Fall 2010 MyICA EdYOUcation
mini-conference
"MyICA EdYOUcation Melt Down"
by: Alder Keene
Conference Coordinator
by: Alder Keene
Conference Coordinator
Lecture Topics
A goal was to ensure the lecture topics allowed each member in the audience, be it a student, an educator, or an interested community member, to gain valuable information. The themes also needed to be current with what was happening in classrooms and other learning
environments in art education.
Breaking the Walls of the Classroom, our first lecture, provided an overview of art education incorporated into different environments, and lead by different goals. This topic was very important because art education in museums, galleries, and non profits, is often overlooked. There are many directions that are opened, it was beneficial to get a sample of other perspectives. The four groups of lecturers spoke very specifically on the structure of their individual programs.
New Technology in the Classroom, the second panel centered around two particular ways in which technology has become a significant part of the learning experience. Technology is always changing, but how is technology used to enhance the education in art? This question was posed to our two technology presenters. Each spoke about specific strategies to use new technology tools effectively when teaching a variety of age ranges. They highlighted that it is important to stay in tune to how technology is shifting, and know effective ways to incorporate it into lessons everyday.
The NAEA Student Chapter put a lot of time and consideration into the planning of the MyICA EdYOUcation conference. I, as the coordinator, wanted to make sure that this event was unique in it’s structure to provided the audience of students and educators with valuable perspectives and important opportunities.
Goals of the Conference:
Gain alternative outlooks By bringing in presenters from a diverse range of teaching environments, students were able to gain a
wide range of perspectives on art education in a two hour time frame. Whether a student was deciding if he or she was interested in the field, or on the verge of earning a degree,
the conference provided something for every person.
Expand a network All through college it’s told that who you know can lead to endless opportunities, but how do you actually go about meeting the ‘right’ people? The structure of the conference was designed to support and promote networking. It was a way of bringing the ‘right’ people into our environment!
Make an informed decision This conference offered a wide range of information which helped to educate the audience about several different areas of art education and community art. The lecturers spoke about the diverse rolls that art education and community art can take in an environment.
Meet each other Yes, we all attend the same school and are interested in teaching art but that doesn’t mean we have met all of
our peers. The conference brought together students and educators with similar ambitions to network with each other.
Accessible Opportunities Along with networking, comes opportunities to
gain experience in the field, particularly through internships. We have a
strong reputation as a school, as departments, and as students. Many of
the presenters were looking for MICA interns. It was beneficial on both ends.
Goals of the Conference:
Gain alternative outlooks By bringing in presenters from a diverse range of teaching environments, students were able to gain a
wide range of perspectives on art education in a two hour time frame. Whether a student was deciding if he or she was interested in the field, or on the verge of earning a degree,
the conference provided something for every person.
Expand a network All through college it’s told that who you know can lead to endless opportunities, but how do you actually go about meeting the ‘right’ people? The structure of the conference was designed to support and promote networking. It was a way of bringing the ‘right’ people into our environment!
Make an informed decision This conference offered a wide range of information which helped to educate the audience about several different areas of art education and community art. The lecturers spoke about the diverse rolls that art education and community art can take in an environment.
Meet each other Yes, we all attend the same school and are interested in teaching art but that doesn’t mean we have met all of
our peers. The conference brought together students and educators with similar ambitions to network with each other.
Accessible Opportunities Along with networking, comes opportunities to
gain experience in the field, particularly through internships. We have a
strong reputation as a school, as departments, and as students. Many of
the presenters were looking for MICA interns. It was beneficial on both ends.
New Technology in the Classroom
by: Alder Keene
Each of the New Technology in the Classroom panelists spoke on the importance of technology as a tool to make connections, maintain dialogue, expand resources, and promote art.
Emily Black Assistant educator for digital media at the Nelson-Atkins Museum, MO Black is interested in how new technology is used as an interpretive tool in art museums and online. Because the “art museum experience” is shifting with new technologies, Nelson Atkins must constantly how it will change the viewer's way of interacting with art. Black and her team are currently working on Nelson Atkins Mobile Guide taking the place of the audio guide. The mobile guide is mobile
technology tool to make connections thorough out the museum. After typing in an identification number for a work in the museum, a page of information comes up including an image, audio and written
description. In the next phase of the guide Nelson Atkins is adding a social media feature which enables the visitor to share responses with museum educators and maintain an dialogue. The Nelson Atkins Museum is constantly finding ways to incorporate our daily technology, enhancing the way we make connections and look at art.
