As schools work to educate students with disabilities in the least restrictive environments, oftentimes the first place a student learns alongside his peers is the arts classroom. Indeed it is the assumptions on which arts learning is based—every student has something to express, there is no "wrong answer," everyone can participate—that make the arts classroom an inviting place for all students. How, though, do we move beyond the intuitive belief that the arts work for all learners and hold ourselves accountable to the promise of inclusion: to provide opportunities for students with disabilities to access instruction and meaningfully engage in learning with their peers?
This session challenges the notion that arts instruction is inherently differentiated, thereby pushing practitioners to demonstrate (in concrete, assessable ways) differentiated instruction for students with disabilities in the arts classroom. It provides arts educators with frameworks for designing accessible arts lessons, tools to evaluate student learning, and language to effectively discuss the performance of students with disabilities in inclusive settings with other members of a student's IEP team—transforming art educators into powerful advocates for the inclusion of students with disabilities throughout the school day.
Jenna Gabriel, Manager of Special Education at the John F. Kennedy Center for the Performing Arts
Theatre can do for a child with autism what it does for any child. It helps them to grow in confidence and socialization. It helps them develop a sense of themselves and an awareness of others around them. It gives them a voice and the power to stand up in front of people to use it. These are skills that any child can use as they navigate their lives. Participants will understand how students with autism think including strengths and challenges, how theatre can be used to help students on the spectrum, and tools and exercises to apply in the classroom.
James Lekatz, Education Associate at Stages Theatre Company in Hopkins, Minnesota
Nikki Swoboda, Education Director at Stages Theatre Company in Hopkins, Minnesota
The music classroom is a place for all students to experience music in a variety of ways. Learning to read music can be a challenge for many students and even more difficult for students with disabilities. This Webinar addresses teaching music literacy to students with disabilities using a tactile approach. Attendees take away instructions and ideas for creating or altering music literacy materials for students to feel and touch to help them develop the skills used in reading music. During the Webinar, attendees create their own tactile representation of music containing high/low pitches and quarter note and paired eighth note rhythms using just a pen or pencil and piece of paper. Special education teachers, music teachers, and reading teachers would benefit from this session on a tactile approach to reading music.
Este Webinar presenta programas de inclusión y acceso en una institución de arte, el Museo de Arte de Puerto Rico, y la innovación en la diversidad de estrategias que fomentan la inclusión a través de las bellas artes. Analiza como ofrecer a los maestros múltiples herramientas innovadoras (formato impreso y digital) insertado dentro del currículo escolar de la educación especial y de las bellas artes en el currículo escolar. Las metas incluyen presentar modelos innovadores de integración para que el maestro haga las adaptaciones que entienda pertinente para la población que atiende de educación especial. Se presentan modelos de lecciones y actividades que han sido aplicados y evaluados por maestros, educadores y estudiantes en Puerto Rico durante los pasados 14 años.
Doreen Colón Camacho, directora fundadora del Departamento de Educación del Museo de Arte de Puerto Rico
It's a challenge for students to meet their IEP goals when they're not at the table to determine what those goals should be, how they can best work towards them, or sometimes even why they have an IEP in the first place. Arts lessons and activities - including role play, creative writing, visual art portfolios, and peer critique - provide educators with a range of possibilities for documenting and assessing student progress, and offer multiple points of entry for students to engage meaningfully in their IEP process and develop the self-determination skills necessary for success in school and in life.
Naté Dearden , Secondary Transition Specialist at the Office of the State Superintendent of Education (OSSE)
Eliza Derick, Special Education Teacher, Eastern Senior High School
Mo Thomas, 8th Grade Inclusion Specialist, Two Rivers PCS
Susan Oetgen, Arts & Conflict Resolution Specialist, SchoolTalk
This Webinar will show educators how to incorporate aspects of culture through music, language, storytelling, and attire into a dance residency for students with a variety of physical, cognitive, and behavioral disabilities. Participants will learn ways to expand their toolbox of sensory and kinesthetic methods with strategies that can be applied to explore various areas of expertise.
