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The Art of Teaching the Arts: A Workshop for High School Teachers

Discover how the principles of good teaching are implemented in the visual and performing arts.

A video workshop for high school teachers; 8 one-hour video programs, workshop guide, and website.

The Art of Teaching the Arts: A Workshop for High School Teachers is an eight-part professional development workshop for use by high school dance, music, theatre, and visual art teachers. The workshop examines how principles of good teaching are carried out in teaching the arts at the high school level. In the eight one-hour video programs, seven principles of effective teaching are introduced, then explored in depth. Teachers from arts magnet high schools and comprehensive high schools across the country are shown demonstrating their practice and discussing their goals, methods, and experiences. An interactive Web site and a print guide support and augment the video programs. The website includes activities for workshop sessions that encourage participants to draw on their own experiences; background on the schools and teachers featured in the video programs; and interactive features that provide perspective on the teaching principles.

About this Workshop

The Art of Teaching the Arts: A Workshop for High School Teachers is an eight-part professional development workshop for use by high school dance, music, theatre, and visual art teachers.  The workshop examines how principles of good teaching that apply to all subjects are carried out in teaching the arts at the high school level.  The workshop is intended for use by mixed groups of teachers from all four arts disciplines, to help them improve their practice.

The workshop is centered around eight one-hour video programs.  The first program introduces seven principles of effective teaching.  Each principle is explored in depth in a subsequent program.  All programs include classroom segments with teachers of dance, music, theatre, and visual art.  Teachers are shown demonstrating their practice and discussing their goals, methods, and experiences.  These teachers work at arts magnet high schools and comprehensive high schools in cities and towns across the country.

This website supports and augments the video programs. It includes activities for workshop sessions that encourage participants to draw on their own experiences; background on the schools and teachers featured in the video programs; and interactive features that provide perspective on the teaching principles.  A downloadable print guide is available for each workshop session, and for the whole series.

Using the Videos and Website

The Art of Teaching the Arts: A Workshop for High School Teachers is designed for arts teachers from different disciplines to view together. While individuals can benefit from watching the programs alone, we recommend that you try to assemble as mixed a group as possible, including but not limited to teachers of music (vocal as well as instrumental), dance, theatre, and visual arts. Making connections across their areas of specialization helps teachers gain clarity about the elements of truly good teaching practice, in all disciplines.

Together, the video, web activities, and print materials form a vigorous professional development opportunity for teachers. The video programs offer examples of high school arts teaching in dance, music, theatre, and visual art, organized around seven principles of good arts teaching; the print guide offers questions to guide group discussion; and the online activities help you reflect on your practice.

You can watch the video programs via Video on Demand. Print materials can be downloaded from this site.

The guide for each workshop session consists of the following sections:

Introduction and Learning Goals
An overview of the session outlines what you will do and what you can expect to learn by the end of the session

Getting Ready
A warm-up activity or questions for discussion

Watching the Program
Background on the schools featured, and questions to discuss as you watch the program. Note – pausing the video is recommended!

Activities and Discussions
Activities and discussions to engage in after watching the programs. Worksheets, readings and homework are listed here as well.

Additional Resources
Web and print references of interest are listed here, with a short description for each.

Support Materials
PDF documents for all the support materials you need in the workshop

Technical Notes

To use The Art of Teaching the Arts workshop website, we recommend the following:

Plug-ins

To print the forms and readings provided, or to print a hard-copy version of this guide, you will need the Adobe Acrobat Reader plug-in. This plug-in is available as a free download:

Facilitator Tips

This workshop is designed for arts teachers from different disciplines to view together. While individuals can benefit from watching the programs alone, we recommend that you try to assemble as mixed a group as possible, including (but not limited to) teachers of music, dance, theatre, and visual art. In each program participants will watch teachers in all four disciplines as they demonstrate different aspects of the same fundamental principle of good teaching. By discussing the teaching examples with their colleagues, participants can make connections and spark new ideas across their areas of specialization. In this way the workshop can help teachers gain clarity about the elements of truly good arts teaching, regardless of discipline.

