Framing the Future
FRIDAY, NOVEMBER 16, 2012
8:00 – 4:00
Annual Art Education Conference
In a time of change how do we frame the important components of art education, while taking a postmodern perspective of not defining narrow boundaries? In art education, we rely on rules and structure but certainly celebrate the anomalies in finding creative possibilities. How might removing the frame all together open up possibilities for new perspectives and ways of viewing the field of art education?
This year’s conference opens up possibilities through a bricolage approach with rich and robust content from a wide array of current topics in the field. The National Art Education association provides the framework through the strategic goals of Learning, Research and Knowledge, Advocacy and Organizational Vibrancy. Within these large frameworks a variety of topics will be shared, discussed and reflected upon through keynote speakers, hands on workshops, learning sessions, and dialogue. Paramount in each session is the emphasis on the lived experiences of teachers and students as they engage in many ways of seeing and understanding the world. Art teachers balance multiple roles, we are researchers of new ideas and pedagogical practices, advocates of the arts and student’s lives, life long learners and members of diverse communities.
Faced with increasing standardization and often decreased attention to the benefit of visual arts in the core curriculum, this conference creates a space for professional development that is diverse in meeting the needs of a wide spectrum of school cultures and teacher interests. The ideas for sessions have occurred through dialogue with speakers celebrating their strengths as teachers and researchers. Framing where we are and were we are headed as field becomes powerful through collaboration of many in open dialogue. This conference is meant to be a space to renew, refresh and revisit our work as a teachers and the broader work of the field. I hope this conference allows each participant to have voice and to celebrate their work and dedication to the field of art education.
Kerry Freedman speaks of “an effective contemporary leadership vision for art education [which] needs several baseline characteristics. It must characterize knowledge of the visual arts as essential to human life. It must take into account the cultural and personal impact of the range of popular and fine art. It must connect the visual arts to a variety of societal aims as well as educational goals. It must renew an emphasis on creative thinking and behaviors in the face of increased standardization” (Freedman, par. 7).
I look forward to bringing together retired, becoming and practicing art teachers, graduate students, administrators, policy makers and researchers as they share their expertise, framing/unframing content relevant to the dynamic and living curriculums of art classrooms and educational sites.
CONFERENCE ATTENDEES WILL:
- Build a deeper sense of the institutional structure and mission of the National Art Education Association and its support of classroom practice.
- Gain insider access to the National Arts (Visual Arts, Music, and Dance) standards.
- Engage in dialogue surrounding current topics in the filed through keynote speakers.
- Connect your lived classroom experience to current topics in the field such as:
- Brain Based Learning
- Service Learning
- Curriculum and Instruction
- Working with Student Needs
- Community Based Projects
- Design in Art Education
- Working in Alternative Settings
- Exemplary Lesson Planning
- Participate in hands-on-workshops in craft studios to learn new techniques for classroom implementation.
- Collaborate with a network of educators interested in emerging practices of education.
- Value and strengthen your own role as a leader in the field of art education.
Abbreviated Schedule - Please click on the link at the top of page for a full schedule
7:30-8:15 Registration & Breakfast-McFarland Student Union
8:15-8:45 Opening Remarks-Dean Mowder and Conference Co-Chairs-McFarland Student Union
9:00-10:00 Session One-Sharadin Arts Building Break Out Rooms
9:00-11:00 Craft Workshops-Pilot program-limited space and must register morning of the conference.
10:15-11:15 Session Two-Sharadin Arts Building Break Out Rooms
11:30-1:00 Lunch & Keynote, Dennis Inhulsen-McFarland Student Union
1:15-2:15 Session Three-Sharadin Arts Building-Break Out Rooms
2:20-3:20 Session Four-Sharadin Arts Building-Break Out Rooms
3:20-3:45 Light refreshments-McFarland Student Union
3:45-4:30 Keynote, Linda Popp-McFarland Student Union
4:30-5:30 Alumni Reception, Miller Gallery, Sharadin Arts Building
Dennis Inhulsen - Reston, VA, Principal of Patterson Elementary School located in the Holly Area Schools district, MI was elected 2011 – 2013 President-elect of the National Art Education Association. He will assume the Presidency of NAEA beginning March 2013 and will serve through March 2015. Inhulsen has been a member of NAEA since 1980 and has served in a number of national volunteer leadership positions including the NAEA Governing Board and its Executive Committee as Western Region Vice President.