Mala Desai is a teacher of Odissi and Folk Dances from India
A practical, real-world, and highly interactive look at drama and Universal Design for Learning (UDL), the natural connection between them, and how to make drama work more UDL. This session is for teaching artists, drama specialists, classroom teachers, and anyone interested in the subject.
Drawing on Disability: Comics Including Difference presents teaching strategies applicable to the K-12 art class with comics that use humor, parody, and metaphor about identity, experience, strengths, difference, and capacities to challenge and reclaim what disability means. The presenters offer take-away activities that de-center narratives of normal and foster diversity awareness of stereotypes and clichés of disability in pop culture.
Karen Keifer-Boyd, Ph.D., professor of art education and women's, gender, and sexuality studies at the Pennsylvania State University, is co-author with Michelle Kraft of Including Difference: A Communitarian Approach to Art Education in the Least Restrictive Environment published by the National Art Education Association in 2013.
Michelle Kraft, Ph.D., is a professor of art education and assistant dean at Lubbock Christian University in Texas and co-author, alongside Karen Keifer-Boyd, of the book Including Difference: A Communitarian Approach to Art Education in the Least Restrictive Environment
Veronica Hicks, Dual PhD candidate in art education and women's, gender, and sexuality studies at Pennsylvania State University whose research includes indigenous metalsmithing and crafts, intersections of gender, race, and abilities in visual culture, and using graphic memoir medium as a sequential artform.
Deeper Learning: Strategies for Arts Education in the Inclusion Classroom
This Webinar addresses essential pedagogical practices that can contribute to successful arts learning environments and be adopted by teachers in any arts discipline. Anne Rhodes and Glenn McClure bring their decades-long perspectives of teaching in schools and of providing professional development to a broad-spectrum of arts educators and administrators. McClure and Rhodes structure their discussion to focus on specific in-class practices, teaching frameworks such as Universal Design for Learning, community engagement strategies, and their own recent experiences mentoring art and music teachers.
Glenn McClure, ACANY Mentor for Western New York
Anne Rhodes, ACANY Mentor for the Central New York
Demystifying Individualized Education Plans (IEP): An Introduction to the Individuals with Disabilities Education Act & IEPs
This Webinar provides teaching artists with a basic understanding of Special Education and Individual Education Plans (IEP). Attendees receive information about timelines, accommodations, adaptations, goals, and objectives to better serve students. This information regarding special education helps teaching artists adapt their activities so that every student will have an equal opportunity to learn and participate.
Jennifer Zielinski, Program Coordinator/Parent Education Coordinator, Idaho Parents Unlimited
Based on the VSA Minnesota Reaching All Learners (ReAL) workshop series, this interactive webinar uses the power of collaborative inquiry to analyze a visual arts lesson through the lens of Universal Design for Learning (UDL) both in terms of the written lesson plan and what the lesson looked like in action. Facilitators lead participants through the Artist to Artist reflective process of lesson analysis to demystify and make visible UDL principles that are part of the lesson design and tease out the manifestations of those principles. Time allows for participants to share their own insights, ask questions, and develop a better understanding of principles and elements of UDL as it applies to their own practice.
Craig Dunn, Executive Director of VSA Minnesota
Barbara Hackett Cox, K-6 classroom teacher
Kursten Dubbels, assistive technology(AT) and Universal Design for Learning (UDL) Specialist
Lori Brink, mixed-media visual artist, teaching artist, and arts education coach
This webinar focuses on the structure of a professional development program which teaches best practices and strategies for implementing the arts in all levels of special education. This program, the Teaching Artist Training Institute (TATI), examines interactions between classroom teachers, teaching artists, administrative staff, paraprofessionals, Related Service Providers, and parents to provide context for all aspects of instruction in a special education classroom.
