Monthly Webinar Archives

  • Developing Emotional Awareness and Empathic Curiosity in the Art Classroom

    Contains 2 Component(s), Includes Credits

    [November 4, 2020 | 7pm ET] In a world where hatred and intolerance are alarmingly on the rise, it is imperative that we as educators continuously strive to implement empathy in our teaching practices and among our students. How might we design learning experiences to grow our students’ creative and emotional capacities in the art studio? How might we infuse empathy into our students’ creative processes? The purpose of this webinar is to reflect on the impact of empathy to create deeper learning experiences that develop emotional awareness. We will look at the benefits of engaging our students in projects that spark empathic curiosity, as well as potential problems and how to avoid them.

  • Engaging the Latinx and Indigenous Community: One Museum’s Journey

    Contains 2 Component(s), Includes Credits

    [October 28, 2020 | 7pm ET] Each Latinx and Indigenous community is unique and multilayered. Honoring that individuality is essential to successful and equitable collaborations. Join us as we examine the ongoing journey of a museum education department located in a predominantly Latinx city as they continuously aim to become more culturally responsive and supportive of their community through school partnerships, a land acknowledgement initiative, and the reopening of their Latin American Arte Popular gallery. Strategies for empowering student voices through culturally responsive museum and studio art experiences, new frameworks for teaching with Latin American Arte Popular, and perspectives learned from students and their family visits to the museum will be shared.

  • Where’s the Feminism in Art Education? Pandemic Perceptual Shifts

    Contains 2 Component(s), Includes Credits

    [October 7, 2020 | 7 pm ET] In search of what from the past is relevant today, three feminist principles—decentering norms, centering difference, and distributing leadership—are guideposts for art teachers who strive to enact feminist living curricula and feminist pedagogies of lived experience. Decentering norms is to challenge marginalization, discrimination, and oppression that persist into the 21st century with strategies that expose intersectional injustices through the sharing of lived experiences of those whose life experiences differ from one’s own. Centering difference is to value experiential knowledge and critical reflexivity. Distributed leadership empowers culturally responsive approaches to curriculum and (re)builds democratic participation. Youth-generated practices of these three feminist principles can teach art educators how to engage a community of learners in civic participation in which art is a necessary platform to foster social justice.

  • NAEA Advocacy Toolbox: #VisualArtsEdMatters

    Contains 2 Component(s), Includes Credits

    Up your advocacy strategy in honor of National Arts in Education Week—September 10-16, 2017!

  • Teaching Creativity: Developing and Refining Student Ideas

    Contains 2 Component(s), Includes Credits

    How do we guide students through the processes of developing and refining their own creative ideas? Join us as we explore ideas and approaches for guided inquiry and concept mapping that are scalable for beginner or advanced-level students. Dive into the sustained investigation portion of the AP Art and Design portfolio as a lens for considering ideation as an ongoing and reflective practice that happens throughout the entire process of creating a body of work, not only at the outset.

  • Creating a Studio Environment: How to Implement Choice to Develop an Artistic Culture

    Contains 2 Component(s), Includes Credits

    Have you considered a switch to Choice or TAB in the high school setting? From Level 1 to AP Art and Design, learn how one teacher successfully transitioned to a studio environment, inclusive of varied courses and levels, to create authentic and rich collaborative experiences. See multiple examples of both the philosophical journey and the nuts and bolts of trial and error in moving from teacher-directed projects to student-centered artwork. Also, learn how to advocate for your studio setup both in your department and beyond.

  • Folk Arts: Culture, Community, and Classroom

    Contains 2 Component(s), Includes Credits

    How can art educators assist learners in appreciating what makes the place where they live special? Discover how the folk arts are uniquely suited to explore how traditional art forms reflect the history, aesthetics, geography, and values of different cultures and communities. Art educators and folklorists Doug Blandy and Paddy Bowman will introduce participants to strategies and resources for integrating local folk arts into art education curricula associated with schools, museums, and community arts centers.

  • Differentiated Art Instruction for Students with Learning Disabilities

    Contains 2 Component(s), Includes Credits

    Different teaching strategies are necessary for students with learning disabilities. However, all students can benefit from quality instruction that comes with the careful planning that goes into preparing these lessons. What does differentiated instruction actually look like for students with learning disabilities? Delve into support for the needs of students with language-based learning disabilities; processing and memory retention issues; cognitive impairments; attention deficit disorders; social/emotional challenges; and struggles with executive functioning. See concrete examples of what differentiated instruction looks like in high school digital art, photography, ceramics, and sculpture classrooms in order to connect with and meaningfully engage all learners, in a way that can be applied across grade levels and artistic media.

  • Valuing Student Diversity: Culturally Responsive Teaching in the Visual Arts Classroom

    Contains 2 Component(s), Includes Credits

    It is evident that growing diversity has had a significant impact on education in urban, rural, and suburban areas. Research and practice continues to demonstrate the need for strong teacher in-service and preservice programs to connect home, school, and community with culturally-relevant or culturally-responsive teaching strategies. This approach will not only expose students to diverse curriculum and best teaching practices but can encourage them to remain focused, become invested in what is happening, and actually step onto the road of academic success and social achievement. During this webinar, you will learn from examples of culturally responsive art instructional strategies, happening in K-16 environments. As the field of (art) education endeavors to become a culturally, socially and racially equitable system, educators often need a space to support their own developing professionalism around these issues. The aim of the presenters is to provide that space.

  • Working with Students Dealing with Trauma and Crisis: Stories from Art Teacher Survivors

    Contains 2 Component(s), Includes Credits

    Research tells us that traumatic events are external, but they quickly become incorporated into the mind (Terr, 1990) and the body (Van der Kolk, 1991). In recent years, students have been affected by a variety of traumatic events—from high-profile school shootings to weather-related events, including fires, hurricanes, and tornadoes, to the opiate crisis and personal traumas. As art instructors, we are faced daily with students experiencing what might be the biggest fight of their lives. Two educators will relate stories of their own recent traumatic experiences and their efforts to help their students and families.