The remaining NAER meetings for 2013 are as follows:
Wednesday, May 8, 2013
Wednesday, August 7, 2013
Wednesday, November 6, 2013
All NAER meetings are held at The Newark Museum from 10:00-12:00 noon, unless otherwise noted.
- Do you have an interest in serving on the Newark Arts Education Leadership Council (NAELC)?
- Would you like to experience concrete benefits of membership as part of the Newark Arts Education Roundtable (NAER)?
Newark Arts Education Roundtable membership for 2013-2014 and eligibility for election to the Newark Arts Education Leadership Council will be discussed at the upcoming meeting of the NAER on May 8th.
Please join us at the Newark Museum on Wednesday, May 8th from 10:00 a.m. to 12:00 noon for your opportunity to influence the future direction of the Newark Arts Education Roundtable!
CONGRATULATIONS TO THE BARAT FOUNDATION!
Barat Foundation Executive Director, Chandri Barat and Animodules LLC Managing Director Jeremy Adelman with Governor Chris Christie at Turtle Back Zoo, to celebrate the new Sea Lion Exhibition and the first two permanent outdoor Sea Lion Animodule sculptures. The Sea Lion Animodules were designed by artists Terry Brewin and Dan Fenelon in collaboration with students from the Hetrick Martin Institute and Arts High School in Newark.
(L to R) Gary & Chandri Barat, Essex County Executive Joseph DiVincenzo, Jr., Governor Chris Christie, Sea Lion Animodule
News from the Schools
Congratulations to Khalil Sabu Rashidi, Ariagna Perello and Rashon K. Hasan on their victory in the Newark Public Schools Advisory Board elections! http://www.nj.com/essex/index.ssf/2013/04/newark_schools_children_first.html#incart_river
Arts Day 2013
Arts Day 2013 is a program of ArtPride New Jersey Foundation in cooperation with the NJ Arts Education Partnership, Sustainable Jersey, Creative New Jersey, and the NJ State Council on the Arts.
Arts Day will provide a collaborative atmosphere to:
- Gain points for your municipality for Sustainable Jersey through their arts actions. Learn how to develop a creative team and inventory creative assets for your community,
- Grow ideas for sustaining the arts in an exciting open space convening,
- Learn how ArtPride NJ makes a difference for the arts in our state at the Annual Membership Meeting,
- Connect with Movers and Shakers who guide the development of cultural policy
- Salute recipients of the 2013 Governor’s Awards in Arts Education.
It’s a full day of activities, so plan your schedule to make the most of these opportunities. Be sure to stay to recognize and witness the power of arts education in New Jersey at the 2013 Governor’s Awards in Arts Education which annually honors advocates, educators and students for their outstanding achievements.
Click Here to Register
No Purchase Necessary
Sustainable Jersey Training
Connect with your Community!
Luncheon & ArtPride New Jersey Foundation’s Annual Meeting
With remarks by President, Mary Eileen Fouratt
PLUS a performance by the Paper Mill Playhouse Broadway Show Choir
A Call to Collaboration!
This Convening will create opportunities for intentional, action-oriented discussions among diverse groups of people to explore areas of collaboration, and to share resources and information.
“HOW CAN THE ARTS IN NEW JERSEY TAKE NEW AND CREATIVE APPROACHES TO STRENGTHEN ITS POSITION WITHIN THE FABRIC OF COMMUNITY LIFE?”
Movers & Shakers Social*
Jersey Arts Advocate Members are invited to join us free of charge.
Governor’s Awards in Arts Education
Governor’s Awards Reception
The Governor’s Awards in Arts Education is the culminating event for Arts Day – a full day of workshops, performances, meetings – all to promote that importance of the arts in New Jersey. This event is produced in partnership with Art Pride NJ.
The Governor’s Awards in Arts Education began in 1980 to promote awareness and appreciation of the arts, recognizing the creativity, talent and leadership of the award winners. Each year, awards are presented to approximately 20 educators and 80 students. National and statewide organizations select the students for their exemplary work in creative writing, speech, dance, music, theatre and visual arts and the leaders for their exceptional commitment and contribution to arts education. The program also recognizes arts educators and arts education advocates, whose leadership has helped nurture the development of students in the arts across the state.
The ARTSblog from Americans for the Arts is a great resource from Kristin Engenbresten, Arts Education Program Manager. Here is are a few gems that may be of interest. Enjoy!
Ask Yo-Yo Ma about Arts Education
On April 9, Yo-Yo Ma took a break from his Arts Advocacy Day visits with members of Congress to participate in a Google Hangout video chat about arts education with Matt Sorum (drummer for Guns N’ Roses); Damian Woetzel (Former Principal Dancer at New York City Ballet); Lisa Phillips (arts educator and author); Gigi Antoni (President of Big Thought in Dallas); and Bob Lynch (President & CEO of Americans for the Arts). We collected questions beforehand via Twitter and email. To watch the recording of the Hangout, just visit our YouTube page:
Yo-Yo Ma Spins an Inspiring Tale of “Art for Life’s Sake”
Watching Yo-Yo Ma’s combined lecture and performance of a speech called “Art for Life’s Sake: A Roadmap from One Citizen Musician” as our 26th annual Nancy Hanks Lecture on Arts and Public Policy last night was priceless. Not only did it feature eloquent points about the power of arts education and being a citizen musician, but it also featured memorable performances by Lil’ Buck, Cristina Pato, and MusiCorps—two of which brought tears to the eyes of those around me in the Concert Hall.