Inhulsen has served as Principal of Patterson Elementary School since 2006. Previously, he served as Director of the Wellspring Alternative School for five years and spent twenty-one years as a K-12 art educator and college instructor. He is a member of the Michigan Art Education Association where he served as President, Newsletter & Web Editor, Conference Chair and presenter. He received his BFA and MA Degrees from Michigan State University and Education Specialist Degree from Oakland University.
“Dennis Inhulsen has been elected as a national leader during a critical time in our nation as policymakers and thought leaders are looking to transform teaching and learning to ensure America’s youngest citizens are afforded equal access to a well-rounded quality education,” says NAEA Executive Director, Dr. Deborah B. Reeve. “Current research demonstrates that the arts are essential to the development of human potential and as a school leader, Inhulsen effectively bridges professional practice across content areas and fosters strategic partnerships that ensure student success.”
Inhulsen recently represented NAEA at the Arts Education Partnership Forum in Washington, DC in response to a recent report issued by the President’s Committee on the Arts and Humanities, Reinvesting in Arts Education: Winning America’s Future Through Creative Schools. Inhulsen will be actively engaged in dialogue at the national level where his insight and experiences will be shared as the Elementary and Secondary Education Act is reauthorized and educational policy is debated.
From Press Release issued by the National Art Education Association http://www.arteducators.org/news/Inhulsen_Press_Release.pdf
Linda is currently the NAEA Eastern Region Vice President. She has served on the National Art Education Association Council as Secondary Division Director and was recognized as the NAEA National Secondary Art Educator, Eastern Region Art Educator, and National Art Honor Society Sponsor. Linda has been the NAEA Eastern Region Administration/Supervision Director and the Maryland Art Education Association President and Conference Coordinator. She has made numerous presentations at the national and state levels focusing on Secondary Benchmarks and sequential artistic development. She was in the classroom for 30 years teaching at the middle and high school levels. Linda has been the Baltimore County Public Schools Visual Arts Coordinator for 7 years with 173 schools, 276 art teachers and supporting over 106,000 students. She was a National Board Certified teacher. Her personal artwork is mixed media narrative sculpture and she has shown her work in local galleries. After all of this, she is probably most recognized as the “Queen of Edible Art.”
Presentation: Me, A Leader? OMG! Do you see yourself as a leader? I bet your students do. It’s time to take your leadership skills beyond your classroom. You have what it takes to build your program, promote the field of art education, participate in your state organization, make a presentation, run for an office……………………….you’ve got your act together, now take it on the road.
Mara Rockliff's books have received starred reviews in Publishers Weekly, School Library Journal, and Booklist and have appeared on the IndieNext and ALA Best New Books for the Classroom lists. Current titles include the picture books Me and Momma and Big John (Candlewick, 2012) and My Heart Will Not Sit Down (Knopf, 2012) as well as the eighth and ninth titles in her popular Milo & Jazz Mysteries chapter book series, published under the pen name Lewis B. Montgomery. Her buy-better manifesto Get Real: What Kind of World Are You Buying? (Running Press Teens) was a 2011 Green Earth Book Awards honor book. Visit her online at mararockliff.com.
Special guest: The KU Bookstore hosts a book signing with Pennsylvania children's author Mara Rockliff, whose recent picture books include Me and Momma and Big John (illustrated by William Low, My Heart Will Not Sit Down (illustrated by Ann Tanksley), and The Busiest Street in Town (illustrated by Sarah McMenemy).
