Thank you all for a fantastic retreat. It was inspiring to see all of you in one room making some revolutionary art and curriculum.
We'll send a recap of the retreat soon via email, and will also schedule follow up sessions for those that missed all or part of the retreat.
And don't forget to turn in your curriculum by Nov 9th!
Also, here's a fun place to see what other projects are out in the feild by discipline, population, or social context. It's called Community Arts Network and it's great.
Wednesday, October 28, 2009
Thursday, October 22, 2009
By TAs for TAs
This tip came to us from Michael Wiggins' blog:
COMING UP IN NEW YORK CITY
The New York City Arts in Education Roundtable presents
By Teaching Artists for Teaching Artists A chance to examine best practices & work one-on-one with fellow TAs to share & strengthen your lesson plans.
Join us for a professional development presented BY Teaching Artists FOR Teaching Artists
Workshop 4:30 – 7:00pm
Wednesday November 18th
Brooklyn Arts Council
55 Washington Street Suite 218
Brooklyn, NY 11201
Click Here to Register!
COMING UP IN NEW YORK CITY
The New York City Arts in Education Roundtable presents
By Teaching Artists for Teaching Artists A chance to examine best practices & work one-on-one with fellow TAs to share & strengthen your lesson plans.
Join us for a professional development presented BY Teaching Artists FOR Teaching Artists
Workshop 4:30 – 7:00pm
Wednesday November 18th
Brooklyn Arts Council
55 Washington Street Suite 218
Brooklyn, NY 11201
Click Here to Register!
Tuesday, October 20, 2009
The Promise of Arts Education
After our panel on The Promise of Arts Education, we received a tremendous response from teaching artists.
We've decided to widen the circle of conversation, and throughout this year you'll be meeting in your cohorts as researchers.
What do we want to achieve in our profession?
Where do we see the field in ten years?
How do we continue to influence education by doing much with little?
What do you want to share that's really cool in your practice, what do you want to learn from your peers?
We'll be talking more, but can't do much without you. Let us know what you think, where you'd like to have this conversation, and how often.
We've decided to widen the circle of conversation, and throughout this year you'll be meeting in your cohorts as researchers.
What do we want to achieve in our profession?
Where do we see the field in ten years?
How do we continue to influence education by doing much with little?
What do you want to share that's really cool in your practice, what do you want to learn from your peers?
We'll be talking more, but can't do much without you. Let us know what you think, where you'd like to have this conversation, and how often.
20UNDER40 online salon
Emerging Leaders Salon on ARTSblog
Are the voices of emerging leaders in the arts too loud or not loud enough? The grumblings of both young arts practitioners and discerning seasoned veterans raise a number of important questions: Are we squelching the voices of emerging professionals in the arts field? And are we causing an exodus of committed young talent to leave the field for work in other domains?For the first time in history there are four generational cohorts in the workplace. The residual clash of generational perspectives has surfaced a number of undeniable challenges—and opportunities—for arts professionals and organizations. Unlike other industries, the arts sector seems to be struggling particularly hard with the inevitable generational shift in leadership.
Join the Arts Education and Emerging Leaders Council of Americans for the Arts and the 20UNDER40 anthology for the Emerging Leaders Salon on ARTSblog http://blog.artsusa.org/category/emerging-leaders/ the week of October 19-23. Fifteen diverse arts professionals from across the country will discuss the question of generational leadership in the arts and it isthrough your comments and questions that this dialogue can grow.
Are you a young arts leader? Does the field value your creativity, innovation, and professional experience?
Are you a veteran arts practitioner? Does this view of the field as an entity unable to let loose the reigns of leadership resonate with you?Is the arts field successful in its attempt to foster young leaders? Is something out of synch with our planning for succession—or is it an unwarranted overdose of arrogance being exercised by those new to the field?
Are the voices of emerging leaders in the arts too loud or not loud enough? The grumblings of both young arts practitioners and discerning seasoned veterans raise a number of important questions: Are we squelching the voices of emerging professionals in the arts field? And are we causing an exodus of committed young talent to leave the field for work in other domains?For the first time in history there are four generational cohorts in the workplace. The residual clash of generational perspectives has surfaced a number of undeniable challenges—and opportunities—for arts professionals and organizations. Unlike other industries, the arts sector seems to be struggling particularly hard with the inevitable generational shift in leadership.
Join the Arts Education and Emerging Leaders Council of Americans for the Arts and the 20UNDER40 anthology for the Emerging Leaders Salon on ARTSblog http://blog.artsusa.org/category/emerging-leaders/ the week of October 19-23. Fifteen diverse arts professionals from across the country will discuss the question of generational leadership in the arts and it isthrough your comments and questions that this dialogue can grow.
Are you a young arts leader? Does the field value your creativity, innovation, and professional experience?
Are you a veteran arts practitioner? Does this view of the field as an entity unable to let loose the reigns of leadership resonate with you?Is the arts field successful in its attempt to foster young leaders? Is something out of synch with our planning for succession—or is it an unwarranted overdose of arrogance being exercised by those new to the field?
Friday, October 2, 2009
Teaching Artist Survey
From The Association of Teaching Artists* http://www.teachingartists.com/
In response to concerns, discussions with Teaching Artists, and with input from beginning, mid-career, and experienced Teaching Artists, The Association of Teaching Artists announces a new ATA survey accessed on http://www.teachingartists.com/ or
http://www.surveymonkey.com/s.aspx?sm=F_2bJJwetasGgrnMZUcqQ99g_3d_3d
Teaching Artists and Their Work
An ATA Survey: What are Meaningful, Supportive, and Sustainable Employment Environments for the Work of a Teaching Artist?
ATA's focus in this survey is Teaching Artists' experiential knowledge. We ask you to share your knowledge, your stories, and what your experience has taught you.
We would appreciate it if you could help us distribute the survey on http://www.teachingartists.com/ as widely as possible, to as many Teaching Artists as possible. ATA's focus in this survey is Teaching Artists' experiential knowledge. We ask Teaching Artists to share their knowledge, their stories, and what their experience has taught them.
In response to concerns, discussions with Teaching Artists, and with input from beginning, mid-career, and experienced Teaching Artists, The Association of Teaching Artists announces a new ATA survey accessed on http://www.teachingartists.com/ or
http://www.surveymonkey.com/s.aspx?sm=F_2bJJwetasGgrnMZUcqQ99g_3d_3d
Teaching Artists and Their Work
An ATA Survey: What are Meaningful, Supportive, and Sustainable Employment Environments for the Work of a Teaching Artist?
ATA's focus in this survey is Teaching Artists' experiential knowledge. We ask you to share your knowledge, your stories, and what your experience has taught you.
We would appreciate it if you could help us distribute the survey on http://www.teachingartists.com/ as widely as possible, to as many Teaching Artists as possible. ATA's focus in this survey is Teaching Artists' experiential knowledge. We ask Teaching Artists to share their knowledge, their stories, and what their experience has taught them.
Tuesday, September 29, 2009
Preemptive Education: Language, Identity, and Power
Reccomended by illustrious TA Fabian:
Urban Word NYC,
NYU Center for Multicultural Education,
Steinhardt School of Culture, Education, and Human Development, & the Hip-Hop Theater Festival present:
PREEMPTIVE EDUCATION: Language, Identity & Power Urban Word NYC's Annual Mentor, Teacher, Educator & Community Activist Training [Silver Center, 100 Washington Square East]
Preemptive Education aims to examine the issues that affect today’s youth, while providing creative and practical resources to address them. Using the power of spoken word poetry and hip-hop as the lens to explore language and privilege, participants will learn best practices in student-centered pedagogy from professionals in the fields of education, youth development, and spoken word & hip-hop. Combining performance, panel discussions, and professional development workshops, Preemptive Education will provide comprehensive
opportunities for educators of all levels.
Opening Panel and Youth Performance: FREE to the PUBLIC FRIDAY October 2nd, 7-9PM Room 703, Silver Center WORD LIFE:
A Performance and Conversation on Language, Identity & Power
Poets: Jamilla Lyiscott, Carvens Lissaint, Ceez, Thiahera Nurse
Respondents: David Kirkland, Ph.D., Regie Cabico, Black Artemis
This dynamic performance and panel series will start at the word. Three poems with three panels will interact and converge in a conversation that uses spoken word poetry to reclaim identities and challenge inequities around language, privilege and power. Using each poem as a starting point, panelists will address and illuminate issues around language privilege, youth voice, and social justice. Young poets from Urban Word NYC will provide the platform from which respondents and panelists will vision a new dialogue around the transformative power of spoken word poetry and the pedagogies that champion the voices of the next generation.
Weekend Training Series for Mentors, Teachers, Educators and Community Activists SATURDAY & SUNDAY October 3rd 9AM-5PM, October 4th 9AM-2:00PM
This training series will provide educators with cutting edge best practices in social justice, spoken word and hip-hop education. This weekend participants will work with professors, activists, educators, emcees and spoken word artists to engage in the critical literacy work that Urban Word NYC is known for. The workshops are geared towards building foundational frameworks, that are then followed up by specific sessions for: writing mentors, NYU community members, and NYC public school teachers. The range of perspectives provided will bridge both theory and practical application, as well as inform your personal pedagogy to enable you to work and grow as an educator dedicated to liberatory education. Also included will be a lunchtime panel with the Hip-Hop Association, as well as presentations by NYCoRE, EARS, DNA works, and leaders from our sponsoring orgs. For a full conference schedule visit www.urbanwordnyc.org
REGISTER NOW!