You can use the workshop to provide professional development activities for teachers in a variety of settings:

  • With a mixed group of dance, music, theatre, and visual art teachers interested in improving their practice in these disciplines
  • With new teachers who are trying to broaden their range of teaching methods
  • In schools where arts teachers want to strengthen ties within and between disciplines
  • In a district or school workshop
  • For individual teacher study of a specific topic, method, or grade level
  • In professional development mentoring programs

The following facilitator tips can enhance the professional development experience:

Designate Responsibilities

Each week, someone should be responsible for facilitating the course sessions. This may be a professional facilitator or a volunteer from among the participants, or you may choose to divide and rotate duties among several participants.

Prepare for the Session and Bring the Necessary Materials

The facilitator should review the entire session in the workshop guide prior to arriving for the session, and should also review the Materials Needed for that session. The facilitator will be responsible for bringing enough materials for all the participants. The facilitator may want to preview the programs.

Before the First Session

You may want to photocopy the workshop guide – including the background information sheets – for all participants so they may follow along, refer back to ideas covered in the session, and have discussion materials handy. Or, you may direct them to this site to print the guide themselves (direct them to “Support Materials”). Either way, you will want participants to have the guide prior to the first session, so they will come prepared.

We especially recommend printing and distributing two kinds of documents. First, there are printable activity sheets accompanying all of the workshop activities except those for Workshop 4. Facilitators should bring enough copies for all participants. Second, Background Information Sheets are provided on the Watching the Program pages. These provide important contextual information about the schools, arts programs, and individual classrooms featured in the video programs. Viewers able to refer to them while watching will find many of the questions they have foremost in their minds succinctly answered on these sheets.

Keep an Eye on the Time

We have suggested the amount of time you should spend on each question or activity. These estimates assume a two-hour workshop session – one hour spent watching the video program, and one spent in activities and discussions before, during and after the viewing. If you are watching the programs on video, you will have more flexibility if your discussions run longer.

Record Your Discussions

We recommend that someone take notes during each discussion, or even better, that you tape-record the discussions. The notes or audiotapes can serve as make-up materials in case anyone misses a session.

Keep a Homework Journal

Tell participants to keep a journal throughout the workshop, bringing it to each session and writing in it between sessions as part of the homework. Their experience will be enhanced to the extent that they reflect on what they are learning, including thoughts, questions, and experiences from the workshop, as well as learning that takes place in their classrooms.

Materials Needed

To use this workshop for professional development, you will need the following materials:

  • Access to the videos streaming free from Learner.org
  • Screen or computers for viewing videos
  • The workshop print guide
  • Background information about featured classrooms, available on this Web site and also in the print guide
  • Copies of any handouts for the workshop sessions (available at the end of each set of program materials in the print guide)
  • Copies of the discussion questions listed for each workshop session
  • Flip chart and markers
  • Pads and pens for individual notes and reflections

Individual Workshop Program Descriptions

1. Principles of Artful Teaching
The program opens with teachers sharing passionate insights about why they teach the arts to young people.  Then short classroom segments illustrate how arts teachers employ seven “principles of artful teaching” to meet the needs and imaginations of their students.  Participants explore how these principles can affect their own teaching.  Subsequent sessions will examine each principle in-ddepth, with examples from dance, music, theatre, and visual art.

2. Developing Students as Artists
In this session, participants explore how arts teachers help students develop knowledge and fundamental skills while weaving in opportunities for creativity and independence.  In the video program, a dance teacher gives senior students leadership responsibilities and coaches them in their choreography projects.  Then a theatre teacher mentors stagecraft students who are responsible for the technical aspects of a dance concert.  In an intermediate visual arts course, a teacher builds on students’ prior learning in a foundation course.  Finally, a vocal music teacher works with two classes: students learning to read music, and an advanced jazz ensemble.

3. Addressing the Diverse Needs of Students
Arts teachers are aware of and respond to the many differences they find among their students.  In this program, participants meet a visiting theatre artist who takes advantage of the different backgrounds and learning styles of ninth-graders to help them understand and embrace the playwriting process.  A visual art teacher brings together honors art students and students with disabilities, so they can learn from each other.  As a music teacher works with different classes, she addresses needs common to all students. Finally, in a movement class for non-dance majors, teachers help students explore human anatomy.