Listed below are a few of the speakers and topics that will be celebrated during the conference:
Christine Marmé Thompson is a professor of Art Education in the School of Visual Arts at The Pennsylvania State University. Professor Thompson earned her Ph.D. in art education at The University of Iowa in 1985, and taught at the University of Illinois at Urbana-Champaign from 1985-2001. Her research focuses on issues of children's culture and art learning, with an emphasis on the dialogues that surround drawing events in early childhood settings. Professor Thompson's writings have appeared in national and international journals in art and early childhood education, and in numerous edited collections, and she has presented keynote addresses on research, art education, and childhood studies in Taiwan, Korea, Finland, Portugal and the United States. She is co-editor, with Liora Bresler, of The Arts in Children's Lives: Context, Culture, and Curriculum (2002), published by Kluwer Academic Press, and editor of The Visual Arts and Early Childhood Learning (1995), published by the National Art Education Association (NAEA). She currently serves as co-editor of The International Journal of Education and the Arts. Dr. Thompson was president of the Seminar for Research in Art Education from 2003-2005, and Early Childhood Art Educators from 2008-2010. A member of the Council for Policy Studies in Art Education, Professor Thompson received the Mary Rouse Award (1995) and the June King Mc Fee Award (2005) from the Women's Caucus of NAEA, and the Marilyn Zurmuehlen Award (1994) from the Seminar for Research in Art Education.
Contact information: Christine Marmé Thompson, Professor, School of Visual Arts, The Pennsylvania State University, 30E Borland Building , University Park, PA 16802. (814) 865-6570. Cmt15@psu.edu
Session Title: Early Art Education: Choices and Challenges
This workshop focuses on ways that teachers can learn from young children's self-initiated art activities and use this learning to propose project work, undertaken by teachers and children together.
Diane is a K-5 art teacher in Newton, MA and co-founder of Teaching for Artistic Behavior, Inc., a choice-based art education advocacy organization. She is co-author of Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom; and co-editor of the soon-to-be-released text, The Learner-Directed Classroom: Developing Creative Thinking Skills Through Art. Jaquith is a frequent speaker at regional and national conferences and serves on the Cross-Division Research Committee of the National Art Education Association.
Session Title: Learner - Directed Practice: Autonomy, Choice and Creativity Critical and creative thinking skills are activated when learners take ownership of their artmaking. In choice-based art classrooms, control shifts from teacher to students, who make decisions about art media, ideas, working style, and pace. This presentation will highlight instructional strategies and assessment practices that promote creative thinking through self-directed learning.
Dr. Karin Tollefson-Hall is Director of the Art Education Graduate Program and Assistant Professor of Art Education at James Madison University. In addition to teaching she is the faculty advisor to the Madison Chapter of the NAEA, the art education student organization at JMU, and the coordinator of the Art Education Peer Mentor Program. Currently Dr. Tollefson-Hall serves on the board of the Virginia Art Education Association as the Higher Education Division Director. Her research interests include school reform, art education in alternative settings, teaching styles, and non-traditional pedagogy.
Intergenerational Service Learning in the Visual ArtsThis session highlights meaningful intergenerational-based service learning experiences that take place between art education students and the elderly within a practicum experience and extensions into elementary and secondary art classrooms.
Dr. Weed’s Book
Dr. Rahila Weed is currently Associate Professor and Program Director of Art Education in the Department of Art & Design at the University of Central Missouri. She received her Ph.D. and her M.A. from the University of Iowa.
Dr. Weed teaches art education and foundational art history courses, as well as supervising student teachers.
Dr. Weed’s work is in the areas of art and autism, and she currently serves as a visual arts consultant for a regional autism center. She has one monograph, Art and Autism (2009),in print, and has published several articles on art and autism. In addition, she is an active member of the Missouri Art Education Association and the National Art Education Association, participating and presenting each year in state and national conferences and serving as an elected member of the state council. Previously, she taught elementary art.
Session Title: Advocating for a More Holistic Form of Art for Students with Autism Spectrum Disorders
The speaker will share research advocating the continuing need for a holistic approach to art education for students with autism spectrum disorders based on case study data and contemporary disability theory.
