Monthly Webinar Archives

  • Creating, Presenting, Responding, and Connecting: The Middle School Curriculum and the NCCAS Standards

    Contains 2 Component(s), Includes Credits

    [April 14, 2021 | 7pm ET] Join Benjamin Tellie and Jessie Nathans as they share projects from their middle school art and design curricula and how they collaborate in order to design art projects that infuse social–emotional learning and autobiography. Learn ways in which they work toward the development of artistic skill, dialogue, reflection, and creative confidence with their middle school students. Important suggestions and strategies will be shared for art curriculum development using the National Core Arts Standards that relate to the artistic processes of Creating; Performing, Producing, and Presenting; Responding; and Connecting. Nathans and Tellie have been collaboratively teaching professional community art and wellness workshops, giving national NAEA presentations, and creating art and design projects for their art classrooms since 2010 and together bring over 25 years of teaching experience in the visual arts.

  • Collaboration: An Essential Tool for Inclusive Teaching Practices

    Contains 2 Component(s), Includes Credits

    [February 17, 2021 | 7pm ET] As art educators we are the inclusion pioneers, as we have always welcomed all students into the art room. This can be a daunting task, and we can feel isolated—but we are not alone! During this webinar we will unleash the power of collaboration as a tool to assist us in succeeding for all our students in our daily practice. Together, we will examine the role of intervention specialists, paraeducators, and families. We will also take a look at the variety of support materials and organizations ready to assist us in collaboration.

  • Mindfulness Exercises for the School Day: Prioritizing Self-Care

    Contains 2 Component(s), Includes Credits

    [January 13, 2021 | 7pm ET] Learn about mindfulness—what it is, why it works, and how to incorporate easy exercises into the school day. Gain accessible information into the science behind mindfulness as well as how it can help with self-regulation for our students and, most importantly, ourselves.

  • 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.