Suggested donation for weekend training is $100. Includes breakfast & lunch.
Please be sure to pre-register by emailing Program Director, Parker Pracjek at parker@urbanwordnyc.org Training is free for UW mentors, NYU students and staff, and the Hip-Hop Theatre Festival staff.
For additional information, please call 212-352-3495. Scholarships available.
For more information on agenda, check out:
http://www.urbanwordnyc.org/uwnyc/index.php?q=node/254
Urban Word NYC,
NYU Center for Multicultural Education,
Steinhardt School of Culture, Education, and Human Development, & the Hip-Hop Theater Festival present:
PREEMPTIVE EDUCATION: Language, Identity & Power Urban Word NYC's Annual Mentor, Teacher, Educator & Community Activist Training [Silver Center, 100 Washington Square East]
Preemptive Education aims to examine the issues that affect today’s youth, while providing creative and practical resources to address them. Using the power of spoken word poetry and hip-hop as the lens to explore language and privilege, participants will learn best practices in student-centered pedagogy from professionals in the fields of education, youth development, and spoken word & hip-hop. Combining performance, panel discussions, and professional development workshops, Preemptive Education will provide comprehensive
opportunities for educators of all levels.
Opening Panel and Youth Performance: FREE to the PUBLIC FRIDAY October 2nd, 7-9PM Room 703, Silver Center WORD LIFE:
A Performance and Conversation on Language, Identity & Power
Poets: Jamilla Lyiscott, Carvens Lissaint, Ceez, Thiahera Nurse
Respondents: David Kirkland, Ph.D., Regie Cabico, Black Artemis
This dynamic performance and panel series will start at the word. Three poems with three panels will interact and converge in a conversation that uses spoken word poetry to reclaim identities and challenge inequities around language, privilege and power. Using each poem as a starting point, panelists will address and illuminate issues around language privilege, youth voice, and social justice. Young poets from Urban Word NYC will provide the platform from which respondents and panelists will vision a new dialogue around the transformative power of spoken word poetry and the pedagogies that champion the voices of the next generation.
Weekend Training Series for Mentors, Teachers, Educators and Community Activists SATURDAY & SUNDAY October 3rd 9AM-5PM, October 4th 9AM-2:00PM
This training series will provide educators with cutting edge best practices in social justice, spoken word and hip-hop education. This weekend participants will work with professors, activists, educators, emcees and spoken word artists to engage in the critical literacy work that Urban Word NYC is known for. The workshops are geared towards building foundational frameworks, that are then followed up by specific sessions for: writing mentors, NYU community members, and NYC public school teachers. The range of perspectives provided will bridge both theory and practical application, as well as inform your personal pedagogy to enable you to work and grow as an educator dedicated to liberatory education. Also included will be a lunchtime panel with the Hip-Hop Association, as well as presentations by NYCoRE, EARS, DNA works, and leaders from our sponsoring orgs. For a full conference schedule visit www.urbanwordnyc.org
REGISTER NOW!
Suggested donation for weekend training is $100. Includes breakfast & lunch.
Please be sure to pre-register by emailing Program Director, Parker Pracjek at parker@urbanwordnyc.org Training is free for UW mentors, NYU students and staff, and the Hip-Hop Theatre Festival staff.
For additional information, please call 212-352-3495. Scholarships available.
For more information on agenda, check out:
http://www.urbanwordnyc.org/uwnyc/index.php?q=node/254
Friday, September 18, 2009
Advice for New High School Teachers
Thu Sep 17, 2009 9:40 am (PDT)
From Teacher MagazinePublished: September 16, 2009
Advice for New High School TeachersBy Kenneth J. Bernstein
Congratulations. And commiserations. Whether the task upon which you now embark will be a great exploration or a Mission Impossible is not entirely within your control. Because teaching, especially of the adolescents you will encounter within the high school classroom, is a series of overlapping relationships in which you are only one of the players.Perhaps it is arrogant of me to offer advice. After all, my perspective is shaped by my personal experience. I am probably a very different person than are you. How then can I presume to offer advice to someone I have never met, whose school may have very different characteristics than mine, and, most of all, who brings to her classroom a different life experience than that which I bring to mine? That question contains the seeds of its own answer, and is key to the advice I offer.High school students are often very much in search of identity. That includes how they relate to other people. They need points of reference. They need situations they can trust, particularly as they are challenged to grow, emotionally as well as intellectually.I hope you are passionate about your subject. Yes, you may have been given classes that focus on something that would not be your first choice. Yet if you cannot find something exciting about it, how will you engage your students? Why should they exert themselves?To continue reading: http://www.teachermagazine.org/tm/articles/2009/09/16/tln_bernstein_new_teachers.html?tkn=SYVFXr4CsBV1um84ElnEcaGfoUOcB92NJxFU
From Teacher MagazinePublished: September 16, 2009
Advice for New High School TeachersBy Kenneth J. Bernstein
Congratulations. And commiserations. Whether the task upon which you now embark will be a great exploration or a Mission Impossible is not entirely within your control. Because teaching, especially of the adolescents you will encounter within the high school classroom, is a series of overlapping relationships in which you are only one of the players.Perhaps it is arrogant of me to offer advice. After all, my perspective is shaped by my personal experience. I am probably a very different person than are you. How then can I presume to offer advice to someone I have never met, whose school may have very different characteristics than mine, and, most of all, who brings to her classroom a different life experience than that which I bring to mine? That question contains the seeds of its own answer, and is key to the advice I offer.High school students are often very much in search of identity. That includes how they relate to other people. They need points of reference. They need situations they can trust, particularly as they are challenged to grow, emotionally as well as intellectually.I hope you are passionate about your subject. Yes, you may have been given classes that focus on something that would not be your first choice. Yet if you cannot find something exciting about it, how will you engage your students? Why should they exert themselves?To continue reading: http://www.teachermagazine.org/tm/articles/2009/09/16/tln_bernstein_new_teachers.html?tkn=SYVFXr4CsBV1um84ElnEcaGfoUOcB92NJxFU
Friday, September 11, 2009
From the Association of Teaching Artists
In response to your concerns, discussions with Teaching Artists, and with input from beginning, mid-career, and experienced Teaching Artists, ATA announces a new ATA survey on http://www.teachingartists.com/
Teaching Artists and Their WorkAn ATA Survey:
What are Meaningful, Supportive, and Sustainable Employment Environments for the Work of a Teaching Artist?
ATA's focus in this survey is Teaching Artists' experiential knowledge. We ask you to share your knowledge, your stories, and what your experience has taught you.
Please complete the survey http://www.teachingartists.com/ and help us to distribute the survey as widely as possible, to as many Teaching Artists as possible. ATA's focus in this survey is Teaching Artists' experiential knowledge. We ask you to share your knowledge, your stories, and what your experience has taught you.
Thank you,
Dale
Dale Davis
Executive Director
The Association of Teaching Artists
Teaching Artists and Their WorkAn ATA Survey:
What are Meaningful, Supportive, and Sustainable Employment Environments for the Work of a Teaching Artist?
ATA's focus in this survey is Teaching Artists' experiential knowledge. We ask you to share your knowledge, your stories, and what your experience has taught you.
Please complete the survey http://www.teachingartists.com/ and help us to distribute the survey as widely as possible, to as many Teaching Artists as possible. ATA's focus in this survey is Teaching Artists' experiential knowledge. We ask you to share your knowledge, your stories, and what your experience has taught you.
Thank you,
Dale
Dale Davis
Executive Director
The Association of Teaching Artists
Thursday, September 10, 2009
Free Program for Young Artists
The Center for Black Literature in association with Rush Philanthropic, the National Conference of Artists and Theatre for the Free People present:
Black Artist as Activist Youth Arts Program.
As a component of this program, The Center for Black Literature at Medgar Evers College (CUNY) will offer FREE arts workshops to youth ages 16 – 25 which focus on issues of social justice and peace. The writing, performance, and visual art workshops will be presented at various locations throughout Brooklyn and Manhattan starting Fall 2009. Registration is available online at www.theatreforthefreepeople.com
Black Artist as Activist Youth Arts Program.
As a component of this program, The Center for Black Literature at Medgar Evers College (CUNY) will offer FREE arts workshops to youth ages 16 – 25 which focus on issues of social justice and peace. The writing, performance, and visual art workshops will be presented at various locations throughout Brooklyn and Manhattan starting Fall 2009. Registration is available online at www.theatreforthefreepeople.com
Welcome Back TAs!
Welcome back to school! (particularly to the TAs that begin this week) Most programs will be starting in October this year, all the more time to get lesson plan ideas, fingerprinted, plenty of sanitizer gel, etc...
We're very excited to start the year off, resrouce blog included. If you have resources you'd like to share, email them over.
Here's to the Best Year Ever.
We're very excited to start the year off, resrouce blog included. If you have resources you'd like to share, email them over.
Here's to the Best Year Ever.
Tuesday, June 16, 2009
Webposium for Teaching Artists- Make it Happen, People!
The Dana Foundation is pleased to invite you to a free Webposium for Teaching Artists
Friday, June 19, 2009
1:00-2:30PM (EST)
Join us online for a discussion about the evolving issues in the Teaching Artist profession. The event will be streamed live and viewers will be able to join in the Q and A at the end of the session.