4. Choosing Instructional Approaches
Arts teachers take on a variety of roles, and use many different instructional techniques, as they engage with their students.  Teachers can be instructors, mentors, directors, coaches, artists, performers, collaborators, facilitators, critics, audience members.  In this program, participants follow a vocal music teacher as she takes on different roles in order to encourage students to find creative solutions to artistic challenges.  Next, an acting teacher becomes a facilitator as his students report on research about theatre history.  Then a visual art teacher guides her students in a drawing assignment, varying her approach based on the students’ individual needs. Finally, two dance teachers engage students in critical analysis of a painting, as a way to encourage expression with words as well as movement.

5. Creating Rich Learning Environments
Arts teachers create a safe environment where students feel free to express their thoughts and feelings, and to take creative risks.  In this program, participants meet an Acting I teacher who helps students let go of their inhibitions, and an Acting II teacher who encourages students to take creative risks as they interpret monologues.  In dance class, a teacher asks students to work closely in pairs so they can study subtle aspects of movement technique.  In a visual art department, the teachers work together to create a community that gives students multiple outlets for artistic learning.  Finally, a music teacher builds his students’ confidence and skills as they learn the basics of improvisational singing.

6. Fostering Genuine Communication
Arts teachers communicate with students, and students communicate with each other, in respectful ways that encourage communication of original ideas through the arts.  In this program, participants meet a dance teacher whose students draw choreographic inspiration from poetry and sign language.  A visual art teacher gives her commercial art class a fanciful assignment that enables them to communicate a concrete idea through several visual media.  A theatre teacher encourages student interaction around the dramatization and staging of fables.  Finally, a vocal music teacher asks her students to use “descriptive praise” to critique the performance of a fellow singer.

7. Making the Most of Community Resources
Arts teachers develop relationships with community members and organizations by bringing artists into the classroom, taking students beyond school walls, and asking students to draw inspiration from the voices of their community. In this program, participants see a guest choreographer who challenges students with her working style and expectations.  A visiting theatre artist helps playwriting students develop monologues based on interviews with people in the neighborhood.  A visual art teacher and her students work with community members to create a sculpture garden in an empty courtyard at their school, drawing inspiration from a nearby sculpture park.  A band teacher invites alumni and local professional musicians to sit in with her classes, giving students strong musical role models.

8. Nurturing Independent Thinkers
Arts teachers use formal and informal strategies to assess their students’ progress, and to modify their own teaching practice.  In this program, participants meet a vocal music teacher who splits his choir into groups that give each other feedback; he also has students tape record themselves during rehearsal, so he can judge their individual progress.  A dance teacher critiques original choreography by a student and asks the student’s peers to participate in the process; this feedback helps the choreographer deepen the impact of her work.  Next, theatre teachers give an in-depth critique to a student, and then ask him for feedback on their teaching. Finally, a visual art teacher helps students develop their observation and analysis skills throughout their high school careers, so that they learn to be their own best critics.

Related Standards

INTASC Standards

The principles of artful teaching that underlie this workshop are derived from teaching standards developed by the Interstate New Teacher Assessment and Support Consortium, or INTASC. INTASC is a consortium of state education agencies and national educational organizations dedicated to the reform of the preparation, licensing, and ongoing professional development of teachers. The INTASC Core Principles outline the knowledge, dispositions, and performances deemed essential for all teachers, regardless of the subject or grade level being taught.

The list below identifies selected INTASC principles and the workshop programs that correspond to them. You can find out more about these standards by visiting the INTASC Web site.

