd in Educational Theatre at The City College of New York. Additionally, Jacqueline is Co-Founder of Girls 4 Girls, a non profit committed to empowering girls and young women through arts education.

Gender in the Classroom Part 2: What’s in a Pronoun?

What’s In a Pronoun?

by AnJu Hyppolite


We, she, he, I, you, it, and them.”

We, she, he, I, you, it, and them.”

We, she, he, I, you, it, and them...”

My third grade teacher, Mrs. Mary White, made us sing these pronouns everyday. It’s a song I sang as I typed them above. It’s a song I’ve taught the students I’ve tutored. Sure, there are more pronouns in the English lexicon than in the chant above. Yet, this was how Mrs. White helped a class of twenty-something eight and nine-year-olds remember what pronouns are. We knew which pronouns to attribute to singular nouns vs. plural nouns, and we also knew which ones were qualifiers for males, females, and objects.

This was well over 20 years ago when gender normatives were widespread. There was no overt opposition: If you were born with female gonads, you were a girl or woman. In which case, your pronoun was ‘she’. Conversely, if you were born with male gonads, you were called a boy or man. Your pronoun, in that case, was ‘he’. Today, the world is a more diverse place. People are challenging the identities that they are not comfortable conforming to. They are denouncing the male and female binary construct. Individuals who do not fall within gender normatives are referred to as non-binary, a descriptor for any gender identity which does not fit the male and female binary.

Though I grew up in a traditional Haitian household, my parents did not assign gender-conforming roles to my brother and me.

I had to take the trash out, mow the lawn, paint, shovel snow, and rake leaves. It’s the reason why as a young girl, I knew the difference between a Phillips screwdriver and a flat-blade. My brother had to vacuum, wash dishes, dust, sweep, and mop. We took turns doing our gender-nonconforming chores as well as the conforming ones. Despite having been raised without these biases, I haven’t always been open-minded in regards to other non-normative ideologies.

As an advocate for marginalized people, a teaching artist whose pedagogy is informed by social equity, diversity, and inclusion, and as a human being, it is important that I create equity in the classroom and in my interactions. I am meeting a lot more non-binary people. I am learning that what Mrs. White taught me about pronoun attribution wasn’t wrong, but that today, in 2018, pronouns are being used differently than they were when I was in the third grade.

There is no formula as to how an interaction with a non-binary person should flow.

In one instance, I am learning that when I meet someone and introduce myself, I should state my name and pronoun, giving the other person the freedom (should they wish), to do the same. I’ve been told it is okay to ask someone what their preferred pronoun is if it isn’t offered. I have, however, heard that doing either of the aforementioned could potentially oust someone who wasn’t prepared to come out. I am also learning that it is okay to not offer my pronoun or ask for someone’s pronoun first, but to allow the other person to self-advocate.

The matter of pronouns is a delicate subject for both binary and non-binary individuals. I realize that above all else, it’s about honoring how a person wants to be addressed. To call someone anything other than how they want to be addressed is calling them out of their name and minimizes how they see themselves. We don’t have to agree with it. We don’t even have to understand it. We should, however, respect people’s choices to name themselves.

What’s in a pronoun? It’s a non-binary individual’s value — the opportunity to show up as their whole selves and to be called by their right name.

AnJu Hyppolite is a Brooklyn-born, Queens-bred award-winning actress, author, advocate, poet, and copy editor who works at the intersection of theater arts, literacy advocacy, and social equity pedagogy. She is a current member of the Teaching Artist Affairs Committee.

Gender In The Classroom; A Two Part Blog Series.

Gender In The Classroom; A Two Part Blog Series.


As The Day Of Learning approaches, we offer you two perspectives on gender expression in the classroom.  Part One is from a Teaching Artist, Kelindah, who identifies as non-binary.  Part Two, written by Anju, a Teaching Artist who is cisgendered, will be released early next week.

We encourage you to respond to this article on the facebook page and keep the conversation going.

In Trans I Trust, Kids Adjust

Every 10 weeks I enter a new classroom, teal hair preceding me, “Out for Safe Schools” and “Black Trans Lives Matter” badges on display, pronoun necklace facing out, with a polka-dotted suitcase full of art supplies. These are my armor, supplies for my They Agenda.

Mx. Kelindah, I write on the board.

“Is that an X?”

“Are you a boy or a girl?”

“Why is your hair blue? Why are your eyebrows blue?”

I draw a venn diagram, one circle holds Ms, the other Mr. I write Mx. in between, or outside of, or on another page entirely.


“Oh! Mx. like mix! I’m a mix of boy and girl too!”