Joan Merwyn, professional development curriculum designer
Erica Rooney, licensed Creative Arts Therapist
Susan Natacha Gonzalez, artist, Teaching Artist, and art therapist
Hansa Sharma, Project Manager, VSA-NYC
In this webinar designed for preK-12 arts teachers, administrators, and teaching artists, presenters Marcia McCaffrey and Dr. Sharon Malley: 1) provide an overview of the National Core Arts Standards highlighting the standards framework, the big ideas behind the standards as well as a brief tour of the website nationalartsstandards.org; 2) provide a description of principles and practices that are fundamental to working with students with disabilities in arts education; and 3) discuss how the National Core Arts Standards supports student-learning for all students.
Marcia McCaffrey, President, State Education Agency Directors of Arts Education, member of the National Coalition for Core Arts Standards Leadership Team.
Dr. Sharon M. Malley, author of Students with Disabilities and the Core Arts Standards: Guiding Principles for Teachers, team leader for the Special Education Team of the National Core Arts Standards.
By merging best practices and current research in UDL and Differentiated Instruction, you can ensure classroom management plans accommodate all learning and behavioral styles. Examples of classroom behavioral and instructional charts, formative assessments and anecdotal data are shared from a college-level lab practicum course on managing a K-12 art classroom for students with special needs. Participants see how quality curriculum and instruction coupled with consistent behavioral management techniques allow art educators to keep the ship moving forward.
Lauren Stichter, Program Director of the MA in Art Education with an Emphasis in Special Populations at Moore College or Art and Design
Amanda Moore, Doctoral Candidate in Art and Art Education at Teachers College Columbia University
This webinar demystifies the process of hosting an intern with a disability by covering four key stages: recruitment, interview/selection, preparations, and implementation. Incorporating interns with disabilities into an arts organization can have a profoundly positive effect on the entire company. We discuss how and why to make this happen.
Laura Savia, Workshop Artistic Producer at Williamstown Theater Festival
Bethany Spilhaus, Group Sales Assistant Manager at the Kennedy Center.
Individualized Education Plans and 21st Century Learning Skills
Teaching artists will explore the arts in developing 21st Century Learning Skills for students who receive special education services. This in-depth Webinar will assist teaching artists in understanding privacy issues within an individualized education plan (IEP), and how to work with teachers to ensure academic goals are being addressed. Specific examples from artist residencies in Idaho public schools will be included.
As the United States Department of Education expands physical education programs for students in kindergarten through 12th grade, providing support for the participation of students with disabilities in dance and movement activities becomes even more important. In this webinar intended for anyone in a dance teaching practice, educators working in an inclusive setting, or artists with questions about how to make their work more accessible, participants will learn strategies for how to approach dance curriculum to help all students explore their best creative selves. Alisa Rasera and Luna Dance Institute will share best practices and stories from teaching in K-8 public school settings and how they fulfill their mission of bringing all dance to all children.
Presenter: Alisa Rasera, Professional Learning Manager, Luna Dance Institute
All schools and arts organizations want their partnerships to flourish, but the path to achieving this goal can be thorny. How do you overcome bureaucratic and logistical challenges to provide quality experiences for teachers, students, administrators, and facilitators alike? What are concerns specific to working with special education populations, and how can these be addressed? What do arts organizations need to provide, and what should schools be looking for? Through sharing of best practices, we explore how to create, support and sustain a successful school and arts organization partnership.
Jennifer Raine, creator and Curriculum Designer for the Everyday Arts for Special Education (EASE) program
Meeting Behavioral Challenges in Teaching Artist Residencies - What Shall I Do Next??
This webinar will offers practical approaches and strategies for dealing with the many situations which present themselves to teaching artists (TAs) working in schools, in out-of-school settings, and in studio and community arts programs and workshops. It stresses problem-solving techniques, ways to make the most of good communication with other teachers, staff, and students themselves, and real-life examples of ways to work through common and uncommon challenges with a variety of learners, including those with disabilities and with behavioral issues. It also touches on TA-teacher collaboration and how it helps meet these needs.
