resources for teachers
Black lives matter. Young Audiences stands with those fighting for justice in Maryland, Minneapolis, Louisville, and across our country. We honor those who have been murdered and otherwise harmed by our nation’s systemic racism and police brutality.
We recognize that #BlackLivesMatter is a movement, not a moment, and as an organization it is our responsibility to be engaged and stay engaged—both in this powerful moment, and in those that follow. We acknowledge that our organization has benefitted from systems of oppression, and in the fight for racial justice, we must continue to examine and change our own organizational practices and culture.
Artists shape culture. Artists help us to see, understand, and express injustice. And, if we want to build a world that is just—we as a society need to be able to imagine that world. The arts are critical to that.
Knowing that this time, while not new, is extremely challenging for Black people, we wanted to share a Black only healing space that some may be interested in:
- The Healing Hour: On Thursday, June 4, a safe space on Zoom for Black voices to process feelings surrounding black lives lost to police brutality, hosted by a Black clinician Brie Sutton, LGPC
We also want to share some of the organizations and resources that we have found valuable in our learning. The resources below are just some of many resources to explore.
We are committed to continuing to learn. To listen. To question. To be questioned. To respond. To act. We look forward to growing together.
- WombWork Productions, Inc.
- Baltimore Racial Justice Action
- Leaders of a Beautiful Struggle
- Teacher’s Democracy Project
- The National Black Lives Matter Week of Action in our Schools
- Baltimore Ceasefire
- Two Baltimores: The White L vs. the Black Butterfly by Dr. Lawrence Brown
- White people assume niceness is the answer to racial inequality. It’s not.by Robin DiAngelo
- Rethinking Schools: “Racial Justice is not a choice” by Wayne Au
- The Year I Gave Up White Comfort: An Ode to my White “Friends” on Being Better to Black Womxn by Rachel Ricketts
- Filling our Cups: 4 Ways People of Color can Foster Mental Health and Practice Restorative Healing by Threads of Solidarity: WOC Against Racism
- How to Set a Boundary and Survive the Shame and Guilt That Follows by Fat Black Sadistic
In a recent blog post for the Washington Post, Alvin Crawford, CEO of Knowledge Delivery Systems, addresses fundamental issues with the current professional development offerings for educators. He cites a 2009 report which found that “when asked about their experience in professional development, ‘most teachers reported that it was totally useless.’” The substantial financial investment the U.S. makes in teacher development ($2.5 billion in 2012 according to U.S. Secretary of Education Arne Duncan) is not meeting the needs of many teachers, or in turn, students.
The Teaching Artist Institute (TAI), did not set out to be a teacher professional development program, but as the program starts its eighth year this fall, it is clear that it is succeeding where many traditional professional development workshops are not. TAI also has gained attention for how it provides teachers with creative and natural tools for implementing Maryland’s Common Core College and Career-Ready Standards through the arts.
TAI is a statewide program made possible through the partnership of the Arts Education in Maryland Schools Alliance, the Maryland State Arts Council, and Young Audiences/Arts for Learning. It was founded to train teaching artists to create curriculum-aligned arts programs for classrooms. Since its start in 2007, the program has graduated more than 110 artists and has repositioned the role of artists in education in Maryland. Teaching artists were once perceived as performers—able to entertain, and perhaps share another culture with students—but they were a distraction from the school day, a break from the classroom. Through TAI, artists have demonstrated the value they bring to the classroom as educators.
TAI-trained artists are critical partners to teachers of any subject, using their art form to creatively address the ever-changing curriculum and standards to which teachers are held accountable. TAI fosters partnerships between teaching artists and teachers, requiring artists to collaboratively plan and teach with an assigned teacher. Through this collaboration, teachers experience the gifts a teaching artist brings to the classroom and learn how the arts can be used to engage children in learning. While TAI was not created for teachers, teachers report it improves their own practice of arts integration and reinvigorates their passion for teaching.
In his post, Mr. Crawford shares what teacher professional development needs to entail to be effective for teachers and to positively impact student achievement:
Teacher development studies…have shown over and over again that simply exposing a teacher to a new concept or skill has little to no classroom impact because most professional development opportunities for educators are still lecture style – telling, showing, and explaining how something can be done.
And when the “learning” is finished, we push teachers back into the choppy waters of their classrooms without so much as a life preserver; they’re given very little or ineffective ongoing support from their district.
To be transformative, strategic professional development needs to be 50 hours or more plus less formal and ongoing interaction and peer engagement to refine skills and model successes. It must also be tailored by subject, grade level and type of student.
By developing an effective training program for artists, TAI has also grown to offer a professional development opportunity for teachers which fits Mr. Crawford’s definition of “transformative.” The 70-hour TAI Seminar begins with a three-day workshop, which includes sessions led by master teaching artists and opportunities for participants to develop and share their knowledge in small groups. Pairs of artists and teachers then work independently during the course of several months to co-create an arts residency program which integrates the artist’s expertise with the curriculum and to test and refine their new program by piloting it with students in the teacher’s classroom.
While TAI was not designed to address the teaching practice of educators, it continues to build a community of impassioned artists and teachers who want to work together to transform teaching and learning through the arts.
Learn more about the TAI program and see photos from the 2014-2015 TAI Seminar. Listen and read recent reporting by WYPR, Maryland’s public radio station, on how TAI teacher and artist participants are creatively addressing Common Core through the arts: Meshing Common Core and Arts Standards and Arts and Common Core—a Natural Fit.
Arts Education in Maryland Schools (AEMS) Alliance is hosting the September Maryland Arts Integration Network (MAIN) event on Friday, September 27, from 9:30 a.m. to noon, at the 149-acre Center for Maryland Agriculture and Farm Park in Baltimore County. The focus of the morning will be on environmental education and the arts. AEMS, the Maryland Association for Environmental and Outdoor Education (MAEOE), and Young Audiences are partnering to offer this program. The program will include strategies for integrating fine arts and environmental content, a networking session, and an opportunity to tour the facility and the park.
The networking discussion will be crafted to address the interests of arts and arts integration educators and science/environmental educators.
A $10 donation will be asked for all MAIN Events. These monies will go to the host venue for light breakfast fare and any remaining monies will be donated to the host site to support programs in arts education.
Friday, September 27, 2013
9:30 am to 12:00 pm
Center for Maryland Agriculture and Farm Park
1114 Shawan Road
Cockeysville, MD 21030
To request a registration form, please contact Alexa Milroy at: email@example.com.