Embracing Arts Education to Achieve Title 1 Goals
At last week’s Arts Education Partnership National Forum in Washington DC, the California Alliance released their white paper, “A Policy Pathway: Embracing Arts Education to Achieve Title I Goals.” Co-authored with Danielle Brazell of Arts for LA and Dr. Lauren Stevenson of Junction Box Consulting, the paper maps a path for schools and districts to embrace the arts among their strategies for achieving the goals of Title I and improving educational outcomes for low-income students who are often underserved in public schools.
Our interest in this issue was spurred by the substantial body of research demonstrating that certain forms of arts education can be an asset to schools and districts in achieving Title I goals. Despite that research evidence, we have found a lack of clarity about whether and how the arts might play a role in Title I programs. In response, CAAE worked to clarify a policy pathway—a shared understanding aligned across school, district, state, and federal levels of leadership regarding what is allowable when it comes to expending Title I funds on arts education. Read their report here:
Wolf Trap Early STEM Learning Through the Arts Propels Science Learning
Posted by Akua Kouyate On March – 19 – 2013
At a Congressional Briefing about the national dissemination of Wolf Trap’s Early Childhood STEM Learning Through the Arts (Early STEM/Arts) project—now in the third year of a U.S. Department of Education Arts in Education—Model Development and Dissemination grant—a District of Columbia Public Schools classroom teacher who had participated in an Early STEM/Arts residency approached me.
The teacher talked excitedly about one parent who came to her in tears of joy as she shared how her four-year-old explained to her that the sun does not rise and fall, but stays still while the earth orbits around the sun. The teacher also described how her children spent time in the dramatic play area of the classroom taking turns being the sun while directing their playmates and teachers to “orbit” around them.
What happened in that Wolf Trap residency that had such a strong impact on that classroom? I was able to see it myself a week earlier, when I’d visited the teacher’s classroom during an Early STEM/Arts session. This is what I witnessed:
Through the drama techniques of imaginary journey and utilizing sensory experiences, a classroom of four-year-old preschoolers prepares to embark on an outer space expedition. Before they leave, they put on their imaginary space suits, like the one that is projected on the big screen/smart board.
Wolf Trap Teaching Artist Valerie Bayne Carroll and her partner classroom teacher pass out the special cameras (cardboard cutout props) and two sets of “goggles” (yellow and blue cellophane strips, which are used to help imagine the temperature extremes of hot and cold) that the children will need in order to visit the planets Mercury and Neptune. A picture of the shuttle and rocket boosters is the next projected image.
In preparation for the journey, the teacher leads the students in a song that describes the solar system. A recording of orchestral music is then played in the background, further setting the environment for the adventure.
The children, with the Teaching Artist (TA) and classroom teacher, start their countdown from ten as they move from a low level squat to a high level stretch upright, ending in blastoff! (If you were teaching in this classroom, how do you think you would use this moment as an opportunity to assess math skill development?)
New images are projected on the screen: the sky, then night stars. The children shift their bodies in various directions as they hold their imaginary navigational sticks with both hands to guide their shuttles. As a rocket booster is released, the children make sound effects for it.
The teacher asks, “What do you see?” One child says, “I see the sun,” and another says, “There’s the asteroid belt!” (The classroom teacher later communicates her amazement that the child remembered content that she learned in an earlier session and included it in her imaginary journey observation.)
The TA asks the children what planets they see on their journey from Earth to Mercury. As a visual aid, there is a large poster on an easel that shows how the planets are aligned in relation to the sun, so the children can see that they’re only passing one planet on this part of the trip. The TA starts a hot air dryer and as the air blows on the children, one exclaims, “It’s getting hotter! We are getting closer to the sun!”
The journey continues with the children landing on Mercury, putting on yellow goggles, and taking pictures as they describe what they see on the surface by observing the image of the planet on the screen. They take off again, the music changes, and their adventure continues as the children guide their shuttles past Earth in the opposite direction, farther away from the sun.
The TA and teacher ask lots of questions: what planets and how many are they passing? What planet that they are visiting is closest to or furthest from to the sun? The children enthusiastically shout out their responses as they continue taking pictures with their space cameras and describing what they see. (In addition to science content, can you see the other skills that the children are developing through this process? How do you think this partnership approach impacts the teacher’s professional development?)
A new image is projected as another orchestral interlude changes the mood. The children land their shuttles on the planet Neptune, put on their blue goggles, and feel cool air blowing on them as they also touch the ice pack that the TA passes to them.
Their journey comes to an end when they return to Earth and then their classrooms, and finally remove their space gear. The classroom teacher asks the children to describe what happened on their journey, and the classroom erupts with discussion about what they did or saw on their space flight.
Through this partnership between the Wolf Trap Teaching Artist and a classroom teacher, the children experiencing this Early STEM/Arts classroom residency have embodied the content and concepts related to their science and math studies about the universe and planets through drama and music experiences. For these young children, this knowledge empowers them, allowing them to actively engage in multi-sensory learning as they take on the characters of space travelers.
In addition to the science and math content and the drama strategies (perform a character, interact within a setting or environment, use a prop–real or imaginary), what other learning has occurred? The use of the performing arts enabled the classroom teacher to readily assess other skills development that she witnessed in her children: vocabulary/language development, collaboration, cooperation, creative representation.
After the residency, the teacher told her Teaching Artist how she is continuing to use the drama strategies on her own using imaginary journey, sensory experiences, and music together with factual information and images. Her Wolf Trap experience has given her tools to help her children learn and experience other science concepts while developing social, emotional, literacy, and arts skills—tools she’ll use for the rest of her career.