Michele is a fifth year, K-5, Elementary Art Teacher in the East Penn School District, Macungie, Pennsylvania and a Graduate Student at Kutztown University. While she doesn’t claim to be an expert on the topic, Michele enjoys creating and implementing lessons that cross disciplines though STEM (Science, Technology, Engineering, and Math) philosophy.
When she’s not teaching, Michele enjoys spending time boating and outdoors with her husband and two dogs. She also loves to run and craft.
To see some of the great things happening in Michele’s classroom visit her blog at http://oliveartdoyou.blogspot.com/
Session Title: STEM in Art and Design Education
Planning a lesson that includes each component of STEM can seem like a daunting task. Learn ways to engage students with hands-on STEM projects that promote creative problem solving and collaboration.
Carrie received her BFA in Illustration at the Rochester Institute of Technology and recently received her Post-Baccalaureate Certification in Art Education at Kutztown University. Before choosing to pursue her teaching certification, Carrie has spent 12 years working as a graphic designer. Carrie currently teaches art at the Gillingham Charter School in Schuylkill County, PA where she lives with her husband and two young boys.
Session TItle: Design in Art Education
The design process is a structured approach to generate and develop ideas. How can art teachers use this process in their classroom. Teachers need to believe that they are designers. http://www.designthinkingforeducators.com
Norma Reichenbach-Nichols is an art teacher at Hereford Elementary School in the Upper Perkiomen School District. She has a BS and MS in Art Education from Kutztown University. Norma has been teaching art for fourteen years. She is an avid quilter and began the Hereford Quilters seven years ago. She has presented at the Pennsylvania State Art Education Conference in 2011 and will be sharing her service work at the National Art Education Association Conference in March of 2013.
Session Title: Hereford Quilters: Creating Teddy Bears for the Community The Hereford Quilters is an elementary and middle school after school quilting group. They have accomplished over 265 projects for community and social agencies. The participants for this workshop will create a teddy bear of their own to be given away.
• BS and Masters in Art Education at Kutztown University
• Taught art 40 years for Boyertown Area School District
• [Doubling as Supervisor of Art for 15 years]
• Occasional adjunct professor at Kutztown University
• [Art for the Elementary, Early Field, Supervision of Student Teachers]
• Currently serving on PAEA board as Retired Chair
• [Served 17 years on PAEA Board heading various committees]
• PAEA Outstanding Art Educator 1990
• PAEA Outstanding Retired Art Educator 2009
• Currently active as an independent art education consultant.
Your Brain on Art: Re-framing the Debate Let’s consider changing the message of why art is important for achieving a students’ full potential by taking a look at current brain research as it relates to participation in the arts.
Professor Hicks’ research and publications focus on issues pertaining to feminism, cultural theory and environmental concerns in art education. Most recently her research has explored the concept of visual/material culture and play, and its contribution to our understanding of a socially responsible art education; contemporary body modification as a process of liberation; and the relationship of visual and material culture to our memory of place. She has written on utopian and dystopian notions of human experience and how they are represented in science fiction film; and on the cultural role of tourist images and artifacts, where she explored the process, content, mnemonic and narrative nature of tourist snapshots focusing on how everyday aesthetic and narrative structures unfold as we document and represent our tourist experiences through the taking of photographs, and on how such tourist images reflect more about the individual’s desire to tell a story, than about the particular narratives and landscapes of actual places.
Related to previous work on art education and the development of an environmental ethics of care, Professor Hicks is currently writing on issues of environmental justice and the role art education plays in developing a sense of environmental responsibility within the context of inextricable social concerns.
Professor Hicks' most recent artistic works, Icelandic Particulars, Particulars, Constructing Memory and Memories of China link her scholarly interest in our memory of place with photographic representations of experiences of place. As a member of ChinaVine.org’s research team, Professor Hicks travels to China to document traditional and emerging art forms and cultural practices in an effort to make information on China’s tangible and intangible culture accessible to an English language audience.