Deborah Stuart, Program Committee Chair, VSA New Hampshire
Janice Hastings, Janice Hastings, Director of Development and Marketing at New Heights
In this webinar, viewers are introduced to a variety of systematic strategies on how to introduce the musical concepts of counting in 4/4 time and understanding tempos to young students on the autism spectrum. Not only do the viewers come away with strategies they can employ in their classes, but also a knowledge of the process of trial and error behind the development of these strategies. As a Jazz artist, Cecilia Smith has developed many music concepts for people with a variety of handicaps. After being introduced to children with severe autism spectrum disorder, she was presented with a new challenge on how to teach music concepts. Tapping into this population’s desire for routine and repetition, Cecilia saw how counting rhythms developed in a variety of repetitive motion games, could lead to meaningful music concept learning in children with autism. This engaging webinar introduces to students to three stages of music: counting rhythm, tempo through song, and repetition through tactile activities.
Cecilia Smith, jazz artist, composer, multimedia artist and teaching artist.
Maya Turner Singh, Education Manager for Marquis Studios.
Music and More: Strategies for Success in Inclusion Classrooms
Description: Music educators Elise Sobol and Alan Núñez offer methodologies for teaching in and through music when in inclusion settings. Drawing on their decades of experience as teachers and trainers for teachers, Núñez and Sobol will provide specific music education techniques that build on or contribute to learning approaches in other art disciplines. Intended for music specialists and generalists alike, this webinar will give participants both theoretical and pragmatic approaches to multi-modal, multi-sensory learning that can be used in any K - 12 classroom, and are particularly successful for students with a wide range of abilities
Alan Núñez, Teaching Artist
Dr. Elise Sobol, Nassau BOCES Department of Special Education
This webinar presents lessons on how to engage your special education classroom in poetry and dance from thematic conception to culminating performance. As the roles of educators and learners in arts education continue to shift, teachers realize the limitless potential learners can have when provided with the right tools to motivate exploration and self-expression. Poetry and dance, two of the purest forms of self-expression and learning, exist in an intricate embrace of language and movement. This webinar aims to foster an appreciation of this integration in the classroom and provide examples and practical how-to tips for your classroom.
Jenny Seham, PhD is a dancer, actress, choreographer and clinical psychologist
Nawal Muradwij is both an MA candidate in Clinical Psychology
Professional Learning for Teaching Artists: Including Students with Disabilities
This introductory level Webinar for teachers working in any school setting who have questions about including students with disabilities as well as a foundation for further development of their practice is designed to provide an overview of (1) special education services as set forth by federal law, (2) characteristics of the most prevalent disabilities identified and served in schools, and (3) what to consider when including students with disabilities in your teaching.
Sharon M. Malley, Ed D, Special Education Specialist, Office of VSA and Accessibility, The Kennedy Center
The secondary general music classroom is often a melting pot of academic and musical abilities. Music educators can be perplexed as to what to do with general music classes and then further challenged by having to factor in accommodations needed by students with various learning disabilities. This webinar will share strategies that have been used successfully in an inclusive secondary general music classroom such as how to adapt music reading in classroom instrumental experiences using bell sets, drums, and small percussion instruments. These strategies promote dignity while actively engaging students of all levels and modify, while retaining the integrity of the secondary general music curriculum.
Sarah Burns, doctoral candidate for the D.M.A. in Music Education degree at Shenandoah University, is the music specialist for the Montessori Center of Jackson (TN)
Dr. Kimberly McCord and Dr. Sandra Zielinski from Illinois State University explore through their personal teaching experience the need to prepare arts teachers who can teach inclusively, the importance of quality field experiences for pre-service teachers that include observations and teaching in both inclusive and self-contained classrooms, and strategies for working with teachers and schools to gain access to arts programs that include students with disabilities.
Dr. Kimberly McCord, Professor of Music Education, Illinois State University
Dr. Sandra Zielinski, Professor Emerita, Illinois State University
Professor Emerita, Illinois State University
This Webinar synthesizes emerging research and classroom experience delivering strategies to develop practice, pedagogy, and policy in teaching dance to students with disabilities. We move past inclusion basics and include ground-breaking work from disability dance leaders who "put the disability first," challenging and expanding traditional constructs of dance teaching and artistry.
