MEDLEY I: An Artroom for All
Patty Bode, MA | Tara Rousseau, Toronto, ON | Kathy Bareis, WI
[ SLIDESHOW ]
MEDLEY II: Promising practices
Leslie Flowers, CT | Mari Atkinson, WA | Shelly Hallsted, WA | Ericka Ryba, TN | Hannah Salia, WA
[ SLIDESHOW ]
MEDLEY III: Action & Advocacy
Marisa Pappas, VA | Carolyn Dooley, RI | Janis Nunnally, TN | Catherine Campbell, SC
[ SLIDESHOW ]
Middle Division Awardee Showcase
Our national and regional awardees offered their time and expertise in a session called, "Excellence in our Midst: Awardee Showcase." The team presented their personal philosophies and stories, and engaged the audience in a lively Q&A.
Marisa, Tamara, Kirstie, Lora, and So: Thank you for your candor and perspective. It was great to hear from you and so inspiring to see your passion and dedication to your students.
P.S. It's never too early to start planning for next year's awards! Nomination materials are typically published late Summer/early Fall. Keep an eye out and nominate a deserving colleague for the 2019 Awards Program. There are so many of us doing inspiring work, let's recognize their efforts!
Conversations w/ colleagues
Our very first session in Seattle set the stage for the rest of the convention, providing attendees the opportunity to meet some fellow middle school educators and discuss some of the pressing topics in our field.
The most vibrant discussions seemed to center around National Junior Art Honor Societies and fostering diverse, inclusive and equitable classrooms, with a particular focus on our students who identify as LGBTQ.
With this helpful discussion and needs-assessment, this session provided some direction for the coming months. Keep an eye out for more resources and opportunities for current NJAHS sponsors and would-be chapter leaders, under the guidance of NAEA's NAHS National Council.
Also, by building a relationship with NAEA's LGBTQ+ Interest Group, we'll be working to connect our members with resources for fostering welcoming and affirming learning environments for our students who identify as LGBTQ. (For example, check out this recent article from NAEA News)
Building on this work, we'll also continue to connect with related interest groups, including, but not limited to, the Committee on Multiethnic Concerns (COMC), Special Needs in Art Education (SNAE) and the Women's Caucus (WC). We'll also work to inform our members of the essential work being done by NAEA's Task Force on Equity, Diversity & Inclusion. It is vital to our students that we, as educators, have the resources and support to establish and maintain an art space that celebrates the strengths and perspectives of all our students.
We asked ms. Archambault to tell us about the exemplary work she has done in her school. Here's how she responded:
In the year 2000 we were lucky enough to have a new music and art wing added to our school. In doing so we were able to help design the space. It was wonderful to be a part of this process and gave us ownership over the space. We designed an area for pottery wheels, a portfolio slot for each student, and we also designed a shared office, a shared storage room, and a shared kiln room.
But, of course, the best thing about our rooms are the amazing students we get to see every day for a trimester, which meets for 12 weeks in an alternate block schedule. Eight periods a day for 42 minutes – MTF, and 4 block periods for 78 minutes on Wed. (odd periods) and Thurs. (even periods).
This schedule is wonderful because it allows for longer blocks of time and gives us the opportunity to see all classes on certain days. It has also opened up a little more time for students to get down to the art rooms because they have more study halls (And what better to do during a study hall besides art? Right!??).
We switched this year to this new schedule. For my previous 22 years of teaching, we had four quarters for nine weeks of the year with 7 periods a day for 46 minutes. So it’s quite a nice increase in art time!
Over the past 3 years they have been talking about making our school a STEM school, so of course, I have been doing all I can to make it more of a STEAM concept. First, I joined the “STEM” committee, and I always push it as STEAM as much as possible. Second, I began brainstorming all the things that we already do that relate to the STEAM concepts and make them a little more formalized, including a formal STEAM Unit as a focus in our curriculum (before this it was an Interdisciplinary Unit and our transition was very simple).
In our middle school art classrooms, my co-workers, Kristie Arbesman and Stephanie Lauretano, and I already had a few stations that connected with some of the STEAM areas including architecture, 3-D pen design and using iPads to create art. So we decided to push this concept of Creative Art Maker Stations. We created 8 stations that include 2 stations per category: Science, Technology, Engineering, and Math. And of course, they all include Art in some way. The students love the exploration and experimentation when working at various stations of their choice.
Using iPads to photograph and document all their station creations, we complete a form on Google Classroom to show the artwork and the connections to the STEAM areas for each design created. Our students also load all their artwork to Artsonia so they have a running online portfolio, which is a great way to reach out to parents and families.