Artists in Classrooms:
What Is the Role of the Teaching Artist?
What is the role of the teaching artist in public education? How can schools maximize a partnership with an outside artist? What is the artist role in the classroom, in the art room, in the school? How can artists help build a culture in a school where creativity, innovation, and imagination are at the core of teaching and learning?
Panelists include:
Nick Rabkin,
Lead Researcher, Teaching Artist Research Project, NORC at the University of Chicago
Lisa Fitzhugh,
Founder, Former Executive Director, Arts Corps
Sarah Johnson,
Director, Weill Music Institute, Carnegie Hall
Naho Shioya,
Teaching Artist
Moderator:
Russell Granet,
Founder, Arts Education Resource
Register Now!
Registration ends June 18th at 5 p.m.
The Dana Foundation is a private, philanthropic organization with principle interests in brain science, immunology and arts education. For more information about the Dana Foundation, please click here
Friday, June 19, 2009
1:00-2:30PM (EST)
Join us online for a discussion about the evolving issues in the Teaching Artist profession. The event will be streamed live and viewers will be able to join in the Q and A at the end of the session.
Artists in Classrooms:
What Is the Role of the Teaching Artist?
What is the role of the teaching artist in public education? How can schools maximize a partnership with an outside artist? What is the artist role in the classroom, in the art room, in the school? How can artists help build a culture in a school where creativity, innovation, and imagination are at the core of teaching and learning?
Panelists include:
Nick Rabkin,
Lead Researcher, Teaching Artist Research Project, NORC at the University of Chicago
Lisa Fitzhugh,
Founder, Former Executive Director, Arts Corps
Sarah Johnson,
Director, Weill Music Institute, Carnegie Hall
Naho Shioya,
Teaching Artist
Moderator:
Russell Granet,
Founder, Arts Education Resource
Register Now!
Registration ends June 18th at 5 p.m.
The Dana Foundation is a private, philanthropic organization with principle interests in brain science, immunology and arts education. For more information about the Dana Foundation, please click here
Free Video Production Workshop
MIX NYC is offering a free video production workshop for lesbian, gay, bisexual, transgender, & questioning (LGBTQ) youth & young adults called “A Different Take.” This free program will teach people all aspects of digital video production including scriptwriting, directing, shooting, sound track design, & editing. This is an intensive workshop that requires a substantial commitment over 2 and half months to produce a 5-minute video.
www.mixnyc.org
(Thanks for the link, Billy!)
www.mixnyc.org
(Thanks for the link, Billy!)
Monday, June 1, 2009
The Digital Open
From Billy:
Welcome to The Digital Open!
What can you make with technology that will change the world—or even just make life a little easier or more fun?
The Digital Open is an online technology community and competition for youth around the world, age 17 and under.
Ready to join us? Sign up and start exploring!
The top project in each category will earn a fantastic prize pack and be featured on Boing Boing Video! Collaboration is encouraged! Remember, the future is yours to make! We want to hear your ideas, inventions and plans for changing the world through technology.
Tuesday, May 12, 2009
The Urban Arts Festival: It's What Everyone's Talking About
Teaching Artists, take note: this little animation was created in 10 minutes using xtranormal.com. It's a great tool for those aspiring directors in your video/theatre classes!
Thursday, April 30, 2009
Dance Space Line
Dance/NYC, Fractured Atlas, and DanCAcT have recently launched the new Dance Space Line. This phone line provides up-to-date information on available rehearsal dance space each morning. You can either call in to hear the recorded message or follow the Dance Space Line on Twitter to receive updates. Dance Space Line: 1-888-DSL-DNYC (1-888-375-3692). Twitter users: log in and search for "NYCDSL". Visit www.nycDanceSpaces.org for complete information on all dance rehearsal space listings.
Thursday, April 23, 2009
Tips for Introducing Work
Visual and video artists can use these, too - at in-school screenings, classroom presentations, arts festivals and such.
Here are some ideas for creating and presenting an introduction.
• Lead an inquiry-based discussion about the artwork. Examples: What’s the point of an introduction? What steps did we take to make this artwork? What inspired us to make it? What did we learn by creating it? What does the work mean to us?
• Take notes on the board during the discussion.
• Work as a class to come up with text. Pull ideas from the class, using notes from the previous discussion, and transcribe them on the board. Edit together. Another option is to come up with questions and answers and “interview” a select group of kids at the performance.
• Ask for volunteers to read the introduction at the performance.
• Working with the small group, break the introduction into chunks and decide who should read which part, where you’ll stand, etc.
• Practice until everyone’s comfortable.
• Bring several printouts of the script (large font) to the performance.
• Do a group warm-up beforehand to get kids focused and working together.
• Stand on stage with your kids if they’re nervous.
Here are some ideas for creating and presenting an introduction.
• Lead an inquiry-based discussion about the artwork. Examples: What’s the point of an introduction? What steps did we take to make this artwork? What inspired us to make it? What did we learn by creating it? What does the work mean to us?
• Take notes on the board during the discussion.
• Work as a class to come up with text. Pull ideas from the class, using notes from the previous discussion, and transcribe them on the board. Edit together. Another option is to come up with questions and answers and “interview” a select group of kids at the performance.
• Ask for volunteers to read the introduction at the performance.
• Working with the small group, break the introduction into chunks and decide who should read which part, where you’ll stand, etc.
• Practice until everyone’s comfortable.
• Bring several printouts of the script (large font) to the performance.
• Do a group warm-up beforehand to get kids focused and working together.
• Stand on stage with your kids if they’re nervous.
Final Performance Prep (THEATRE students)
As discussed at our staff Meeting today, three key steps to Final Performance Prep are: 1. Establishing Requirements, 2. Analyzing our Script and 3. Teaching Performance Techniques.
A detailed overview (which you can copy/paste and use as a handout for your students) is below:
1. REQUIREMENTS
• Participation in at least one Scene or Solo Piece in our Performance
• Notes (Script Analys & BLOCKING as detailed below) in your Script
• Attendance and Participation during Rehearsal and Final Performance
2. SCRIPT ANALYSIS
Character Details
List your character’s most important details:
Full name, age, gender, racial or cultural background, current life situation
(i.e. student, looking for work, artist, mother of 2, etc.)
Goals and Obstacles
Reason for Goals
We think about our character’s goals so that we have a true purpose in the scene,
which makes it more believable and interesting to watch.
To Solidify your Goals
→ Think and write about your character’s GOAL for the scene:
What does your character WANT or NEED most overall in the scene?
What is he trying to make happen? What does he want to change?
Examples:
I want my husband to admit his affair and say he truly loves me
I want my mom to apologize for abandoning me and invite me back home
I want to my friend to realize that she is about to make a huge mistake
→ Now think about the OBSTACLES that are in his way:
What things, people, or situations are preventing your character from reaching his goal?
Intentions
Reason for Intentions
We decide on Intentions for each line in order to strengthen our Character’s goal and make his lines more convincing! Your intentions should all contribute to your overall goal.
To Clarify your Intention
→ Mark each line of your script with ONE WORD describing what you WANT, what your PURPOSE is, or what you are trying to DO or get the other person to DO when you are saying THAT LINE! For example:
I want his ATTENTION/RESPECT/SUPPORT
I want her to TURN AROUND/WALK AWAY/SAY SHE UNDERSTANDS
I want to CONVINCE him to ___________
Write the thing you want to get or do in the MARGIN next to the line.
→ Now run your scene with your GOALS and INTENTIONS in mind. Remember - use your intentions to overcome your obstacles and reach your goals!
→ Do you notice a difference?
Are your intentions and obstacles clearer?
Is it clear when you reach the climax of the conflict and you need to work extra hard to reach your goal?
Do you want to change anything about your scene based on this rehearsal?
Back-story - “Before and After”
Reason for Before and After
We think about our Character’s actions, feelings, and thoughts outside of the scene in order to get more in touch with his world, his needs and feelings, and his life situation.
To Do Before and After
→ Read through your scene once again, paying attention to your opening and closing lines.
→ Think about, decide, and write:
What was your character doing, feeling, and thinking in the moments
BEFORE your scene BEGINS?
What will your character be doing, feeling, and thinking in the moments
AFTER your scene ENDS?
→ Share your answers with your scene group. Then run your scene, but this time start with each character’s action in the moment before the scene begins, and continue after the scene to each character’s action in the moment after the scene ends.
→ Discuss with your group:
Did your lines feel different?
Did they sound different?
Did the moment before affect the scene?
Did you feel more in touch with the character(s)?
Are the relationships stronger?
How has the scene changed or developed?
3. PERFORMANCE TECHNIQUES
Memorization
Reasons to Memorize
To make our scenes look better, more professional, for an audience
To be more convincing, realistic, serious
To get more into the scene, be more committed, invested
To show more emotion, relate more to other characters
Top Ten Ways to Memorize
1. Highlight your lines
2. Chunk your script
3. Label the margins with clue words
4. Cover the lines with a paper and try to remember them
5. Have a partner test you by holding the script and giving you clue words
6. Have someone read your lines to you and repeat them
7. Put your lines on index cards and test yourself
8. Tape record yourself saying the lines
9. Write the lines from memory on another paper to test yourself
10. Say the lines to yourself in front of a mirror
Blocking
Review
We know that body language makes performance more effective, and includes:
GESTURE
STANCE/POSTURE
FACIAL EXPRESSION
& EYE CONTACT
Blocking
Another physical aspect of performance includes BLOCKING, which is
Rehearsed movement with other characters onstage.