Emily Black Assistant educator for digital media at the Nelson-Atkins Museum, MO Black is interested in how new technology is used as an interpretive tool in art museums and online. Because the “art museum experience” is shifting with new technologies, Nelson Atkins must constantly how it will change the viewer's way of interacting with art. Black and her team are currently working on Nelson Atkins Mobile Guide taking the place of the audio guide. The mobile guide is mobile
technology tool to make connections thorough out the museum. After typing in an identification number for a work in the museum, a page of information comes up including an image, audio and written
description. In the next phase of the guide Nelson Atkins is adding a social media feature which enables the visitor to share responses with museum educators and maintain an dialogue. The Nelson Atkins Museum is constantly finding ways to incorporate our daily technology, enhancing the way we make connections and look at art.
Greg English High school fine arts teacher and department chair at Reservoir High School in Howard County, MD. English incorporates new technology into his art classroom to engage and communicate with his students in a way in which they are familiar with. His classroom website is an excellent example. English says that for a classroom, a needs to be dynamic and engaging to be interesting to students. “Mr. English’s Art Room” site consists of over a hundred pages and include images of the studio, an alumni page, a digital calendar, a class page (with classroom news, images
and assignments), artist websites, and resources for students to use for research.
The website is beneficial for parents as a way to stay up to date with their child’s education. English also launched a portfolio program through Flickr in which his students each have an account with portfolio images, labels, and descriptions. This is a simple device which allows students to begin the practice of professional behavior by documenting and sharing their work. Bodies of the work of individual students can be organized into sets. Sets are particularly helpful when submitting for the Advanced
Placement Art Portfolio. A discussion tool allows for written responses and discussion between teacher and students. English’s use
of the website and flicker portfolios prepares his students for the APArt Portfolio, applying for scholarships and to colleges. Most importantly, they develop skills essential for being a successful artist.
Both Black and English stressed the importance of using technology which people are familiar with on a day to day basis to engage them in learning. Whether it happened to be the iPhone to learn about pieces of art or the use of Flicker as a way to develop a web space and a social art network, technology they informeis an important and powerful toolwhen used correctly.
and assignments), artist websites, and resources for students to use for research.
The website is beneficial for parents as a way to stay up to date with their child’s education. English also launched a portfolio program through Flickr in which his students each have an account with portfolio images, labels, and descriptions. This is a simple device which allows students to begin the practice of professional behavior by documenting and sharing their work. Bodies of the work of individual students can be organized into sets. Sets are particularly helpful when submitting for the Advanced
Placement Art Portfolio. A discussion tool allows for written responses and discussion between teacher and students. English’s use
of the website and flicker portfolios prepares his students for the APArt Portfolio, applying for scholarships and to colleges. Most importantly, they develop skills essential for being a successful artist.
Both Black and English stressed the importance of using technology which people are familiar with on a day to day basis to engage them in learning. Whether it happened to be the iPhone to learn about pieces of art or the use of Flicker as a way to develop a web space and a social art network, technology they informeis an important and powerful toolwhen used correctly.
"Breaking the Walls of the Classroom"
by: Marlena Murtagh
One of the major goals of MyICA EdYOUcation was to give an overview on the various ways that youth can experience an arts education in Baltimore. The first part of the conference, “Breaking the Walls of the Classroom,” included six speakers from four unique arts organizations. Each organization presented various ways of getting children, families, and the community involved in innovative art activities.
The speakers for “Breaking the Walls of the Classroom,” were chosen based on their individuality and commitment to educating youth, as well as the community. The speakers included Emily Blumenthal and Lauren Roszk from the Walter’s Family Program, Karen Summeville of the Creative Alliance, David Sloan and Sarah McCann from Wide Angle Youth Media, and finally Clare O’Malley Grizzard from Roland Park Elementary School. Each of these programs is geared toward varying age groups. They also various lengths of time, be it a short drop-in lesson or a semester long media class. While each program is individual, they all allow children to think outside of the box and, in the words of Ms. Summerville, “Let(s) them experiment and encourage(s) them to problem solve.”