Selected INTASC Principles Corresponding Workshop Programs
Child Development
The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
Program 2
Developing Students as Artists
Diversity of Learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Program 3
Addressing the Diverse Needs of Students
Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem-solving, and performance skills.
Program 4
Choosing Instructional Approaches
Learning Environment
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Program 5
Creating Rich Learning Environments
Communication
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Program 6
Fostering Genuine Communication
Community Involvement
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
Program 7
Making the Most of Community Resources
Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
Program 8
Nurturing Independent Thinkers

About the Educators

Andrea Arden
Theatre Teacher
Somerset County Vocational and Technical High School
Bridgewater, NJ

Andrea ArdenAndrea Arden is an actor, director, and teacher based in the New York City area. She has been teaching in the acting program at Somerset County Vocational and Technical High School for four years, where her main focus is on helping students use their bodies to get in touch with their inner impulses.

Andy was Co-founder and Artistic Director of the theatre company Pendulum, where she directed and performed work that was presented in New York and at the Edinburgh Festival Fringe. She is now involved with Theatre LILA, a company that explores the power and form of theatrical storytelling. Andy has worked with the New York Shakespeare Festival, the Oregon Shakespeare Festival, and Primary Stages, among others. She received her Bachelor of Fine Arts in drama from the Experimental Theatre Wing at New York University, and her Master of Fine Arts in directing from Rutgers University.

 

Clare Bauman
Language Arts Teacher
High School of Telecommunication Arts and Technology
Brooklyn, NY

Clare BaumanClare Bauman teaches English and drama at the High School of Telecommunication Arts and Technology in Bay Ridge, Brooklyn. She also directs plays and musicals at the school, and has helped to develop original student productions, including “Secrets, Lies, and a Side Order of Fries.”

In 2004, students from her playwriting class organized the First Annual Playwriting Festival, in which student one-acts were given readings by students from the play production class. Clare is a graduate of the University of Wisconsin-Madison.

 

Stephen DiMenna
Theatre Director and Teaching Artist
Theatre Development Fund
New York City

Stephen DiMennaStephen DiMenna is a theatre director and an educator. As a director he has worked extensively in New York and Minneapolis, as well as in regional theatre around the country. As an educator he has conducted artist-in-the-schools residencies for more than 25 years, working with diverse populations of students and teachers. In New York he is currently a Teaching Artist for the Theatre Development Fund, MCC Theater, Young Playwrights Inc., City Center, and Roundabout Theatre. He is the Director of the MCC Theater Youth Company, which works with inner city youth in New York. He is also the Director of the Hennepin County Home School Drama Project, where he conducts workshops with incarcerated juvenile felons in a detention facility in Minneapolis.

Steve was the Founder and Artistic Director of the Fuller Young People’s Theatre in Minneapolis, and the Director of Advanced Theatre Studies at the Minnesota Center for Arts Education (now the Perpich Center for Arts Education), a statewide residential arts high school. He is the Creative Director of InitialStage, a consulting agency for artistic development for the commercial theatre.

John Fredricksen
Theatre Teacher
Mamaroneck High School
Mamaroneck, NY

John FredricksenJohn Fredricksen has been teaching drama to high school students since 1978. He collaborates with his music and dance colleagues at Mamaroneck High School on PACE, the Performing Arts Curriculum Experience, a curricular elective program which offers students four progressive years of study in theatre, dance, and music.

John is a graduate of the University of Connecticut (Bachelor of Arts and Bachelor of Fine Arts) and of New York University (Master of Fine Arts in Educational Theatre). He is President of the New York State Theatre Education Association (NYSTEA), where he has been a board member since 1987, and chairs and runs the statewide NYSTEA student conference, attended by over 600 students. In 1989 John was named one of the 31 national “teachers of the year” by the Walt Disney Company with the Center for Civic Education. He was profiled that year in the Disney Channel’s “Salute to the American Teacher.”

 

Mary Harding
Dance Teacher
Arts High School, Perpich Center for Arts Education
Golden Valley, MN

Mary HardingMary Harding has been head of the Dance Program at the Arts High School of the Perpich Center for Arts Education since 1990. As a professional dancer, Mary performed with ballet, jazz, and modern dance companies. While a member of the Zenon Dance Company in Minneapolis, she taught master classes and dance residencies in schools across the nation. In 2002 Mary was named National Dance Teacher of the Year by the National Dance Association and Sportime. In addition to her work at the Arts High School, Mary freelances as a choreographer, performer, and teacher in the Twin Cities.