Vocabulary for BLOCKING:
Upstage, Downstage, Stage Left, Stage Right
Backstage, House, Wings
Cross, Turn
Blocking Rehearsal:
→ First we will watch one scene, letting the movement in the scene play out naturally
→ Then let’s discuss: What movement in that scene was effective?
→Now we make adjustments by refining the blocking.
The actors write the blocking notes in their script, and then run the scene a second time
with changes incorporated. Blocking in a scene is mostly rehearsed but always
includes an element of improvisation by the actors!
→ Stage Business includes any interaction with PROPS - objects (real or imagined)
onstage. Find two or three places in your script where your character can be doing
something with props!
Expression and Projection
Review
We know that voice and tone can vary in performance to make it more effective, and can include:
VOLUME and PITCH
SPEED and PAUSES
FLOW and ENERGY
& PASSION and EMOTION
Expression and Projection
Another way of talking about emotion and energy in performance is called expression and projection.
→ Make sure to project your voice, meaning speak loudly enough that the audience can
hear you.
→ When you say your lines, express your true intention so that the other character and the audience understand your meaning.
→ Make sure that your blocking allows for both projection and expression at all times. Anything you do onstage should HELP you be heard and understood, not limit you!
Improvising Emotion
Reason for Improvising
We improvise within our scene in order to let the emotion come through more deeply and intensely.
Ways to Improvise
→ Practice a certain difficult moment within your scene without worrying about the lines. Instead, work on repeating your intention or a line that is particularly meaningful in order to really convince or change the other character. Go with the flow!
→ Do the exercise while throwing a pillow back and forth with the other character
→ Do the exercise standing back-to-back with the other character in your scene
→ Do the exercise while pushing against the hands/arms of the other character
Substitution and Subtext
Reason for Substitution
We substitute for characters in our scene in order to imagine that we are talking to someone from our own lives. We can also imagine what we might actually say to those people while we say our lines from the scene.
Ways to Substitute
You can imagine who in your scene reminds you of someone from your own life.
For example: Jose reminds me of my cousin who was always bothering me when I wanted to go explore outside or do something on my own.
Then, pretend that you are talking to that person and really expressing what you want to say to them while you are rehearsing your scene. It will help your scene be more realistic.
Warming Up
Reasons for Warming Up
We warm up in order to prepare ourselves physically and mentally for rehearsal and performance.
Ways to Warm Up
There are hundreds of ways to warm up! Here are just a few:
Voice
Yelling “Hey”
Go high and low on a vowel sound
Buzz with lips
Tongue Twisters
Body
Stretching and Isolations
Throwing a ‘ball’
“Push Hands”
Running Circle
Mind & Ensemble
Count to 20 Game
Yes Game
Pulse Game
A detailed overview (which you can copy/paste and use as a handout for your students) is below:
1. REQUIREMENTS
• Participation in at least one Scene or Solo Piece in our Performance
• Notes (Script Analys & BLOCKING as detailed below) in your Script
• Attendance and Participation during Rehearsal and Final Performance
2. SCRIPT ANALYSIS
Character Details
List your character’s most important details:
Full name, age, gender, racial or cultural background, current life situation
(i.e. student, looking for work, artist, mother of 2, etc.)
Goals and Obstacles
Reason for Goals
We think about our character’s goals so that we have a true purpose in the scene,
which makes it more believable and interesting to watch.
To Solidify your Goals
→ Think and write about your character’s GOAL for the scene:
What does your character WANT or NEED most overall in the scene?
What is he trying to make happen? What does he want to change?
Examples:
I want my husband to admit his affair and say he truly loves me
I want my mom to apologize for abandoning me and invite me back home
I want to my friend to realize that she is about to make a huge mistake
→ Now think about the OBSTACLES that are in his way:
What things, people, or situations are preventing your character from reaching his goal?
Intentions
Reason for Intentions
We decide on Intentions for each line in order to strengthen our Character’s goal and make his lines more convincing! Your intentions should all contribute to your overall goal.
To Clarify your Intention
→ Mark each line of your script with ONE WORD describing what you WANT, what your PURPOSE is, or what you are trying to DO or get the other person to DO when you are saying THAT LINE! For example:
I want his ATTENTION/RESPECT/SUPPORT
I want her to TURN AROUND/WALK AWAY/SAY SHE UNDERSTANDS
I want to CONVINCE him to ___________
Write the thing you want to get or do in the MARGIN next to the line.
→ Now run your scene with your GOALS and INTENTIONS in mind. Remember - use your intentions to overcome your obstacles and reach your goals!
→ Do you notice a difference?
Are your intentions and obstacles clearer?
Is it clear when you reach the climax of the conflict and you need to work extra hard to reach your goal?
Do you want to change anything about your scene based on this rehearsal?
Back-story - “Before and After”
Reason for Before and After
We think about our Character’s actions, feelings, and thoughts outside of the scene in order to get more in touch with his world, his needs and feelings, and his life situation.
To Do Before and After
→ Read through your scene once again, paying attention to your opening and closing lines.
→ Think about, decide, and write:
What was your character doing, feeling, and thinking in the moments
BEFORE your scene BEGINS?
What will your character be doing, feeling, and thinking in the moments
AFTER your scene ENDS?
→ Share your answers with your scene group. Then run your scene, but this time start with each character’s action in the moment before the scene begins, and continue after the scene to each character’s action in the moment after the scene ends.
→ Discuss with your group:
Did your lines feel different?
Did they sound different?
Did the moment before affect the scene?
Did you feel more in touch with the character(s)?
Are the relationships stronger?
How has the scene changed or developed?
3. PERFORMANCE TECHNIQUES
Memorization
Reasons to Memorize
To make our scenes look better, more professional, for an audience
To be more convincing, realistic, serious
To get more into the scene, be more committed, invested
To show more emotion, relate more to other characters
Top Ten Ways to Memorize
1. Highlight your lines
2. Chunk your script
3. Label the margins with clue words
4. Cover the lines with a paper and try to remember them
5. Have a partner test you by holding the script and giving you clue words
6. Have someone read your lines to you and repeat them
7. Put your lines on index cards and test yourself
8. Tape record yourself saying the lines
9. Write the lines from memory on another paper to test yourself
10. Say the lines to yourself in front of a mirror
Blocking
Review
We know that body language makes performance more effective, and includes:
GESTURE
STANCE/POSTURE
FACIAL EXPRESSION
& EYE CONTACT
Blocking
Another physical aspect of performance includes BLOCKING, which is
Rehearsed movement with other characters onstage.
Vocabulary for BLOCKING:
Upstage, Downstage, Stage Left, Stage Right
Backstage, House, Wings
Cross, Turn
Blocking Rehearsal:
→ First we will watch one scene, letting the movement in the scene play out naturally
→ Then let’s discuss: What movement in that scene was effective?
→Now we make adjustments by refining the blocking.
The actors write the blocking notes in their script, and then run the scene a second time
with changes incorporated. Blocking in a scene is mostly rehearsed but always
includes an element of improvisation by the actors!
→ Stage Business includes any interaction with PROPS - objects (real or imagined)
onstage. Find two or three places in your script where your character can be doing
something with props!
Expression and Projection
Review
We know that voice and tone can vary in performance to make it more effective, and can include:
VOLUME and PITCH
SPEED and PAUSES
FLOW and ENERGY
& PASSION and EMOTION
Expression and Projection
Another way of talking about emotion and energy in performance is called expression and projection.
→ Make sure to project your voice, meaning speak loudly enough that the audience can
hear you.
→ When you say your lines, express your true intention so that the other character and the audience understand your meaning.
→ Make sure that your blocking allows for both projection and expression at all times. Anything you do onstage should HELP you be heard and understood, not limit you!
Improvising Emotion
Reason for Improvising
We improvise within our scene in order to let the emotion come through more deeply and intensely.
Ways to Improvise
→ Practice a certain difficult moment within your scene without worrying about the lines. Instead, work on repeating your intention or a line that is particularly meaningful in order to really convince or change the other character. Go with the flow!
→ Do the exercise while throwing a pillow back and forth with the other character
→ Do the exercise standing back-to-back with the other character in your scene
→ Do the exercise while pushing against the hands/arms of the other character
Substitution and Subtext
Reason for Substitution
We substitute for characters in our scene in order to imagine that we are talking to someone from our own lives. We can also imagine what we might actually say to those people while we say our lines from the scene.
Ways to Substitute
You can imagine who in your scene reminds you of someone from your own life.
For example: Jose reminds me of my cousin who was always bothering me when I wanted to go explore outside or do something on my own.
Then, pretend that you are talking to that person and really expressing what you want to say to them while you are rehearsing your scene. It will help your scene be more realistic.
Warming Up
Reasons for Warming Up
We warm up in order to prepare ourselves physically and mentally for rehearsal and performance.