Jenny Seham, PhD, currently serves as Founding Director of the Center for Creativity in Health and Education at Montefiore Medical Center, Bronx, NY and is National Dance Institute's Director of Dance Education at the Lighthouse Guild International Music School in NYC.
Successful inclusion in secondary performing ensembles like choirs and bands is possible! Inclusion in ensemble settings may also present a number of challenges for individuals with disabilities because of teaching and performance traditions. The goal of this session is to share some strategies that have been effective in providing meaningful opportunities for students with disabilities in secondary ensembles. We also share video and audio examples, along with personal stories that will highlight and emphasize best practices within a Universal Design for Learning framework.
Lynda Laird, second-year doctoral fellow and graduate teaching assistant at the University of Nebraska-Lincoln.
Rhonda J. Fuelberth, associate professor of choral music education at the University of Nebraska-Lincoln, Glenn Korff School of Music where she serves as the Chair of Graduate Music Education.
In this webinar, Dr. Sharon Malley elaborates on the six guiding principles highlighted in the paper she authored: "Students with Disabilities and the Core Arts Standards: Guiding Principles for Teachers". Emphasis is on facilitating a greater understanding of communication techniques, individualized accommodations, and evidence-based practices. Given sets of specific examples/scenarios of implementation of techniques and accommodations, participants have the opportunity to choose the best examples. Examples cover each of the five arts education disciplines.
Dr. Sharon Malley, BS Art Education, MS in Therapeutic Recreation, Doctor of Education
Supporting Students with Autism Spectrum Disorders in the Arts: A Guide for Teaching Artists
This introductory level Webinar for teaching artists and others working with, or who intend to work with, students with autism in the arts provides an overview of autism, the challenges and gifts associated with having autism, and teaching strategies when teaching students with autism in the arts.
Sharon M. Malley, Ed D, Special Education Specialist, Office of VSA and Accessibility, The Kennedy Center
Teaching Artists: What You Need to Know BEFORE the Special Education Residency
A practical and very real world webinar for Teaching Artists working in inclusion and/or self-contained settings - as well as their arts administrators and school administration partners - that focuses on key things to know before your residency, how to get that information, and why it's so important.
Presenter: Stephen Yaffe, Arts and Education Consultant
Storytelling can give students with disabilities their wings. It addresses the whole brain, engaging all learning styles, and multiple ways of knowing. It allows teachers in self-contained and inclusive classrooms to reach children who have not responded to other strategies, providing students with differentiated ways to achieve and demonstrate understanding. In this interactive webinar, participants explore storytelling strategies that authentically address the Common Core State Standards for English/Language Arts in the primary grades. In the process, they learn a story that they can immediately take into the classroom -- and most importantly -- participants discover how storytelling can help children with disabilities learn to FLY!
Sherry Norfolk, Storyteller, Author, and Teaching Artist
Teaching Music to Students on the Autism Spectrum: Translating Research into Instructional Strategies
This introductory level Webinar for teachers, teaching artists, and parents covers research-based educational implications and shares instructional strategies to successfully include students with Autism Spectrum Disorders (ASD) in music settings.
Dr. Mary Adamek, Ph.D., MT-BC, Director of the Music Therapy Program at The University of Iowa
Dr. Alice-Ann Darrow, Ph.D., MT-BC, Irvin Cooper Professor of Music Therapy and Music Education at Florida State University
In this series, three psychologists share insights from their research on how theater activities affect cognitive and social skills in children with autism spectrum disorders. On the final webinar, a special educator discusses how those findings impact classroom practice.
Nov. 1: Blythe Corbett, Ph.D., Associate Professor of Psychiatry and Psychology at Vanderbilt University
Nov. 8: Laura Guli, Ph.D., psychologist in Austin, TX.