As a faculty member at the University of Maine, she teaches undergraduate and graduate courses in art education theory and practice, as well as courses on contemporary issues in art education, environmental design, art history, and museum education. In addition to her research and teaching efforts, Professor Hicks has served as the chair of the University of Maine's Department of Art, interim chair of Theatre and Dance and interim director of the University of Maine Museum of Art. She also served as President of the Women's Caucus of the National Art Education Association, is a member of the National Council on Policy Studies in Art Education and was the founding editor of the Journal of Gender Issues in Art Education. In 1999, Professor Hicks received the national Mary J. Rouse Award for Outstanding Contributions to Art Education. In 2011, Professor Hicks became the Senior Editor of Studies in Art Education.
Session Title: Play and the Inevitability of Change Over the course of my professional life in art education, I have often had to deal with both the threats and opportunities created by social and artistic changes. Change takes place at all levels of personal and professional experience and comes in many forms. Change has been a constant in art education, and it is something we must freely embrace in order to continue a meaningful and critical engagement with our discipline. The concept of change and the role of play in our ability to imagine the possibilities of transformation are central to this discussion and workshop. Considering the inevitability of change, we will look closely at how active participation in artistic practice and the design of culturally-relevant curricula will provide a path for grappling with what philosopher James Carse (1986) conceptualizes as "finite" and "infinite" games. Such an engagement may help us discern, embrace and articulate the inescapable and enviable unfolding of contemporary art education.
Stacey has been an art educator since 1993, receiving her BS in Art Education from Kutztown University and her Master of Humanities from Penn State University. Her nineteen years of experience have included kindergarten through twelfth grades for two school districts in central PA. She has also developed and taught art programs in three art associations, worked as a volunteer researcher for the State Museum in the fine art department and created programs for the Susquehanna Art Museum. Her current projects include teaching out of her own studio, painting for the Historical Society in Middletown, Pennsylvania, and participating in regional arts festivals. Last year she published an eighth grade lesson on the PDE SAS portal entitled Words and Images: The Connection between William Carlos Williams and Charles Demuth. She also helped write the PA State Standard 9.2 for Art Educators while participating in the Governor’s Institute for the Arts in 2002 and is currently involved in piloting a Student Learning Objective Model that she wrote for the PA Educator Effectiveness (teacher evaluation) initiative.
O. David Deitz holds a Bachelor’s Degree in music education from Mansfield State College, where he was selected to the Music Alumni Honor Roll and a Master’s Degree in Teaching and Curriculum from Penn State University, where he also completed ABD doctoral studies in Music Education. A 1999 finalist for Pennsylvania Teacher of the Year, Mr. Deitz retired as a teacher of choirs, music theory, guitar classes, and director of musicals at Central Dauphin High School in Harrisburg, Pennsylvania. He also served as an interim choral director at Bucknell University, professor of music at Penn State Harrisburg and as a student teaching supervisor for both Penn State and Mansfield Universities. A frequent clinician, adjudicator and guest conductor, Mr. Deitz served as President of the Pennsylvania Chapter of the American Choral Directors Association, as secondary level vocal music department chair for the Central Dauphin School District, and was featured in the Fall 2004 issue of Choral Director magazine. He currently serves as a Consultant to the Pennsylvania Department of Education’s Quality Review and Teacher Effectiveness teams. His wife Cathy sings with the Susquehanna Chorale while he is busy teaching piano, guitar, voice and brass instruments to their three grandchildren!
Session: Linking Student Learning in K-12 Art Education to PA Teacher Evaluation (K-12) This session will outline the upcoming changes to K-12 teacher evaluation, focusing on the input that art teachers can provide toward demonstrating teacher effectiveness based on authentic student learning and assessment in visual art. A model "Student Learning Objective" design will be showcased.
Brandy Noody, 2012 Minx M. Auerbach Award Recipient
I have been an art educator for the Fredonia Central School District, in Fredonia, New York, for thirteen years. During my tenure at Fredonia, I have had the opportunity to teach at various grade levels: K-2, 6-8, and 9-12. Each grade level holds a special place in my heart, however, I feel the most professionally fulfilled teaching at the high school level. For the last six years I have been honored to teach studio in art 1 and 2, painting, and ceramics at the high school level. Working with older students has allowed me to bring my own artistic expertise in painting and ceramics into my classroom. Sharing my personal artwork and artistic practice with my students is an integral part of my teaching.