Ways to Warm Up
There are hundreds of ways to warm up! Here are just a few:
Voice
Yelling “Hey”
Go high and low on a vowel sound
Buzz with lips
Tongue Twisters
Body
Stretching and Isolations
Throwing a ‘ball’
“Push Hands”
Running Circle
Mind & Ensemble
Count to 20 Game
Yes Game
Pulse Game
Tribeca Film Institute Free Screenings
Medicine for Melancholy
APRIL 26, 11AM @ TRIBECA FILM CENTER (375 GREENWICH STREET)
Join us for a special presentation of the award-winning film—especially for young filmmakers. From first-time feature director Barry Jenkins comes a love story that deals with issues of class, identity, and the evolving conundrum of being a minority in rapidly gentrifying San Francisco. Featuring the striking cinematography of James Laxton and a fantastic soundtrack from the best in indie rock today, MEDICINE FOR MELANCHOLY is a hilarious and romantic tribute to the beauty of San Francisco and the people that give it life. Barry Jenkins will be joining us after the screening for a unique Q&A via video iChat.
Beyond the Reel: Explorations in Media
APRIL 28, 7:45-9:15PM @ THE APPLE STORE IN SOHO (103 PRINCE STREET)
In an age where you can watch a blockbuster on YouTube and a rooftop can become a movie theater—the way that we view films and filmmaking will never be the same again. The internet has transformed how people watch and interact with moving images, while galleries and new venues for video art have created the chance for multi-screen projections. By bringing together four very different but extremely exciting artists who are expanding the definition of “filmmaker”—this interactive event will give students the opportunity to meet with artists like acclaimed hip-hop video blogger Jay Smooth and mashup masters Wreck & Salvage. Join us for this experimental evening as we explore spliced archival footage, vlogging, film installation, and video games.
Wednesday, April 22, 2009
New PBS Website
PBS, the best channel on TV, now has a new website where you can watch a lot more video than ever before. You can see a movie based on a Dickens novel, a documentary about moving past fossil fuels, and determine the value of your grandmother's favorite lamp.
And you can use it in the classroom too, I suppose... it's searchable by subject.
National Playwriting Competition
WANTED: FULL LENGTH STAGE PLAYS
METLIFE NUESTRAS VOCES
NATIONAL PLAYWRITING COMPETITION 2009
Postmarked Deadline: Monday, June 1, 2009.
Repertorio Español is looking for unproduced full length stage plays that are relevant and unique to the Hispanic experience in the United States.
• Winning Play will be produced at Repertorio Español.
• Top Five will receive cash awards.
• Finalists will receive a staged reading at Repertorio.
For Guidelines and Application contact Allison at aav@repertorio.org.
Check-out our website at www.repertorio.org for a complete list of descriptions and finalists.
METLIFE NUESTRAS VOCES
NATIONAL PLAYWRITING COMPETITION 2009
Postmarked Deadline: Monday, June 1, 2009.
Repertorio Español is looking for unproduced full length stage plays that are relevant and unique to the Hispanic experience in the United States.
• Winning Play will be produced at Repertorio Español.
• Top Five will receive cash awards.
• Finalists will receive a staged reading at Repertorio.
For Guidelines and Application contact Allison at aav@repertorio.org.
Check-out our website at www.repertorio.org for a complete list of descriptions and finalists.
Super Cool Photography Project for You and Yours
A Million Little Pictures: Documentary
1,000 artists documenting 1,000 lives from around the world
Art House is looking for 1,000 people from around the world to receive 1000 disposable cameras. We'll mail the camera to you to document your life in 24 exposures and then you simply send us back the prints. Not only will we have the exhibition here in Atlanta, we will also travel to the city with the most participants. S
oooooo, tell your friends, mom, sister, cousin, or whoever to sign up. The exhibition will be home to 24,000 photographs of 1,000 people’s lives all over the world.
For more information on the project and to sign up, please go to: http://www.amillionlittlepictures.com!
Sign up Deadline: July 1st 2009
Postmark Deadline: September 1st 2009
To sign up to participate, visit: http://www.amillionlittlepictures.com
Art House projects have been featured on CNN and Current TV and in Juxtapoz Magazine, Good Magazine, Urban Outfitters blog, Yahoo Daily Wire, Atlanta Magazine and National Geographic's Intelligent Traveler.Check out their website for more information about how to get involved: http://www.arthousecoop.com
1,000 artists documenting 1,000 lives from around the world
Art House is looking for 1,000 people from around the world to receive 1000 disposable cameras. We'll mail the camera to you to document your life in 24 exposures and then you simply send us back the prints. Not only will we have the exhibition here in Atlanta, we will also travel to the city with the most participants. S
oooooo, tell your friends, mom, sister, cousin, or whoever to sign up. The exhibition will be home to 24,000 photographs of 1,000 people’s lives all over the world.
For more information on the project and to sign up, please go to: http://www.amillionlittlepictures.com!
Sign up Deadline: July 1st 2009
Postmark Deadline: September 1st 2009
To sign up to participate, visit: http://www.amillionlittlepictures.com
Art House projects have been featured on CNN and Current TV and in Juxtapoz Magazine, Good Magazine, Urban Outfitters blog, Yahoo Daily Wire, Atlanta Magazine and National Geographic's Intelligent Traveler.Check out their website for more information about how to get involved: http://www.arthousecoop.com
Monday, April 20, 2009
Free Screening- Feild Trip Opportunity
Thanks to Nora for this:
Dear Friends and Colleagues,
We are proud to invite you to the world premiere of P-Star Rising at the 2009 Tribeca Film Festival.
As many of you know, for the past 5 years we have captured this dynamic and captivating story, and are excited to share it with our audience the week of April 24-May 2nd in New York City.
In addition to our theatrical screening that week, we have also been specially selected to screen our film at the "Tribeca Drive-In," under the stars at Battery Park, followed by a live performance by P-Star herself.
The free screening is at the Tribeca Drive-In this Saturday, April 25th.
Please visit the links below for more info.
For ticket info, trailer and video bio: http://www.tribecafilm.com/filmguide/PStar_Rising.html For film website, blogs, photos and mailing list: http://www.pstarrising.com
Dear Friends and Colleagues,
We are proud to invite you to the world premiere of P-Star Rising at the 2009 Tribeca Film Festival.
As many of you know, for the past 5 years we have captured this dynamic and captivating story, and are excited to share it with our audience the week of April 24-May 2nd in New York City.
In addition to our theatrical screening that week, we have also been specially selected to screen our film at the "Tribeca Drive-In," under the stars at Battery Park, followed by a live performance by P-Star herself.
The free screening is at the Tribeca Drive-In this Saturday, April 25th.
Please visit the links below for more info.
For ticket info, trailer and video bio: http://www.tribecafilm.com/filmguide/PStar_Rising.html For film website, blogs, photos and mailing list: http://www.pstarrising.com
Wednesday, April 8, 2009
Peer Educators
Here's another summer resource: Teens PACT is looking for peer educators.
Calling all teens! Teens P.A.C.T.'s highly successful Peer Educator program is currently recruiting teens for peer educator positions that include paid summer training and after-school hours. We are looking for young people that are outgoing, interested in teen issues, and dedicated to making a difference in their communities. If selected, peer educators (10-14) will receive approximately 200 hours of training in sexual health throughout the summer. Upon completion, they will be required to work after school delivering positive messages to their peers.
Applications are due May 15th.
Michele Perlman, MPH
Community Healthcare Network
Teens PACT Program Director
mperlman@chnnyc.org
(718) 387-7426
Calling all teens! Teens P.A.C.T.'s highly successful Peer Educator program is currently recruiting teens for peer educator positions that include paid summer training and after-school hours. We are looking for young people that are outgoing, interested in teen issues, and dedicated to making a difference in their communities. If selected, peer educators (10-14) will receive approximately 200 hours of training in sexual health throughout the summer. Upon completion, they will be required to work after school delivering positive messages to their peers.
Applications are due May 15th.
Michele Perlman, MPH
Community Healthcare Network
Teens PACT Program Director
mperlman@chnnyc.org
(718) 387-7426
Tuesday, April 7, 2009
Theatre for Everyone
Check out this list of drama conventions (no, not a get-together at a Marriott). They're activities, ways to use drama in your classroom even if you're not an actor like these guys:
I think these could be useful for writing and social studies classes, or for brainstorming ideas for visual arts.
Thursday, April 2, 2009
Summer Internships for HS Students
High School Internship Bank
Arts
Theater
The New Victory Theater:
New Vic/New 42 Youth Corps, which includes both The New Vic Usher Corps and The New 42 Apprentice Program, realizes this mission by creating paid employment opportunities for a diverse, multilingual group of participants from across the city, as well as the nation. Please note, you must be at least sixteen years old to participate in either program. The New Victory Apprentice Program, contact the Education Department for an application at 646.223.3092 or email apprenticeprogram@new42.org.
Visual Art
Brooklyn Museum of the Arts:
Share your love of art with others through an internship, apprenticeship, or work-study position at the Brooklyn Museum. Brooklyn Cultural Adventures Program - For more information about becoming a BCAP Summer Camp Counselor-in-Training, go to bcap.heartofbrooklyn.org/information-for-counselors, contact camp@heartofbrooklyn.org, or call (718) 638-7700 x16.
Children’s Museum of Manhattan:
The Summer Junior Staff Internship Program is a 10 week internship. Fifteen to twenty students from high schools all over New York City work alongside museum staff and college interns. Summer JSIs assist lead educators with guided tours for visiting camp groups and provide fun and educational activities for children and families in our interactive exhibits. Summer JSIs also take part in professional development, team building and creativity workshops. Application is available online at http://www.cmom.org/teachers/hsinterns.html. Contact David Rios at drios@cmom.org.