Mary has contributed to a video on assessment for the Minnesota Framework for Arts Curriculum. She has also presented at conferences of the Minnesota Association for Supervision and Curriculum Development and the International Network of Performing and Visual Arts Schools, as well as at the national convention of the American Alliance for Health, Physical Education, Recreation and Dance. She holds a Bachelor of Arts degree from Metropolitan State University in Minnesota.

 

Janice Hunton
Music Teacher
Arts High School, Perpich Center for Arts Education
Golden Valley, MN

Janice HuntonJanice Hunton is head of the Music Department at the Perpich Center for Arts Education, where she has taught since 1990. She conducts the Perpich Choral Arts Ensemble, coaches many small choral and instrumental ensembles, and teaches a variety of music seminars including theory, history, voice concepts, and the relationship of architecture to music. Janice is the Choral Director at the First Universalist Church in south Minneapolis, where she leads a 30-voice volunteer mixed choir in a wide variety of choral literature. She has performed as a member of the Dale Warland Singers, the Santa Fe Desert Chorale, and the University of St. Thomas African Music Ensemble. Janice received a Master of Music Theory from Indiana University, and a Bachelor of Music in Theory and Composition from the University of Wyoming.

Hannah Kahn
Guest Choreographer
Artistic Director
Hannah Kahn Dance Company
Denver, CO

Hannah KahnHannah Kahn is a master teacher and choreographer who has created 90 dances during more than 30 years of experience. She is the Artistic Director of the Denver-based Hannah Kahn Dance Company, which she founded in New York after graduating from the Juilliard School there. The Company moved to Colorado in 1988. In addition to her own company, Hannah has set her work on repertory companies including Concert Dance Company of Boston, Maryland Dance Theater, Pennsylvania Dance Theatre, and Zenon Dance Company of Minneapolis. In Colorado, her work has been performed by the Cleo Parker Robinson Dance Ensemble, Dance Connection, David Taylor Dance Theatre, Haan Dances, the Jan Justis Dance Company, Kim Robards Dance, and The Story Gleaner.

Hannah has received two choreography fellowships from the National Endowment for the Arts. She also received a New York State Council on the Arts individual choreographer’s fellowship, and a CoVisions Recognition Award in dance choreography from the Colorado Council on the Arts.

 

Tom Kanthak
Dance Teacher
Arts High School, Perpich Center for Arts Education
Golden Valley, MN

Tom KanthakTom Kanthak has been involved with music for dance for over 30 years, as a composer, dance musician, choreographer, dancer, and performer. He began his classical music training at the age of six with piano, and today plays a variety of instruments. He is also a trained modern dancer, having studied with Hanya Holm, Nancy Hauser, Claudia Gitelman, Alwin Nikolais, Murray Louis, and many others.

Tom is Music Director and Dance Musician of the Dance Program at the Arts High School of the Perpich Center for Arts Education. Since starting at the Arts High School in 1988, he has taught dance composition and improvisation, music for dance, arts improvisation, and the New Music Ensemble. Tom holds a Bachelor of Art in Performing Arts from Metropolitan State University in Minnesota and an Master of Art in Music from The Ohio State University. He is the originator of SoniCoMotion, which is the umbrella name for collaborations with many composers, musicians, choreographers, dancers, and dance musicians.

 

Carmen Laboy
Music Teacher
Christopher Columbus High School
Bronx, NY

Carmen LaboyCarmen Laboy has been the Instrumental Music Director at Christopher Columbus High School in the Bronx, New York City for 20 years. She has served as Associate Director of New York’s All-City Marching Band, conducting for such activities as the Macy’s Thanksgiving Day Parade and the Yankee Championship Tickertape Parade. She also organized the band program for the Saturday Academy of the Arts in the Bronx, and the Bronx All-American High School Band.

Born and raised in Puerto Rico, Carmen received her bachelor’s degree in music there, at the Interamerican University in San German. She also studied at the Vienna International Music Center, and received a Master’s Degree in Music Education from Lehman College in the Bronx. A professional saxophone player by age 16, Carmen continues to freelance with Latin bands in New York and around the world. She has performed with the Tito Puente Orchestra, Tito Puente, Jr., the Machito Orchestra, and many others.