Nov. 15: Matthew D. Lerner, Ph.D., Assistant Professor of Psychology, Psychiatry, and Pediatrics at Stony Brook University
Nov. 29: Alida Anderson, Ph.D., Associate Professor in the School of Education at American University
Please join us for an introduction to using the principles of augmentative and alternative communication (AAC) to support and differentiate your arts instruction for individuals with complex communication needs. The increase in inclusive practices means that more teachers trained for general education instruction now serve students with more involved special needs. Teachers of the arts often do not receive training in augmentative and alternative communication (AAC). This presentation shows participants how to choose and create visual supports to increase access and communication during arts instruction. Participants learn to identify their students levels of language development, as well as how and why they communicate. They learn what types of AAC supports are effective for each language level and communicative function. Finally, participants are taken through the process of building some basic visual supports for their arts instruction. While the focus will be primarily on supporting students who are minimally and non-verbal, those with more verbal students can put suggested supports in place to advantage as well.
Lisa Pierce-Goldstein, Speech Language Pathologist and Autism Consultant for Boston Public Schools
Aubrey Rubin, Speech and Language Pathologist for the Boston Public Schools
The goals of this webinar are to support the attendees to make the visual arts a daily form of self-expression for individuals with mild to severe physical, intellectual and emotional disabilities. Founder and executive director of Art Therapy Express Program, Inc., Lisa Bartoli covers characteristics, strategies and goals for five major areas of disability (physical, visual, intellectual, emotional, and learning), positioning individuals for maximum success, adaptive and work station devices, 2d vs. 3d, sensory stimulation, space, securing the work, tools, sources for adaptive equipment, thinking outside of the box, textures, wheelchair rollers, foot painting, head sticks, etc. This webinar is jam packed with useful information for adapting an art program, resources for buying or creating assistive technology, and even low cost recipes.
Lisa Bartoli, founder and executive director of Art Therapy Express Program, Inc.
The classroom is a community where learning, communication and socialization take place every day. Building a strong foundation and relationship between classroom teachers and teaching artists creates an environment where the classroom community can engage in the intellectual and creative process. In this one-hour webinar, we examine and discuss the necessary components of a strong collaborative relationship that sustains learning, communicating and socialization in the classroom–for both students and professionals.
Nancy Volante, Theatre, Dance Residencies, and Professional Development Workshops Teacher
Chad Hamilton, Special Education Teacher and Board Certified Behavior Analyst
UDL 101: An Introduction to Universal Design for Learning for Teaching Artists
This introductory level Webinar for teaching artists with little to no knowledge of Universal Design for Learning (UDL) explains the UDL framework and the reasons why UDL is considered a key education reform strategy. Also participants learn why UDL is seen as a way to improve instruction and provide educators with the tools they need to be successful.
Ms. Ricki Sabia, J.D., Founder and former Chair of the National UDL Task Force
UDL 102: Universal Design for Learning in the Arts Classroom
This introductory level Webinar for teaching artists with little to no knowledge of Universal Design for Learning (UDL) and participants of the UDL 101 Webinar presents approaches and ideas on what UDL looks like when applied to the inclusive arts classroom.
Gordon Sasaki, Educator at the Museum of Modern Art
In this upbeat Webinar, playwright Annie Hough shares useful tips and humorous stories gleaned from her failures and successes as an artist with disabilities working with students with disabilities. Hough provides a simple checklist of play production tasks and roles, and offers advice on seeking out and developing valuable relationships with passionate allies. She shares photos, suggest ideas, and receive audience feedback regarding the transformative benefits that every interested child can attain through their involvement with a play production.
Annie Hough, Educational Playwright for Children
Understanding Differences: An Exploration of IEP Identifications for the Teaching Artist - Working with Students Who Are Blind/Low-Vision
How can we make art experiences accessible and enjoyable for students who have visual impairments? How do they benefit from participating in art activities? This presentation geared towards teachers and teaching artists offers examples of tools, materials, and strategies for facilitating meaningful art experiences.