International Center for Photography:
ICP's Teen Academy program offers a range of opportunities for teenagers to begin and further develop their knowledge of photography. In-class sessions range from ten-week classes in black-and-white and color instruction to a yearlong intensive program focusing on professional applications. For more information, contact Community Programs at 212.857.0061 or teen_academy@icp.org.
Whitney Museum of Art Youth Insights Program:
Youth Insights is a paid, semester-long after school opportunity for New York City teens that explores the museum in the context of contemporary art and culture. Students are invited to apply for fall or spring programs. To apply, look here: http://www.whitney.org/www/programs/eventInformation.jsp?EventTypeID=5
Dance
Broadway Dance Center
Broadway Dance Center’s Summer Intern Program offers a unique opportunity for intensive dance training and the remarkable opportunity to learn about the dance industry by working behind the scenes at the Summer PULSE event. To apply, look at http://www.bwydance.com/workshops/intern/summer_intern.shtml#apply
Writing
Teen Reviewers & Critics at High 5
Ever dream of being a critic for The Village Voice, Rolling Stone, The Source or The New York Times? High 5's TRaC (Teen Reviewers & Critics) Program is where you'll get your start. TRaC is an exceptional opportunity for committed high school sophomores, juniors and seniors who want to explore and experience the vast arts scene in New York City. For this free nine-week program Download an application form or visit www.high5tix.org/TRAC. Questions? Contact High 5's Director of Education, Eric Ost, at 212.750.0555 x208 or eost@high5tix.org.
Museums
Children’s Center at the Museum of the City of New York:
This program is open to young adults ages 17-21 or graduating seniors. Call or email Debbie Ardendo at 212 524 1672 ex 3390 or dardemendo@mcny.org. Saturday Academy for students in grades 8 – 12 is a free, elective six-week program for students interested in American History or SAT preparation. Best of all, there’s no homework or testing and all course materials are provided! Students may enroll in one or two courses a semester. After completing all course requirements, participants receive a Certificate of Achievement.
New York Hall of Science
High School Explainer Interns - As a part of the Science Career Ladder program, high school students assist in the Preschool Place with puppet shows and science storytime and in the Activity Area creating science related arts and crafts projects with children and families. This is a volunteer position, but after one semester interns may be eligible to apply for a paid position. For more information on becoming an Explainer Intern, please contact Jennifer Correa at 718.699.0005 ext. 345 or jcorrea@nyscience.org.
Environment
Alley Pond Environmental Center
APEC offers the Field Biology Internship for sophomores and juniors and the Senior Independent Internship for seniors. This program is geared toward introducing students to environmental field studies. For an application contact info@alleypond.com or call 718-229-4000
Rocking the Boat
Rocking the Boat uses traditional wooden boatbuilding and on-water education to work with teens in the South Bronx. Students need not have any prior boatbuilding or carpentry experience, only the desire to have new experiences and the willingness to put in the effort to learn new things.
Contact Chris Kautz at chris@rockingtheboat.org and tell him Kaya sent you.
Leadership
Central Park Conservancy
The Summer Internship Program provides full-time summer jobs with the Central Park Conservancy for high school students. There are a variety of positions available, including horticulture, visitor centers, camp, recreation, operations, and administrative support in the marketing, development, and education departments. For information about internships please contact Vanessa Francisco at 212-360-1439 or e-mail youth@centralparknyc.org.
Thurgood Marshall Summer Law Internship
All participating students have to show an interest in law by enrolling in a law-related curriculum in high school or participating in moot court or mock trial competitions. For more information, contact Gabrielle Brown at 212 382-6624 (gbrown@nycbar.org).
Other Opportunities
High 5 Tickets to the Arts is a non-profit organization dedicated to making the arts affordable for teens. Through High 5, teens ages 13 to 18 can buy $5 tickets to the best of New York City dance, music, theater and visual arts events all year round.
In order to purchase tickets, all you need is an interest in the arts, a school ID and $5. Each teen may buy one extra $5 ticket for an adult if you'd like to go with a parent, teacher or mentor. If you would like to go to an arts event as a group, use our Take 5 Program to buy 5 tickets at $5 each and get a sixth ticket free to use for a teen or adult.
If you are interested in the visual arts, tickets to museums are two for $5 every day. We also have theater, dance, symphonies, Hip-Hop, film and spoken work, so check out our Events Calendar for a complete listing of events.
To purchase the tickets, you can do so online with a credit card or with cash at the High 5 office located at 1 East 53rd Street, 5th Floor (near the 5th & 53rd stop on the E or V lines). Or call us at 212-750-0555 and we can process your order over the phone during office hours.
All the arts, all the time, all for $5.
Arts
Theater
The New Victory Theater:
New Vic/New 42 Youth Corps, which includes both The New Vic Usher Corps and The New 42 Apprentice Program, realizes this mission by creating paid employment opportunities for a diverse, multilingual group of participants from across the city, as well as the nation. Please note, you must be at least sixteen years old to participate in either program. The New Victory Apprentice Program, contact the Education Department for an application at 646.223.3092 or email apprenticeprogram@new42.org.
Visual Art
Brooklyn Museum of the Arts:
Share your love of art with others through an internship, apprenticeship, or work-study position at the Brooklyn Museum. Brooklyn Cultural Adventures Program - For more information about becoming a BCAP Summer Camp Counselor-in-Training, go to bcap.heartofbrooklyn.org/information-for-counselors, contact camp@heartofbrooklyn.org, or call (718) 638-7700 x16.
Children’s Museum of Manhattan:
The Summer Junior Staff Internship Program is a 10 week internship. Fifteen to twenty students from high schools all over New York City work alongside museum staff and college interns. Summer JSIs assist lead educators with guided tours for visiting camp groups and provide fun and educational activities for children and families in our interactive exhibits. Summer JSIs also take part in professional development, team building and creativity workshops. Application is available online at http://www.cmom.org/teachers/hsinterns.html. Contact David Rios at drios@cmom.org.
International Center for Photography:
ICP's Teen Academy program offers a range of opportunities for teenagers to begin and further develop their knowledge of photography. In-class sessions range from ten-week classes in black-and-white and color instruction to a yearlong intensive program focusing on professional applications. For more information, contact Community Programs at 212.857.0061 or teen_academy@icp.org.
Whitney Museum of Art Youth Insights Program:
Youth Insights is a paid, semester-long after school opportunity for New York City teens that explores the museum in the context of contemporary art and culture. Students are invited to apply for fall or spring programs. To apply, look here: http://www.whitney.org/www/programs/eventInformation.jsp?EventTypeID=5
Dance
Broadway Dance Center
Broadway Dance Center’s Summer Intern Program offers a unique opportunity for intensive dance training and the remarkable opportunity to learn about the dance industry by working behind the scenes at the Summer PULSE event. To apply, look at http://www.bwydance.com/workshops/intern/summer_intern.shtml#apply
Writing
Teen Reviewers & Critics at High 5
Ever dream of being a critic for The Village Voice, Rolling Stone, The Source or The New York Times? High 5's TRaC (Teen Reviewers & Critics) Program is where you'll get your start. TRaC is an exceptional opportunity for committed high school sophomores, juniors and seniors who want to explore and experience the vast arts scene in New York City. For this free nine-week program Download an application form or visit www.high5tix.org/TRAC. Questions? Contact High 5's Director of Education, Eric Ost, at 212.750.0555 x208 or eost@high5tix.org.
Museums
Children’s Center at the Museum of the City of New York:
This program is open to young adults ages 17-21 or graduating seniors. Call or email Debbie Ardendo at 212 524 1672 ex 3390 or dardemendo@mcny.org. Saturday Academy for students in grades 8 – 12 is a free, elective six-week program for students interested in American History or SAT preparation. Best of all, there’s no homework or testing and all course materials are provided! Students may enroll in one or two courses a semester. After completing all course requirements, participants receive a Certificate of Achievement.
New York Hall of Science
High School Explainer Interns - As a part of the Science Career Ladder program, high school students assist in the Preschool Place with puppet shows and science storytime and in the Activity Area creating science related arts and crafts projects with children and families. This is a volunteer position, but after one semester interns may be eligible to apply for a paid position. For more information on becoming an Explainer Intern, please contact Jennifer Correa at 718.699.0005 ext. 345 or jcorrea@nyscience.org.
Environment
Alley Pond Environmental Center
APEC offers the Field Biology Internship for sophomores and juniors and the Senior Independent Internship for seniors. This program is geared toward introducing students to environmental field studies. For an application contact info@alleypond.com or call 718-229-4000
Rocking the Boat
Rocking the Boat uses traditional wooden boatbuilding and on-water education to work with teens in the South Bronx. Students need not have any prior boatbuilding or carpentry experience, only the desire to have new experiences and the willingness to put in the effort to learn new things.
Contact Chris Kautz at chris@rockingtheboat.org and tell him Kaya sent you.
Leadership
Central Park Conservancy
The Summer Internship Program provides full-time summer jobs with the Central Park Conservancy for high school students. There are a variety of positions available, including horticulture, visitor centers, camp, recreation, operations, and administrative support in the marketing, development, and education departments. For information about internships please contact Vanessa Francisco at 212-360-1439 or e-mail youth@centralparknyc.org.