John Loonam
Creative Writing Teacher
Bayard Rustin High School for the Humanities
New York, NY

John LoonamJohn Loonam has been teaching at the Bayard Rustin High School for the Humanities in New York City since 1992. He teaches creative writing, advanced placement literature, discussion and debate, college writing, film and literature, and Regents preparation. John has collaborated with visiting artists from the Theatre Development Fund, the Teachers & Writers Collaborative, Symphony Space, the Manhattan Theatre Club, and the Lark Theatre Shakespeare Program. John received his doctorate in English from The Graduate Center at The City University of New York, with a dissertation called “Always With Us: Images of Poverty In American Literature.”  His master’s degree is in creative writing, and several of his short fiction pieces have been published in literary reviews.

 

Peter Lynch
Stagecraft and Design Teacher
Denver School of the Arts
Denver, CO

Peter LynchPeter Lynch is the Chair of the Practical and Fine Arts Department at the Denver School of the Arts. He joined the school in 1993 and built the Stagecraft and Design Department from 18 students to its present size of 110 students. Graduates of the department have gone on to advanced studies at Bryn Mawr College, New York University, North Carolina School of the Arts, California Institute of the Arts, and others. Students have also developed professional status within the Denver community.

Peter was Artistic Director of the Springfield Theatre Centre in Illinois, and a member of the resident artistic company of the Dallas Theater Center. He has designed and directed well over 200 productions, with a foundation in both classical and new works. Peter has a Master of Fine Arts degree from the Dallas Theater Center/Trinity University and a Bachelor of Arts degree from the College of Santa Fe.

 

Joseph Mancuso
Theatre Teacher
Somerset County Vocational and Technical High School
Bridgewater, NJ

Joseph MancusoJoseph Mancuso is the Lead Instructor for the Theatre Arts Program at the Somerset County Vocational and Technical High School in Bridgewater, New Jersey. His background is as a teacher, artist, and arts/business administrator. He has been Executive Director of two New Jersey arts institutions: the Union County Arts Center and the Shoestring Players, a touring children’s theatre company. Joe has directed and/or produced plays and musicals at the Union County Arts Center, the University of Miami, the American Stage Company, and the Edinburgh Fringe Festival. Joe is a member of the theatre faculty at the Mason Gross School of the Arts, part of Rutgers University.

Jon Murray
Visual Art Teacher
Mamaroneck High School
Mamaroneck, NY

Jon MurrayJon Murray has been teaching visual art at Mamaroneck High School since 1978. He has taught classes in drawing, two-dimensional design, printmaking, sculpture, art history, advanced placement studio art, and numerous interdisciplinary areas.

While Jon was the Art Curriculum Specialist for his school district, Mamaroneck High School was recognized for excellence in arts education by the Rockefeller Brothers Fund. Jon later served on the Award Committee for that Fund, visiting and evaluating other schools. He also served on the Arts Advisory Committee of the College Board. He has taught in England as part of the Fulbright Teacher Exchange Program, and he was a delegate to the first U.S.-China Arts Education Conference, held in Beijing and Shanghai.

Jon holds a bachelor’s degree from Yale University, and his Master of Science degree in Studio Art is from the College of New Rochelle. Jon’s most recent artwork involves designing labyrinths, using found materials, bricks, and the computer. In 2003, he developed one of his designs into a proposal for the memorial at the site of the World Trade Center.

 

Michael O’Banion
Dance Teacher
Denver School of the Arts
Denver, CO

Michael O'BanionMichael O’Banion is the head of the Department of Dance and Movement at the Denver School of the Arts. Michael holds a Bachelor of Fine Arts degree from Ohio University, and a Master of Arts degree in Dance from The Ohio State University. His experience as a teacher spans elementary through college age and covers dance, theatre, music, and costume design. A multi-disciplined artist, Michael’s creative activities include performance, choreography, musical composition, costuming, visual art, and design. He received an award from the Ohio Arts Council for his interdisciplinary work combining dance, theatre, and visual art.