In November of 2010, I was awarded National Board Certification in Early Adolescence through Young Adulthood Art. To achieve this advanced teaching credential, I completed 10 assessments that were reviewed by trained teachers in my certificate area. The assessments included four portfolio entries that featured my teaching practice and six constructed response exercises that assessed my content knowledge. The National Board Certification process was the most meaningful professional development I have had the opportunity to engage in. It taught me to deeply reflect on my teaching practice, which continues to strengthen it today.
As a lifelong student, I continue to look for ways to expand my knowledge. I was a participant in the 2011 Dinner Party Institute. What drew me to the Institute was the opportunity to see The Dinner Party in person and to meet Judy Chicago. What I left the Institute with was inspiration and a mission to share this important artwork with others.
I am the mother of two young boys, Hunter (7) and Colden (5). I enjoy sharing my love of art with my children and am hopeful that they will have access to quality art education programs throughout their school years. My husband, Brian, is a professional taxidermist. Even though he works with a non-traditional medium, he is an artist in his own right. In my free time, I enjoy making art of all kinds, gardening, cooking, and spending time with my family.
Session: Bringing Students to the Table: An Investigation of Judy Chicago's Dinner PartyLearn about how I guide my high school students through an in-depth exploration of Judy Chicago's iconic, feminist artwork, The Dinner Party, which highlights 1,038 women in history. Covered in this session will be my approach to meaningful curriculum design, using The Dinner Party Curriculum Project and The Dinner Party Institute (held at Kutztown University).
Hands on Workshops with Kutztown Craft Faculty and Art Education and Craft Students Sign up for a morning hands on workshop from 9-11 in the craft studios. Kutztown Art Education and Craft students will team teach and present with craft faculty to bring exciting techniques to the art room. Lesson resources will be provided. Space is limited and sign up will occur during registration on Friday morning, November 16th beginning at 7:30.
The essence of wet felt-making remains unchanged over centuries. The process of taking wool fibers and combining them with only water and pressure to create a single beautiful piece of fabric is the same today as when it originated in Northern Mongolia during the first century AD. Traditionally, felt was used in many rituals and brought communities together, both through the process of making it and celebrating its creation. This is a rare idea in today's society, but not completely lost. As we make a shift in the educational setting from consumption to participation learning, allowing our students to take ownership of their education as we facilitate their learning experience through project-based lessons, collaboration is becoming more common. In this workshop, participants will learn the history of wet felt-making that began in Northern Mongolia, the traditions and celebrations that brought their community together, and how that can be translated into the modern classroom. The wet felt-making process will be explored through direct instruction by Professor and fiber artist Michael Radyk and Art Education and Crafts student and artist Melissa Fiskaldo. Each participant will have the opportunity to make one sample of felt, which can be used as an exemplar for future lessons.
Workshop Title: An Introduction to Vitreous Enameling with Fine Metals. Jim Malenda and Art Education student Sarah Emert (Grades 9-12).
This workshop will be an introduction to vitreeous (heat fired) enamel with some basic techniques that can be utilized in a school setting. Some of the techniques include but not limited to: Limoges, stamping, and drawing.
Workshop Title: Woven Clay. Jim Chaney, Craft student Candace Bergerson and Art Education student Megan Lynch (Grades 7-12).
In this workshop, participants will explore the magic of woven clay. Clay enhanced with a modest addition of short fiberglass fibers enables one to weave a warp and weft grid with plastic yet durable coils. Following a materials and technique demonstration, participants will be invited to try their hand at weaving an 8 X 8 inch sampler which can serve, when fired as a table top trivet.
Teaching in Alternative Settings Panel, Facilitated by Dr. Carrie Nordlund, Kutztown University
This workshop will offer discussion from a diverse panel of nine art educators on a range of issues, strategies, and perspectives associated with teaching in alternative sites. Attendees will be invited to ask questions and co-construct the discussions.