Minda Tayam, Art Teacher, California School for the Blind
Dr. Stuart Wittenstein, Superintendent, California School for the Blind
Video can be used in a number of ways to enhance classroom instruction. We provide a review of a creative use of video in the classroom. A rationale is offered. Uses and applications are discussed. Step by step instructions are provided in the use of iMovie to create video projects. Basic video making techniques are highlighted for student production and editing of a project. Technical challenges and potential solutions are addressed.
Ann Ellison, Behavior Services Coordinator
Jude Shingle, Artist in Residence
Nina Wolfarth, Early Care Coordinator
Students must be able to recognize their own strengths and unique qualities in order to successfully interact with others and become invested in their own learning. Unfortunately, many students lack this basic understanding. Social emotional learning is foundational for everything else students do at school. This Webinar instructs teachers on the importance of directly teaching emotional intelligence, and provides a unit plan for using the visual arts and portraiture to teach students objectives around self-confidence.
This webinar offers tools for individuals who are interested in (or have already been) creating professional level works, but are "stuck" on what must actually happen once the work is finished and needs to find placement in the public market. With modern healthcare creating ever more solutions for individuals with disabilities or chronical illness, these individuals are experiencing better qualities of life. However, these advances have also created a new population where individuals are often too ill to work, but too educated or talented to allow those capabilities to go to waste. Our lead presenter is part of that population and actively seeks ways to help fellow artists make the most of their talents and therefore, their lives.
Melissa Haas, Author and Illustrator of The Sickapotamus
Christy Batta, Professional Graphic Artist who currently works at SW Creatives, LLC
Employment in the arts is challenging for any artist and those with disabilities are no exception. This Webinar intended for artists with disabilities and arts administrators presents learnings from the careers of two artists working in Indiana, and gives an overview of the work being done by arts service providers to increase opportunities for artists with disabilities.
Kristina Davis-Smith, Community Development Manager & Accessibility Coordinator, Indiana Arts Commission
Judy Champa, Artist and Owner of Heirloom Classics - Jewelry & Beads
Whether you have a great website or no online presence at all, the Internet can be the most useful tool you have to grow your art career. Join us to learn how to establish and grow your online presence through creating an online portfolio, making a great website, networking through social media, and more in this Webinar intended for emerging visual artists with disabilities
Clinton Dean Bowman, Photographer and Installation Artist
Will Copps, Audio/Visual Artist
Mounting an art exhibition does not have to be daunting nor should it stop an artist or group from hosting an exhibit. With a little legwork, elbow grease, and strategic networking skills, anyone or any group with the motivation can stage an exhibition-whether in a traditional gallery or a negotiating your own temporary pop-up space. This introductory level Webinar for administrators and artists of start-up galleries and small to mid-size galleries goes over the basics in exhibit set-up for small to mid-size venues. Topics covered will include: exhibit design and installation; labor and staffing; outreach and publicity; and legal and safety issues to consider.
Sonja Cendak, Artist Services Assistant Manager, Office of VSA and Accessibility, The Kennedy Center
Setting Up Success for Performing Artists with Disabilities
The dream to be the next Picasso or Pollock is a noble, yet challenging goal. "Making it" in today's art world takes more than just creativity on the canvas—it requires skills and strategies that encompass communication, technology, and outreach in order make a mark (and sell a painting) in the art market. This introductory level Webinar for organizations that want to provide better technical assistance to visual artists, beginning visual artists, and established artists that want to make the transition to the more public, commercial art world, provides the foundation on how to set up the practical side on one's art career—from preparing a portfolio to seeking grants and funding—and is geared towards working artists, art administrators, and anyone who works in an organization that supports visual artists.
Sonja Cendak, Artist Services Assistant Manager, Office of VSA and Accessibility, The Kennedy Center
Tune in to find out how you can harness free social networks and communities to reach all of your fans. Use Facebook, Twitter, MySpace, and YouTube to make the most of what the internet has to offer. Engage your fans, keep them updated, and most importantly, have fun while doing it!
