A. Deepening Social Justice Practice in Arts Education
Hannah Weitzer, Cofounder, Seachange Collective
How can we promote gender, racial, and economic justice through arts education programs, school activities, and daily interactions? How can we ensure that good intentions aren’t reinforcing inequalities or injustices? This interactive workshop uses real-life case studies to explore the distinction between charity and justice work, good intentions and effective impact, and assumed knowledge and community needs. Participants will leave with practical tools to thread meaningful social justice practices into their arts education work.
B. Funding Equity: Shifting the Paradigm from Sustainability to Thrivability
Durell Cooper, Founder & CEO, Cultural Innovation Group, LLC; Margaret Morton, Director of Creativity and Free Expression, Ford Foundation; Holly Sidford, Codirector, Helicon Collaborative; Tom Finkelpearl, Commissioner, NYC Department of Cultural Affairs; Sharnita C. Johnson, Director of Arts, Dodge Foundation
Government, foundations, and arts nonprofits are becoming more aware of equity issues in the field, yet still just 2 percent of organizations receive 60 percent of all contributed revenue―an increase of 5 percent over the last decade. In this panel we will take a deeper look at the social and economic conditions that govern the nonprofit ecosystem and discuss effective methods to mitigate some systemic barriers and build a more thrivable future.
C. Lincoln Center’s Access Ambassadors: Self-Reflection and Peer Review Practices for Teens with Developmental Disabilities
Alison Mahoney, Manager, Accessibility, Lincoln Center for the Performing Arts
Lincoln Center’s Access Ambassador program is a job-training program for young adults with developmental disabilities that incorporates in-school lessons and supervised volunteer shifts at Lincoln Center performances. This session, led by an Access Ambassador educator and administrator, will focus on self-reflection and peer review, as well as tools to modify these practices for different learning styles. We will also examine how student feedback and institutional support have shaped the program over its three years.
D. Teaching the Older Adult: Encouraging Creative Choices in Making Dances
Naomi Goldberg Haas, Founding Artistic Director, Magda Kaczmarska, Lead Teaching Artist, Ellen Graft, Guest Artist, Dances for a Variable Population
This workshop will explore best practices towards a range of movement choices in senior adult classes and instill an understanding of the mind‒body connection, particularly with a population that is sometimes reluctant to improvise. Working with three basic ideas—class structure, muscle strengthening, and prompts for imagination—DVP methods improve class attendance, enhance enjoyment, and build a greater understanding of the benefits of practicing dance as well as encouraging more creative expression in older adults.
E. The Art of Reflection: An interdisciplinary Approach to Learning
Mark LaRiviere, Cofounder and Chief Program Officer, Anya Levkovich, Program Coordinator, Children’s Arts Guild
Excite and engage your students with reflective techniques that connect creativity and self-expression to core classroom learning. This hands-on workshop will teach you how to deepen your students’ understanding of the elements of art and principles of design while integrating your lessons with language arts standards.
F. Expanding and Enriching the Ways We Evaluate Impact, Part II
Dennie Palmer Wolf, Principal, WolfBrown; Lindsey Buller Maliekel, Director of Education/Public Engagement, Jamie Roach, Teaching Artist Researcher, Val Ong, Senior Education Associate, The New Victory Theater
In this session, participants will explore how to expand and enrich the ways in which they measure the impact of their programs on youth, exploring how the values and practices native to their artistic work can enrich the usual set of outcomes (e.g., grades, test scores, attendance data, etc.). The session will include examples from theater, visual arts, and creative writing on which participants can build new approaches for their own current work.
G. Interactive Storytelling and the English Language Learner: Physicalizing Language, Part II
Helen Wheelock, Director, Early Learning Programs, Courtney McClellan, Assistant Director, Early Learning Program, CUNY Creative Arts Team
This workshop explores how interactive storytelling practices support the English Language Learner in developing fluency and acquiring vocabulary. The focus will be on participants’ practice: exploring how, by working intentionally to simplify, clarify, and physicalize their communication strategies, they can help bridge gaps, diffuse tensions and miscommunication, and support building trust and collaboration between communities speaking diverse languages.
H. Good Play/Bad Play: Why Trauma-Informed Approaches Are Vital in Our Schools
Rebecca Dolan, Programs Supervisor, Alicia Thompson, Senior Teaching Artist, ENACT, Inc.
In this workshop, participants will use active exploration and creative methods to learn about working with put-at-risk youth in challenging situations. Participants will explore how trauma can result in negative behavior manifestations and will gain a better understanding of how trauma can affect classroom climate. The session will utilize engaging game play, active discussion, and an empathy-based model for understanding trauma and trauma-informed approaches.
I. Meet-Up: Early Career Professional