Andy Greenlee teaches art and humanities at New Hope Academy in Doylestown, PA. Her student population draw from over thirty public school districts, and her school serves these students who, for various reasons, are not succeeding in a traditional setting. She teaches yoga at the Independent Space in Kutztown and LC Fitness, where she works with a range of practitioners, the most recent of which include the Kutztown University top-ranking male rugby team. Andy has studied at Parsons School of Design, acquired her B.F.A. from Cornish College of the Arts, and served as a member of IATSE during her film career as a costume designer. While studying at Kutztown University, she was fortunate to serve as graduate assistant with the Department of Art Education and Crafts while acquiring an instructional certification and working towards the completion of a master’s.
Founder/Artistic Director; Art Works Studio School, Mount Rainier, Maryland
Barbara founded the nonprofit organization, Art Works Studio School in 2010. After years of teaching in a variety of settings, she is realizing her long-time dream to bring together those things that are most important for her - social justice and visual art. Her passion for providing opportunities for everyone to explore and develop their creativity is being realized with the help of a tremendous faculty and staff at Art Works.
Ms. Johnson is a working artist whose paintings have been exhibited internationally. She is a joyful and enthusiastic teacher whose love for her subject is only surpassed by her admiration for her students. Barbara is in sync with young people, their music, art and technology.
Barbara has taught at colleges around the country, most notably The School of the Art Institute of Chicago, DePaul University, and The University of Texas; most recently Barbara taught in the Art Department at her alma mater, Elizabeth Seton High School, in Bladensburg, MD.
MAYBE NOT NECESSARY? Barbara’s family has lived in the Washington metropolitan area for seven generations. She is delighted to return to her hometown of Mt Rainier, Maryland with the opening of our new studio space on Rhode Island Avenue. She considers herself a student of many things from Buddhist philosophy to nutrition and alternative medicine and she is a total believer in the notion that art works.
Ms. Johnson holds a Master of Fine Arts degree from The University of Wyoming and an undergraduate Art degree from The University of Maryland. Currently she is pursuing a Master’s degree in Art Education from Kutztown University of Pennsylvania where she is studying under the mentorship of art educator and author, Dr. Marilyn Stewart, along with extraordinary educators Dr. Carrie Nordlund and Dr. Amy Pfeiler-Wunder.
If you'd like more information on Barbara or Art Works, please visit www.artworksnow.org<http://www.artworksnow.org/>
Melissa Clemmer is an associate with Remer & Talbott—consultants to museums and historic sites for exhibitions, planning, and project management. She recently helped plan and implement interactive exhibits for the Los Angeles County Fair; the Academy of Natural Sciences in Philadelphia; and the Pennsylvania Civil War 150 Road Show. She also produced the Educators’ Guide to supplement an exhibit on gender equality for Drexel University’s Vision 2020, and completed an education study for the American Revolution Center. In 2008, Melissa was project manager for the Civil War History Consortium in Philadelphia. From 2003 to 2006, she was assistant curator of the international traveling exhibition “Benjamin Franklin: In Search of a Better World.” Melissa is also an arts & culture consultant for The Barra Foundation. She has an M.Ed. in Art Education and a teaching certificate in K-12 Art from Kutztown University, and a B.F.A. in Studio Art with Art History Emphasis from Moore College of Art & Design in Philadelphia.
Micki McAllister teaches elementary art online at Pennsylvania Leadership Charter School. She has been sharing her passion for art and technology in this position since 2008. Cyber teaching required development of video production skills and embracing the ever changing Web 2.0 resources. Her first career was in Human Resource Management and many of those skills are used in teaching. While in Human Resources, she attended West Chester University part time for 20 years graduating with a Bachelor of Fine Arts Degree and finally decided what she wanted to be when she grew up! Micki received her teaching certification from Moore College of Art; and continued on for her Master’s Degree in Art Education at Kutztown University.