Thurgood Marshall Summer Law Internship
All participating students have to show an interest in law by enrolling in a law-related curriculum in high school or participating in moot court or mock trial competitions. For more information, contact Gabrielle Brown at 212 382-6624 (gbrown@nycbar.org).
Other Opportunities
High 5 Tickets to the Arts is a non-profit organization dedicated to making the arts affordable for teens. Through High 5, teens ages 13 to 18 can buy $5 tickets to the best of New York City dance, music, theater and visual arts events all year round.
In order to purchase tickets, all you need is an interest in the arts, a school ID and $5. Each teen may buy one extra $5 ticket for an adult if you'd like to go with a parent, teacher or mentor. If you would like to go to an arts event as a group, use our Take 5 Program to buy 5 tickets at $5 each and get a sixth ticket free to use for a teen or adult.
If you are interested in the visual arts, tickets to museums are two for $5 every day. We also have theater, dance, symphonies, Hip-Hop, film and spoken work, so check out our Events Calendar for a complete listing of events.
To purchase the tickets, you can do so online with a credit card or with cash at the High 5 office located at 1 East 53rd Street, 5th Floor (near the 5th & 53rd stop on the E or V lines). Or call us at 212-750-0555 and we can process your order over the phone during office hours.
All the arts, all the time, all for $5.
The New York Times Wants Your Photos
From the Times, cool project, nice design:
Picturing the Recession
NYTimes.com readers are sending in their photos from around the world. How do you see the recession playing out in your community? What signs of hardship or resilience stand out? How are you or your family personally affected? Creative ways of documenting the changes around you are encouraged.
Picturing the Recession
NYTimes.com readers are sending in their photos from around the world. How do you see the recession playing out in your community? What signs of hardship or resilience stand out? How are you or your family personally affected? Creative ways of documenting the changes around you are encouraged.
Upcoming Theatre PD
Theatre department TAs take note:
Our third and final PD meeting of the year will take place on April 23rd at 4:30. There is a mandatory UAP staff meeting that night so we will move on to that at 6pm. For those of you who cannot meet at 4:30 due to teaching, we will meet after the general staff meeting ends at 8pm.
The main topic for both the PD and general meeting will be Final Presentations.
Our third and final PD meeting of the year will take place on April 23rd at 4:30. There is a mandatory UAP staff meeting that night so we will move on to that at 6pm. For those of you who cannot meet at 4:30 due to teaching, we will meet after the general staff meeting ends at 8pm.
The main topic for both the PD and general meeting will be Final Presentations.
Wednesday, April 1, 2009
Great Lesson Plan Idea
From the blog of writer Molly May, a delightful idea that could inspire lesson plans in visual art, storytelling, immigration, and beyond:
We each have a place story. Imagine a world map and dot all of the places you’ve lived. Now, connect the dots chronologically, and then lift the shape from the page. That’s your place illustration. The one here is mine. A friend wrote to me, “What about the fact that it looks like a sprinter in motion?” We are each a beautiful accumulation of the landscapes we’ve inhabited. For some, it might be one lone strong dot. For others, some scratches across the page. For many in today’s globalized world, a maze of back and forth. Last night, someone told me that women in China who migrated out of rural areas to work in city factories are out of work and going back home. Movement.
What does your place illustration look like? Can you give its shape a name? Does it look like a star, a rabbit, a saucepan? Assuming a geographer’s hat, I love to zoom out and imagine our patterns as humans, where our feet take us, and whether that is changing in the modern world.
Observing Seasoned Teaching Artists
I learned most of the teaching practices I know by watching others. But I also learned it's hard enough to schedule your own classes without trying find a time to watch others teach. Dale Davies (of the ATA) has helped solve this by posting the following clips of great teaching artists at work:
What is available on DVD, YouTube? A few I found just looking briefly:
Michael Freeman: http://www.youtube.com/watch?v=ygMyuhhfxFQ
Anndee Hochman: http://www.youtube.com/watch?v=ATKoPgN-EuU
Andrew Grueschow: http://www.youtube.com/watch?v=LN5gc5bR2Js
Tunde Afolayan: http://www.youtube.com/watch?v=76oCBABUi0Q
Artist Teacher Debriefing: http://www.youtube.com/watch?v=DSzq88f7tbE
LaToya Wigfall, Alvin Ailey: http://www.youtube.com/watch?v=rt5r2CEO0Os
Karen Wilson: http://www.youtube.com/watch?v=kyGOFLCAdUI
ATA will be posting these on www.teachingartists.com also. By sharing our knowledge and ideas we are working together to build upon those three essential questions: Who Are Teaching Artists? What do Teaching Artists do? Where do Teaching Artists Fit Into The Communities They Serve?
What is available on DVD, YouTube? A few I found just looking briefly:
Michael Freeman: http://www.youtube.com/watch?v=ygMyuhhfxFQ
Anndee Hochman: http://www.youtube.com/watch?v=ATKoPgN-EuU
Andrew Grueschow: http://www.youtube.com/watch?v=LN5gc5bR2Js
Tunde Afolayan: http://www.youtube.com/watch?v=76oCBABUi0Q
Artist Teacher Debriefing: http://www.youtube.com/watch?v=DSzq88f7tbE
LaToya Wigfall, Alvin Ailey: http://www.youtube.com/watch?v=rt5r2CEO0Os
Karen Wilson: http://www.youtube.com/watch?v=kyGOFLCAdUI
ATA will be posting these on www.teachingartists.com also. By sharing our knowledge and ideas we are working together to build upon those three essential questions: Who Are Teaching Artists? What do Teaching Artists do? Where do Teaching Artists Fit Into The Communities They Serve?
Tuesday, March 31, 2009
Art School in Crown Heights
This art school in Crown Heights is having a fundraiser. Maybe your students want to take classes there during the summer?
Urban River Arts Presents
T h e S e c r e t C a f e
T h e S e c r e t C a f e
Chef Andrea Martin is donating her time & culinary expertise to help raise money for Urban River Arts Please come join us for B R U N C H Sunday April 5th, 2009 We will be serving a seasonal menu made with organic ingredients Coffee or tea & mimosa are also included Pastries compliments of Chef Eliza Thomson There will be 3 seatings: 10am 11:30am 1pm Reservations Only! RSVP at urbanriverarts@gmail.com or call 917-584-4616 Donations begin at $20 Make your reservation NOW! Seating is limited to 12 people per time slot. Live Music by Pianist Sam Thomson Urban River Arts www.urbanriverarts.org 690 St. Marks Ave, ground floor, between Rogers & Nostrand Trains: A to Nostrand Ave, 2/3/4/5 to Franklin Ave |
Friday, March 27, 2009
Chalkboard
The New York Foundation for the Arts publishes Chalkboard, a free newsletter for Teaching Artists in which you can learn about conferences, opportunities, and new ideas. Nice!
Thursday, March 26, 2009
Arts Lesson Plan Resouce
ARTSEDGE, a program of The Kennedy Center, offers free standards-based arts lessons for use in a classroom or after-school. There are over 300 to choose from. Just select your arts discipline, your integration subject (if applicable) and your grade level, and the list becomes narrowed down to lessons appropriate for your residency.
You can access this great resource here.
Wednesday, March 25, 2009
Wiki Image
Another great tip from Michael Wiggins' blog for the Association of Teaching Artists:
Wikimedia Commons is a searchable catalog of images, sound and video clips that are in the public domain. This is freely-licensed educational media content; thousands of photos and other media on a wide variety of topics. The database is created and maintained by artists volunteers and the scope of Commons is set out on the project scope pages.
I tooled around and found this stamp of Ajman State, an emirate I just learned about thanks to 45 seconds of looking at images. See how useful the internet is?
If you have any other reccomendations like this, email the program department or Alice and let us know.
Monday, March 16, 2009
New York Times on Immigration
Elliot sent in this fascinating interactive map of immigration patterns over U.S. history. It's part of the New York Times' series on immigration and education.
They also have an interactive map about ethnic diversity in classrooms, an article about ESL and assimilation, and a conversation about the best ways to teach newcomers including a debate on bilingual education. What do you think?
You also might like to look at the National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (NCELA) site for ideas about what works in ESL instruction.
Photo by Josh Haner/The New York Times
Wasting Time, Learning, Showing Off
Is there a category on the blog for cool things I stumbled into on the internet? Of course, that's what a blog is. Lookit this internet future rainbow robot keyboard drum set.
And then come to the Classroom Management workshop this Thursday the 19th from 6:00 - 8:30! We'll talk more about Teacher Language and sharing your concerns. Please email me (Alice) with other areas in which you'd like support.
And finally here's an article that might help you in planning end of the year sharing at your school.
Sunday, March 15, 2009
Group Focus & Fun
Here are three quick and fun warm-ups which can energize a low-key classroom and encourage group focus.
Stand/Sit/Kneel:
Three students improv a scene, where each person must be either standing, sitting or kneeling at all times. If any one person changes their position, the other two must compensate. Energizes and intros concept of "blocking"
Count to Ten
Students stand in a tight circle. The group must count to 10 but only one person can speak a number at one time. There is to be no outward indication as to who will speak the next number, it can be anyone at anytime. However, if two or more people speak at once, the group must go back to one. Game ends when group has successfully counted to ten.