Assessing the room quickly, judging by the facial expressions of the grown-ups present, I decide how much of my gender to bring into the room. What bargains and boundaries will I set this time?

I don’t always use the word trans to describe myself in the classroom because to most cis people it still implies a medical procedure to transition from one binary to another– a dichotomy in need of disruption. Perhaps I’m just not ready yet. For now, Mx. it is.

Tranifest truth, Mx.

Can’t teach if you’re pretending–

A Theyvolution

My experience of gender asks for more options and unsettles the principles that construct our sordid system: that there are only two genders, that people of those genders must display certain behaviors, that those genders are based on genitals, and that those assigned male at birth are superior.

These violent principles pave the pathway for colonization and fuel white supremacy₁. A capitalist, heterosexist project, the cis-tem relies on the nuclear family as a unit of labor.

Meanwhile, nonbinary trans people, in all their nuance, have always been here existing and resisting₂. What if we could appreciate this nuance as if there are as many genders as there are beings on Earth?

I should wear a sign

Make the subway cis cringe, squirm

“Gender is a hoax”

Some days, I wear my Mx. with nonchalance. Others, I just want to find the rare, mythical, single-stall gender neutral bathroom in the school and hide.

The need to come out

Over, over, and over

And when’s it over?

My whiteness, my able body, my US citizenship and other privileges allow for my relative safety within my transness; I feel a responsibility to be out in whatever ways I have the capacity for that day. Some wonder why my transness is even relevant to an art classroom.

Because pretending to be a gender that I’m not makes me a less present teacher.

Because I’ve been the kid who felt like the options were lackluster, forced myself to wear “girl” until is falseness carved a cave of my chest. And I know the kid who cringes at every aggressive “listen up, boys and girls!” I’ve met the teacher who doesn’t have the language but is burdened by the dysphoria at every reflection.

And the rest of you who have to adjust? I know, it’s hard to shift your syntax. But you know what’s probably harder? Being trans in a structure built by binaries that tells you your magic is burden.  

Dysphorix the Clown:

Sing love songs into

A mirror that deceives you

I have to hope that if I’m truthful about who I am, I might offer those gender creative young people₃ an alternative to dysphoria, an artful expression of otherwise.

To smash the cistem

Requires a team effort, To

Break the binary

I wonder how we educators might do it differently…

  1. Make your language more inclusive: “boys and girls!” Try, “artists, scientists, readers:” words that honor what they can be over what they have been assigned.
  2. Resist assigning pronouns before asking and the urge to rely on gendered compliments. Try using student’s names more often and neutralize observations: “This is Henry’s piece. I notice that Henry explored the element of texture in this collage.”
  3. Share examples of gender variant role models₄ and artists who express gender in a range of ways beyond the binary. Representation enables reflection and expands what “normal” is!
  4. Challenge gendered assumptions: when you hear, “only girls wear nail polish,” ask questions to dig deeper: “what makes you say that?” “does anyone else feel differently?”
  5. Slow down your speech and be accountable to what you say. Did you mess up a student’s pronouns? Apologize, correct yourself, move on. Dwelling on it to assuage your own guilt puts the trans person in an uncomfortable position. Practice on your own time so it doesn’t happen again.
  6. Introduce pronouns early and often, through a game or by identifying the pronouns of role models you introduce students to. (I know a handful of 3-year-olds who ask their stuffed animals for their pronouns.) It can be as easy as asking someone’s name or their wellbeing.

Trust, children adjust. And perhaps if we grant them opportunities to take agency over their own identities, exposure to an array of gender expressions, and affirmation when they offer us ever more gender-expansive language, they won’t have to.

Kelindah Schuster is a teaching and performance artist based in Brooklyn. They grew up in Indonesia and Singapore and received their BA in theater and gender studies from Vassar College. Kelindah teaches drama and visual art with Marquis Studios and BAX and believes in collaborative art-making as radical community care. They perform as Theydy bedbug, a nonbinary drag creature who explodes gendered stereotypes and reminds us #NoMeansNo.


₁: Morales, Ezra. “I’m a Trans Student of Color. Supporting Me Means Fighting White Supremacy.” GLSEN,

₂: Diavolo, Lucy. “People Have Had Non-Binary Genders for THOUSANDS of Years.” Teen Vogue,, 20 June 2017,

₃: “SO YOUR CHILD IS NONBINARY: A Guide For Parents.” Life Outside The Binary, 30 Aug. 2014,

₄: Preston, Ashlee Marie. “Meet 10 black transgender figures from history who are models for resilience.” Mic, Mic Network Inc., 28 Feb. 2018,