Spring 2011 MyICA EdYOUcation mini-conference
MyICA EdYOUcation Conference Reflection
By Alder Keene
Conference co-Coordinator
The Spring ’11 MyICA EdYOUcation mini-conference : Advocacy for Art Education in Schools and Communities, focused on two aspects of advocacy: the importance of promoting the arts in different environments, and engaging others (principles, administration, teachers, parents, children) to be advocates. Many ideas were fueled by the presenters and the attendees of the conference.
The conference was based on sharing ideas and experiences as opposed to reciting statistics and facts, and its structure accommodated that. Discussions and a workshop allowed for all to contribute personal understandings, thoughts, and experiences.
Two large group discussions included topics of advocacy for art education from the viewpoints of science and technology advocates, school administrators, artists, community artists, and art teachers. After an hour and a half of dialogue, the conversations and ideas continued to spread out and grow through a workshop, where ideas could be applied to a visual form. Each participant was asked to create a piece of work with a brief description using colorful art materials that reflected upon one key concept or thought provoking idea which was drawn out from the discussion. All of the visual were tacked onto the wall, and a collective conversation was built around their relationships to one another. Physical links were made between the pieces resulting in one large colorful web of ideas. One thought that stuck strongly with me, was that no matter who you are or where you end up, each person has to be his or her own art advocate and branch out to reach others. If that is done, critical connections will be made and a web will grow, bringing together many who understand the importance of quality art education and art integration. Over all this conference was a catalyst to spark ideas and begin a conversation that hopefully will continue far beyond the conference into the future.
The conference was based on sharing ideas and experiences as opposed to reciting statistics and facts, and its structure accommodated that. Discussions and a workshop allowed for all to contribute personal understandings, thoughts, and experiences.
Two large group discussions included topics of advocacy for art education from the viewpoints of science and technology advocates, school administrators, artists, community artists, and art teachers. After an hour and a half of dialogue, the conversations and ideas continued to spread out and grow through a workshop, where ideas could be applied to a visual form. Each participant was asked to create a piece of work with a brief description using colorful art materials that reflected upon one key concept or thought provoking idea which was drawn out from the discussion. All of the visual were tacked onto the wall, and a collective conversation was built around their relationships to one another. Physical links were made between the pieces resulting in one large colorful web of ideas. One thought that stuck strongly with me, was that no matter who you are or where you end up, each person has to be his or her own art advocate and branch out to reach others. If that is done, critical connections will be made and a web will grow, bringing together many who understand the importance of quality art education and art integration. Over all this conference was a catalyst to spark ideas and begin a conversation that hopefully will continue far beyond the conference into the future.
Reflection from MyICA EdYOUcation Conference: Art Advocacy
By Hannah Cohen
Conference co-Coordinator
This semesters MyICA EdYOUcation Conference featured five passionate presenters that spoke of a variety of issues surrounding the topic of art advocacy in schools and communities. To facilitate a diverse discussion we grouped the presenters in two small groups to engage in small discussions with the participants. Mary Ann Mears, Artist and Arts Advocate at Arts Education in Maryland Schools Alliance (AEMS) spoke about strategies to be an advocate for the arts. Lee Boot, Associate Research Scholar and Associate Director at the Imaging Research Center at the University of Maryland, Baltimore County, spoke along side Mary Ann addressing the role of technology and brain science and its importance to the arts. In the other group, John Ceschini, Executive Director of AEMS, spoke about the importance of art in the greater school setting. Linda McConaughy, a practicing art teacher in Baltimore County, added to this discussion by considering the role that the arts play outside of the traditional art classroom through large school projects and artistic involvement with the greater school community. Whitney Frazier, the community arts coordinator at Child First Authority, talked about her role in bringing arts to students in the community through afterschool classes and projects.
By looking at these subcategories of art advocacy, the participants and presenters were able to have meaningful and idea-generating discussions. One thing that resonated through out both discussions was the importance of being an advocate and finding others to help advocate for you. As a teacher, your students are experiencing the benefits of art education first hand and can speak from a personal perspective. Students could help bring the message about the arts to those in higher school positions like super intendants and principals. John talked about teachers having a high profile role in their classroom and school community and Linda agreed by sharing her experiences with art projects that reached out the greater school community. These discussions started great conversation and planted ideas for how each and every participant can be an advocate for the arts.
Conference co-Coordinator
This semesters MyICA EdYOUcation Conference featured five passionate presenters that spoke of a variety of issues surrounding the topic of art advocacy in schools and communities. To facilitate a diverse discussion we grouped the presenters in two small groups to engage in small discussions with the participants. Mary Ann Mears, Artist and Arts Advocate at Arts Education in Maryland Schools Alliance (AEMS) spoke about strategies to be an advocate for the arts. Lee Boot, Associate Research Scholar and Associate Director at the Imaging Research Center at the University of Maryland, Baltimore County, spoke along side Mary Ann addressing the role of technology and brain science and its importance to the arts. In the other group, John Ceschini, Executive Director of AEMS, spoke about the importance of art in the greater school setting. Linda McConaughy, a practicing art teacher in Baltimore County, added to this discussion by considering the role that the arts play outside of the traditional art classroom through large school projects and artistic involvement with the greater school community. Whitney Frazier, the community arts coordinator at Child First Authority, talked about her role in bringing arts to students in the community through afterschool classes and projects.
By looking at these subcategories of art advocacy, the participants and presenters were able to have meaningful and idea-generating discussions. One thing that resonated through out both discussions was the importance of being an advocate and finding others to help advocate for you. As a teacher, your students are experiencing the benefits of art education first hand and can speak from a personal perspective. Students could help bring the message about the arts to those in higher school positions like super intendants and principals. John talked about teachers having a high profile role in their classroom and school community and Linda agreed by sharing her experiences with art projects that reached out the greater school community. These discussions started great conversation and planted ideas for how each and every participant can be an advocate for the arts.