Rachel campbell is a 2008 graduate of Kutztown University's Art Education program. She also completed her Masters in Art Education at Kutztown in December of 2009. After teaching in several schools and after school programs, Rachel landed in the Assisted Living field. She currently works as an Activities Assistant at the Bridges at Bent Creek Assisted Living Home in Mechanicsburg, PA. At the Bridges, Rachel has the opportunity to use her art background with the residents by leading art projects and collaborating with other Activities staff on creative programming for the residents and their families. Two of her main responsibilities include “Memories in the Making,” an Alzheimer’s Association art therapy program, and “Building a Bridge through Art,” an intergenerational community art event for children to make art with Bridges residents. She is interested in pursuing art therapy with children in the future. Outside of work, Rachel continues to make paintings and free-lance herself as an artist. She currently enjoys painting with oil on architectural salvage.
"Jessica LaBarca earned an MA in art therapy from Drexel University in 2012 and currently provides art therapy services for children with mental health needs at a partial hospital program in Philadelphia. Jessica graduated from Kutztown University in 2008 with a BS in art education, and was drawn to art therapy through her interest in the transformative powers of creative expression.
Jessica's background in art education has provided her with a foundational understanding of the process of creating art to deepen one's understanding of self and of the world. Jessica hopes to one day establish a private practice and return to her love of teaching through instructing and supervising art therapy students."
I am a local artist, specializing in painting en plein air, ceramics, printmaking and mixed media. I have a small business called Sunshine Art Studio that provides customized art lessons for all ages, face painting, murals and quality entertainment for parties and events. I am currently teaching 9th grade 3D and ADV. 3D in the Boyertown Area School District. I also teach ceramic hand building classes at the Banana Factory in Bethlehem for adults and children. I teach arts and crafts at Bear Creek Mountain Resort for all of their festivals and during the ski season. Additionally, I teach art classes throughout the year at The Independent Space Gallery in Kutztown and Studio B Gallery in Boyertown. I am currently finishing up my Masters in Art Education at Kutztown University with a concentration in Community Based Art Education. I received my Bachelors in Art Education from Kutztown University in Spring 2008. My first art show called “Capturing the Sound”, a collection of drawings and paintings of local and national musicians created live at concerts is on display at Awesome Dawgs, in Temple Pa till the end of October.
Rebecca Lawrence has been the Museum Educator at the Schwenkfelder Library & Heritage Center in Pennsburg PA, since 2005. She coordinates and develops family workshops and tours, homeschool programs, resource materials, adult programs, K-12 student art exhibits, and public programs.
Rebecca has presented at the annual conferences of the American Association of State and Local History (2011), NAEA (2011, 2013), PAEA (2012), PA Museums (2010), and the Small Museum Association (2010, 2011, and 2013). She has led sessions and workshops on topics of object-based learning for Pre-K students, homeschool audiences, participatory programs, social media, and material culture. Rebecca currently serves on the boards of directors of the Small Museum Association and PA Museums and serves on committees in the Rural History Confederation, and PAEA. She studied at Kutztown University (BFA and art education graduate studies).
A Place for ART and DESIGN Education in the STEM Conversation
Leadership in Art Education: Taking Action in Schools and Communities
Building Forts and Drawing on Walls: Fostering Student-Initiated Creativity Inside and Outside the Elementary Classroom
Hicks, L. E. (2011). The Inevitability of Change. Studies In Art Education, 53(1), 3-5
Wilson, B., & Thompson, C. (2007). Pedagogy and the Visual Culture of Children and Youth. Visual Arts Research, 331-5
Thompson, C. (2005). Under Construction: Images of the Child in Art Teacher Education. Art Education, 58(2), 18-23
Thompson, C. (2003). Kinderculture in the Art Classroom: Early Childhood Art and the Mediation of Culture. Studies In Art Education, 44(2), 135-146
JAQUITH, DIANE B. (2011). When is Creativity? Art Education, Vol. 64 Issue 1, p14-19, 6p
Searching the Soul: Veterans and Their Arts and Crafts
Freedman, K. (2011). Leadership in Art Education: Taking action in schools and communities. Art Education, 64(2), 40-45.
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