Many creatives experience creative blocks due to the resistance that is part of the creative process. Too often, resistance stops the artist from making movement in their art work or out in their careers. This includes artists with disabilities and without disabilities – no artist is immune to this challenge. However, resistance can be a conduit for change when the artist uses techniques and strategies alongside their art making process. When someone attains a disability or goes through some changes in their lives or artistically this resistance can be stronger than normal. This is where developing a toolbox to handle the many changes that effects one's creativity becomes highly valuable to the artist. This presentation addresses the many ways in which to redirect one's creativity.
Shaqe Kalaj, certified creativity coach and consultant, visual artist, educator
Creative Aging 101: The Encore Age and What It Can Mean to You and Your Organization
This introductory level Webinar for artists and arts administrators discusses the opportunities for artists and arts organizations to address issues related to longevity as good healthcare and better education are allowing people to live longer. Older people are looking for ways to find meaning and purpose, and the arts offer this potential. This also translates into a growing need for accessible arts programs in both institutional and community settings. Through this Webinar, learn more about research and best practices in funding and policy development in this area.
Dr. Gay Hanna, Ph.D., M.F.A., Executive Director, National Center for Creative Aging
Katie Fitzgerald, Director of Communications, National Center for Creative Aging
All schools and arts organizations want their partnerships to flourish, but the path to achieving this goal can be thorny. How do you overcome bureaucratic and logistical challenges to provide quality experiences for teachers, students, administrators, and facilitators alike? What are concerns specific to working with special education populations, and how can these be addressed? What do arts organizations need to provide, and what should schools be looking for? Through sharing of best practices, we will explore how to create, support and sustain a successful school and arts organization partnership.
Dr. Jennifer Raine, Curriculum Designer
VSA Affiliate Transition to Employment Presentations
This Webinar intended for arts administrators and teachers provides an overview of two transition to employment programs carried out by VSA Texas and VSA Colorado. In the New Media Arts program, VSA Texas worked with young adults with disabilities in transition from high school to post-secondary who wanted and needed current and relevant training to enhance both their social roles and pre-employment skills and competencies. The New Media Arts focus on new media (i.e., technology, video, etc.) and traditional arts (music, art, dance, etc.) provided an effective blend of carefully selected, inclusive learning activities for both social role and pre-employment competency enhancement. In ARTWORKS, VSA Colorado worked with students at extreme risk for poor transition into adulthood to help them gain job skills and create sellable artwork for individuals and corporations.
Celia Hughes, Executive Director, VSA Texas
Damon McLeese, Executive Director, VSA Colorado
Innovative Programming Presentation - VSA Florida: Modern Skills for Success - My Art My Way Residency Program Uniting Online Technology and Creative Expression
This Webinar walks teachers, teaching artists, and the VSA affiliate network through the basics of the Modern Skills for Success program and how VSA Florida incorporates it into their transition age artist in residency program throughout the state. View the online art making tool, "Splash," as well as view the curriculum guide that directs the classroom teacher or teaching artist in step by step directions to successful learning and outcomes. Understand how Modern Skill for Success can provide a way for transition students to learn small business skills while taking incremental, yet substantial, steps toward self-reliance.
Wendy Finklea, Education Coordinator, VSA Florida
Jennifer Bonaventura, Teaching Artist and Regional Program Coordinator, VSA Florida
Development Webinar for the VSA Affiliate Network
June 14, 2012
This Webinar designed for executive directors of nonprofit arts organizations addresses the basics of fundraising for smaller organizations, including working with foundations, corporations, government entities, and individual donors.
Aubrie Willaert, Manager of Corporate and Foundation Relations, Development Department, The Kennedy Center
Holly Oliver, Manager of Individual Campaigns, Development Department, The Kennedy Center
Board Development: Recruitment and Training
May 18, 2012
This introductory level Webinar intended for arts administrators and executive directors of nonprofit organizations provides tools and ideas for identifying, attracting, and engaging stewards to build a model board.