 

William Taylor
Music Teacher
East High School
Denver, CO

William TaylorWilliam Taylor has been the Vocal Music Director at East High School in Denver since 1992. He holds a master’s degree in music education from the University of Colorado, Boulder and a bachelor’s degree from Metropolitan State College in Denver. Will was the founding organizer of the Colorado All State Choir, and has been a faculty member at the International Association of Jazz Educators summer teacher training workshop in Kansas City.

Will teaches choirs of varying abilities, including a vocal jazz ensemble called the Angelaires. Angelaires has performed at the Colorado Music Educators State Convention, and has consistently received outstanding ratings at the University of Northern Colorado Jazz Festival, as well as other local and regional festivals.

Jan Wilson
Visual Art Teacher
Nottingham High School
Hamilton, NJ

Jan WilsonJan Wilson, the Fine Arts Department Chair at Nottingham High School in Hamilton, New Jersey, was the 2002 New Jersey State Teacher of the Year. She has taught classes in ceramics, sculpture, mixed media, art fundamentals, and commercial design. She has also served as the school’s mentor for new teachers, affirmative action officer, and producer/director of the theatre arts program. Before coming to Nottingham, she worked with the Hamilton Academic Enrichment Program and was an elementary teacher in Hamilton’s Gifted and Talented Program.

Jan holds a bachelor’s degree in elementary education from the College of St. Elizabeth, and a master’s degree in supervision and curriculum administration from Georgian Court College. Certified as a principal, Jan is a member of the New Jersey Department of Education’s Collaborative Assessment and Planning for Achievement Team, and has served on the Commissioner of Education’s Professional Development Advisory Committee. She was a juror for the International Sculpture Center’s K-12 Educator Award, and a contributing author for Davis Publications’ “Introduction to Sculpture.”

 

Dale Zheutlin
Visual Art Teacher
Mamaroneck High School
Mamaroneck, NY

Dale ZheutlinDale Zheutlin is Chairman of the Visual Art Department at Mamaroneck High School, where she has taught for 20 years. Before coming to Mamaroneck she was Adjunct Professor of Ceramics at the College of New Rochelle. Dale studied architecture and painting at the Rhode Island School of Design, where she received a Bachelor of Fine Arts Degree. She subsequently received a Master of Fine Arts degree from Columbia University.

Dale is also active as a site-specific artist. Her large-scale ceramics are commissioned by architects and designers, and her work appears in over 35 corporate collections. Dale’s artwork has also been seen in locations ranging from the American Craft Museum in New York to the Renwick Gallery at the Smithsonian Institution to the International Ceramics Museum in Faenza, Italy.

Support Material

Introduction

Program 1 > Principles of Artful Teaching

Program 2 > Developing Students as Artists

Program 3 > Addressing the Diverse Needs of Students

Program 4 > Choosing Instructional Approaches

Program 5 > Creating Rich Learning Environments

Program 6 > Fostering Genuine Communication

Program 7 > Making the Most of Community Resources

Program 8 > Nurturing Independent Thinkers

Appendix

Credits

Annenberg Media

Karen Gallagher, senior project officer
Pete Neal, associate director

Project Advisors

Deborah Brzoska, executive director of the multidisciplinary arts organization Caldera, design coach for the Small Schools Initiative of the Bill & Melinda Gates Foundation, founding principal of the Vancouver (WA) School of Arts and Academics, group leader for the arts for the National Assessment of Educational Progress

Richard Deasy, director of the Arts Education Partnership in Washington, D.C.

