1:45 PM – 3:15 PM | SESSION V

A. Roots (and Fruits!) of American Rhythm: An Interactive Survey
Shireen Dickson, Director, OKRA Dance Company

This session is an interactive survey of the rhythmic innovations that are the foundation of all uniquely American music and dance. We first summarize how European and Native influences merged with enslaved Africans retentions, from the ring shout to rhythm tap. Then we explore ways that these rhythm models can offer additional learning channels in your classroom practice, no matter the discipline or subject matter. Participants should come ready for moderate movement.

 

B. Community Arts in a Changing Neighborhood
Patrick Scorese, Associate Director of Education, Sana Musasama, Teaching Artist, Jamaica Center for Arts & Learning

Neighborhoods are in flux from waves of gentrification and changing demographics―and this requires community-based arts institutions to be incredibly flexible. How can organizations stay true to their origins while adapting to new environments? Are these mutually exclusive, and what does it mean for access and equity? This workshop will explore how one organization attempted to address these issues within the rapidly changing neighborhood of Jamaica, Queens.

 

C. Graphic Novels as a Springboard for Theater with English Language Learners
Alexandra López, Associate Director of Education, Andrea Dishy, Director, Learning English and Drama Project, Lincoln Center Theater; Richard Hinojosa, Director of Education, Jonathan Fadner, Teaching Artist, Queens Theatre

With eye-catching visuals and age-appropriate content, graphic novels and comics can be surprisingly accessible literature for young English Language Learners (ELLs). In this workshop, experience how Queens Theatre’s English Language Learner program (QTELL) works with elementary-aged ELLs to develop original songs exploring immigration based on The Arrival, by Shaun Tan. Participants will also examine a scene adapted from the Ms. Marvel comics through Lincoln Center Theater’s Learning English and Drama (LEAD) Project workshops with high school ELLs.

 

D. Integrating ELA and Clay Sculpture: Making Expressive Portrait Busts
Julia Schmitt Healy, Project Manager, Expanding the Frame, John Christopher Williams, Artist/Teacher, Jared Cardenas, Project Coordinator, Expanding the Frame, Studio Institute

Learn to integrate art and ELA! Create and take home a Clay Portrait Bust based on a character from literature. Find out how to depict a particular facial expression that reflects a character’s personality and demeanor. Presenters will share a free website funded by a federal DOE grant that has downloadable unit plans and resources for teachers, artists, and parents.

 

E. Stargate Theatre: Theatre-Making and Youth Justice, Part II
Judy Tate, Teaching Artist, Founding Artistic Director, Paul Gutkowski, Teaching Artist/Company Manager, Manhattan Theatre Club’s Stargate Theatre; Wade Handy, Assistant Director of Education, Manhattan Theatre Club

Theatre-making offers unique opportunities for justice-system-involved and otherwise disconnected young people to develop skills necessary to navigate today’s society. Stargate Theatre hires these young men to create and perform an original play each summer. In this session, participants will engage in theatre-making processes employing positive youth development principles that allow adolescents to enhance existing skills (artistic, academic, and social) while gaining new ones. Although this session builds on Part I, it is designed to be informative as a stand-alone as well.

 

F. Integrating Multi-Disciplinary Art-Making Through Music
Michael Morales, Teaching Artist, Amy Appleton, Director of Education, Tishawn Gonsalves, Visual Art Teaching Artist, Danielle Nicolosi, Teaching Artist, Marquis Studios

This session helps to break down the barriers between artistic disciplines, showing several adaptations of movement and visual-art-based activities through the lenses of music. By tapping into our natural ability to feel and move with rhythm, we unlock the door to creative expression. Communal art-making is a powerful act, and by first connecting with the community, we strengthen our resolve and trust in our ability to create.

 

G. Strategies for Fostering Diversity and Inclusion Through Creative Aging
Ariana Elezaj, Deputy Director, Rose Ginsberg, Assistant Director, Arts and Wellness, The Center @ Lenox Hill Neighborhood House

Community spaces can offer the most robust programming in the world, but if it’s not inclusive and accessible to all, we do a disservice to our entire community. How can we use creative strategies to broaden the reach of our programming and engage diverse populations? What are some ways to address language and cultural barriers and leverage the ways we already can and do communicate with each other? Using Lenox Hill Neighborhood House’s innovative senior center as a case study, we will highlight some successful strategies for cross-cultural communication and help participants craft effective approaches unique to their own community setting.

 

H. The Importance of Trauma-Informed and Reflexive Teaching
Brooke Boertzel, Arts Education Consultant and Curriculum Specialist, New York City Children’s Theater; Heidi Landis, Drama Therapist, RDT, CGP, BCT, TEP

Through experiential learning and interactive discussion, participants will gain a fundamental understanding of the intentions and benefits of a trauma-informed, reflective practice. This workshop will explore complex trauma, how it impacts attitudes and behaviors in the classroom, and how educators can use a reflexive practice to benefit their teaching. We’ll examine implicit biases and power dynamics within traditional teacher/student relationships and review a case study of an organization that’s implementing this training into its practice.

 

I. Meet-Up: Teaching Artists
Marcus D. Johnson, Chris Gross, and Javon Howard, Facilitators

It is no secret: Teaching artists are the foot soldiers of arts education. In this ever-expanding field, teaching artists may experience uncertainty concerning their trajectory in arts education, pondering whether they possess the skills for arts administration, or even if there’s a place for them at the management table. In this Meet-Up facilitated by the Teaching Artist Affairs Committee of the Arts in Education Roundtable, we will explore the infinite possibilities of the teaching artist’s journey. We will use discussion and artistic reflection, and share knowledge and resources from those who have found divergent pathways through the field. Teaching artists and administrators of varying years of experience are welcome!

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NYC AiE Roundtable