Stephen Gonzales, Denver Public Schools manager of curriculum and instruction for music education and advanced placement; middle and high school instrumental music specialist

Mac Arthur Goodwin, past president of the National Art Education Association, board member of the National Board for Professional Teaching Standards, Special Consultant in arts education to the South Carolina Department of Education, former middle and high school visual art teacher

Joseph Juliano, Jr., director of fine arts for the Hamden (CT) School District, past president of the American Alliance for Theatre and Education, chair of the Interdisciplinary Committee of the Consortium of National Arts Education Associations

Donald Killeen, associate dean for liberal arts at Cuyahoga Community College in Cleveland, Ohio; national project director for the Transforming Education Through the Arts Challenge, a national education reform initiative

Pamela Paulson, deputy director of the Perpich Center for Arts Education in Minnesota, former high school dance teacher, past president of the National Dance Education Organization, president of the Minnesota Association of Supervision and Curriculum Development

Helen Rindsberg, Cincinnati Public Schools secondary school administrator and teacher of visual art, art history, economics, and computer literacy

Pam Wilson, Pam Wilson, high school theatre teacher and fine arts department chairperson in Katy, Texas; past president of the Texas Educational Theatre Association

 

Instructional Designers

Southeast Center for Education in the Arts (SCEA)

Located at The University of Tennessee at Chattanooga, the Southeast Center for Education in the Arts conducts innovative research in comprehensive arts education and school reform. SCEA develops and implements professional development programs enabling educators from kindergarten through college level to establish the rigorous study of the arts as an integral component of basic education for all students. As one of six regional institutes established in 1988 by the Getty Center for Education in the Arts, SCEA pioneered research in discipline-based dance, music, theatre, and visual art education. The Tennessee Arts Commission awarded SCEA its 2003 Governor’s Arts Leadership Award for nurturing creative inquiry into teaching and learning.

SCEA provided instructional design for two previous Annenberg Media professional development projects about the arts: The Arts in Every Classroom, a teaching practices library and workshop for elementary school teachers, and Connecting With the Arts, a teaching practices library and workshop for middle school teachers about integrating the arts with other subjects.

Kim Wheetley, director

Kim Wheetley, who headed the instructional design team for The Art of Teaching the Arts, holds The University of Tennessee Lyndhurst Chair of Excellence in Arts Education. Kim has taught theatre at the high school and college levels, and was the theatre specialist for the Texas Education Agency. He served on the writing committees for the National Standards for Arts Education and the INTASC Model Standards for Licensing Classroom Teachers and Specialists in the Arts.

Joel Baxley, director of visual art education
Susanne Burgess, director of music education
Scott Rosenow, director of theatre education

 

Production Team

Lavine Production Group
Project Management and Video Production

Lavine Production Group, based in New York City, specializes in documentary films and television programs about education and the arts. LPG has created several professional development programs for Annenberg Media, including The Arts in Every Classroom, an elementary level library and workshop, Connecting With the Arts, a library and workshop for middle grades teachers, and The Missing Link, a workshop for middle grades math teachers. LPG has also produced programs for PBS, the Arts & Entertainment Network, and Reader’s Digest.

Kaye Lavine, project director and executive producer
Miriam Lewin, series producer
Gary Bradley, supervising editor
Laura Young, editor
David Hogoboom, director of photography
Lisa Hartman, field producer
Ben McCoy, camera
Elizabeth Elson, segment producer, post production supervisor
Claudia Mogel, segment producer
Jacqueline Delibes, post production coordinator
Carl Anderson, logo and series animation design
Elliot Sokolov, theme music
James Krieger, post production sound
Reynelda Muse, workshop host

 

EDC Center for Children and Technology
Print Materials and Web Development

Education Development Center, Inc.’s Center for Children and Technology (CCT) investigates how technology can influence and enhance teaching and learning across a wide range of educational settings. CCT conducts basic, applied and formative research, working in collaboration with educational, corporate, government, and research institutions. CCT also designs and develops prototype software and instructional resources that support engaged, active learning. CCT provided Web and print development for the Annenberg Media workshop and library for middle grades teachers, Connecting With the Arts.

Bill Tally, director of research and Web development
John Parris, designer
Julia Hermos, researcher and instructional materials developer
Chad Fasca, writer
Laura Henze, programmer
Terry Baker, arts advisor
Cornelia Brunner, design advisor

Copyright

Copyright © 2005 Annenberg Media. All rights reserved.
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Credits

Produced by Lavine Production Group, Inc., in collaboration with EDC's Center for Children and Technology and the Southeast Center for Education in the Arts. 2005.
  • Closed Captioning
  • ISBN: 1-57680-769-X

Workshops