Big Bootie:
Players stand in a horse shoe formation where starting at one end each player has a title, or name. The first player is Big Bootie, then Little Bootie, in turn followed by numbers: Number 1, Number 2, and so on until you reach the end of the line. The game starts with a song: “Aaahhhh, Biiiig Bootie, big bootie, big bootie, big bootie, big bootie, ahh yeah” then Big bootie starts by saying his name and the name or number of someone else in the group. The player whose number is called must say their number and then someone else’s name or number. The trick is that this is all done to a clapping beat and if someone pauses or calls out the wrong number or name or stutters, they loose their place in line and must go to the back. Once someone moves, the rest of the line behind them must shift forward one number to fill their place, thus disrupting everyone’s number by one. Here’s how this might go: “Big bootie, number three” followed by number three’s response “number three, number five” then number five must respond “number five, little bootie” and so on.
Stand/Sit/Kneel:
Three students improv a scene, where each person must be either standing, sitting or kneeling at all times. If any one person changes their position, the other two must compensate. Energizes and intros concept of "blocking"
Count to Ten
Students stand in a tight circle. The group must count to 10 but only one person can speak a number at one time. There is to be no outward indication as to who will speak the next number, it can be anyone at anytime. However, if two or more people speak at once, the group must go back to one. Game ends when group has successfully counted to ten.
Big Bootie:
Players stand in a horse shoe formation where starting at one end each player has a title, or name. The first player is Big Bootie, then Little Bootie, in turn followed by numbers: Number 1, Number 2, and so on until you reach the end of the line. The game starts with a song: “Aaahhhh, Biiiig Bootie, big bootie, big bootie, big bootie, big bootie, ahh yeah” then Big bootie starts by saying his name and the name or number of someone else in the group. The player whose number is called must say their number and then someone else’s name or number. The trick is that this is all done to a clapping beat and if someone pauses or calls out the wrong number or name or stutters, they loose their place in line and must go to the back. Once someone moves, the rest of the line behind them must shift forward one number to fill their place, thus disrupting everyone’s number by one. Here’s how this might go: “Big bootie, number three” followed by number three’s response “number three, number five” then number five must respond “number five, little bootie” and so on.
Editing Exercises
If you are doing a Theatre residency and are thinking about what your final performance might look like, here are two exercises which help students begin the transition from brainstorming / free-writing to finished material. They both inspire organization/prioritization of ideas and self-editing. Enjoy.
60-30-15 :
How to play: Player A and Player B perform a timed 1 minute scene (based on a suggestion from the class). They then perform the SAME scene in 30 seconds. They then perform the SAME scene again in 15 seconds. They then perform the SAME scene again in 7 seconds. They then perform the SAME scene again in 3 seconds. This is a great way to get students on their feet and doing improv without them worrying about ‘floundering’. It also helps students EDIT, by extracting the most important elements of a scene. This process can be modified and applied to student’s individual work (scenes, monologues, poems, etc).
Paper Airplane:
This can be a sort of first playmaking assignment for students. Instruct the students to take out a piece of paper and something to write with (this may elicit groans, since it will be the first thing we have done that is close to their ‘regular’ class work). Once the students have their paper, tell them to make a paper airplane. On that plane they are to write five things about themselves that people don’t know (or 5 things they are proud of, etc.) Then tell them they will have the opportunity to read what they have written out loud, but they only have as much time to speak as their plane can stay in the air. They have to think about what is most important of the things they wrote and how they can say it succinctly enough to get in out while their plane flies. Gather in a circle and let each student have their turn flying and speaking. They have now completed their first task as a playwright: they conceived of an idea, edited it, decided what was most important, and performed their work. Again this process can be applied to editing their original classroom work (scenes, monologues, poems, etc).
60-30-15 :
How to play: Player A and Player B perform a timed 1 minute scene (based on a suggestion from the class). They then perform the SAME scene in 30 seconds. They then perform the SAME scene again in 15 seconds. They then perform the SAME scene again in 7 seconds. They then perform the SAME scene again in 3 seconds. This is a great way to get students on their feet and doing improv without them worrying about ‘floundering’. It also helps students EDIT, by extracting the most important elements of a scene. This process can be modified and applied to student’s individual work (scenes, monologues, poems, etc).
Paper Airplane:
This can be a sort of first playmaking assignment for students. Instruct the students to take out a piece of paper and something to write with (this may elicit groans, since it will be the first thing we have done that is close to their ‘regular’ class work). Once the students have their paper, tell them to make a paper airplane. On that plane they are to write five things about themselves that people don’t know (or 5 things they are proud of, etc.) Then tell them they will have the opportunity to read what they have written out loud, but they only have as much time to speak as their plane can stay in the air. They have to think about what is most important of the things they wrote and how they can say it succinctly enough to get in out while their plane flies. Gather in a circle and let each student have their turn flying and speaking. They have now completed their first task as a playwright: they conceived of an idea, edited it, decided what was most important, and performed their work. Again this process can be applied to editing their original classroom work (scenes, monologues, poems, etc).
Vocal Strengthening Exercises
For our final/spring performances, many TAs will be transitioning their students from intimate classroom to cavernous auditorium. Always challenging. So now may be the right time to introduce exercises specifically geared towards enhancing vocal power and projection. Here are a few...
HISSING “SSS”:
Put a hand on your lower stomach.
Start a hissing “sssss” out.
All students start hissing “sssss” out – while they are continuing the breath out, guide them saying: Shake it out! Hold it. Hold It. Hold it!
When all the students are empty of air and are about to burst for want of breathing in, Tell them: RELEASE, Air comes in!
So what did you feel after you hissed out all the air and then released?
Answers like “breath coming in” or “my body filled up”.
Great! And where did you fill up?
Answers like “stomach” or pointing to lower belly. (Lower back, chest, shoulders, and upper back are also correct answers, but focus on the lower belly if this idea is new to the group.)
VOWEL-BODY WARM-UP:
Each part of the body has an accompanying vowel sound (and emotion):
The belly has the “Oh” (emotion: distress, pain)
The chest has the “Ah” (emotion: relief, relaxation)
The neck has the “Ay” (emotion: happiness, calling out)
The nose has the “Ee” (emotion: bored, whining)
The top of the head has the “Ip” (excited, an idea)
We move up and down the body speaking our sounds, then back down.
TONGUE TWISTERS:
Unique New York, unique New York_You really need unique New York
Fresh fried fish, fresh fried fish, fresh fried fish
Red leather, yellow leather, red leather, yellow leather
Are our eyes our own?
A LITTLE PACINO GOES A LONG WAY:
IF you can access You Tube in your classroom. Find a clip titled “Inspirational Al Pacino Speech,” from the movie “Any Given Sunday.” It’s an amazing example of how a voice can grow in intensity over the course of one short scene. Great example for students. Inspires conversation about vocal projection.
PROJECTION COUNTING:
1. Sitting straight, place one hand on your belly and another behind your back opposite your hand on your belly.
2. Breath in, attempting to move both hands out as far as possible. This is belly breathing.
3. Exhale quickly, but make no sound as you do so. Sound is an indication of tension.
4. Breath in again. Now, when you exhale, say the number “1.”
5. Continue until you reach number “10”. As you progress through the numbers, pretend that with each number you are speaking to a target farther and farther away. By the time you reach the end, you should be very loud and strong.
A/B PROJECTION:
Line students up in two equal rows, facing each other. Have one row say the lines marked "A" and the opposite row say the lines marked "B." After each interchange, have the rows take a giant step backwards so that the distance between them increases. The challenge is to say the line distinctly. If either member of the pair cannot hear the line clearly, they can raise their hand to indicate that their partner should try again.
A: I live in an ice house. B: I live in a nice house.
A: Summer school. It’s so fun. B: Summer’s cool. It’s so fun.
A: I see your two eyes._B: I see you’re too wise.
A: I have five minutes to eight._B: I have five minutes to wait.
A: Give me some ice. B: Give me some mice.
HISSING “SSS”:
Put a hand on your lower stomach.
Start a hissing “sssss” out.
All students start hissing “sssss” out – while they are continuing the breath out, guide them saying: Shake it out! Hold it. Hold It. Hold it!
When all the students are empty of air and are about to burst for want of breathing in, Tell them: RELEASE, Air comes in!
So what did you feel after you hissed out all the air and then released?
Answers like “breath coming in” or “my body filled up”.
Great! And where did you fill up?
Answers like “stomach” or pointing to lower belly. (Lower back, chest, shoulders, and upper back are also correct answers, but focus on the lower belly if this idea is new to the group.)
VOWEL-BODY WARM-UP:
Each part of the body has an accompanying vowel sound (and emotion):
The belly has the “Oh” (emotion: distress, pain)
The chest has the “Ah” (emotion: relief, relaxation)
The neck has the “Ay” (emotion: happiness, calling out)
The nose has the “Ee” (emotion: bored, whining)
The top of the head has the “Ip” (excited, an idea)
We move up and down the body speaking our sounds, then back down.
TONGUE TWISTERS:
Unique New York, unique New York_You really need unique New York
Fresh fried fish, fresh fried fish, fresh fried fish
Red leather, yellow leather, red leather, yellow leather
Are our eyes our own?
A LITTLE PACINO GOES A LONG WAY:
IF you can access You Tube in your classroom. Find a clip titled “Inspirational Al Pacino Speech,” from the movie “Any Given Sunday.” It’s an amazing example of how a voice can grow in intensity over the course of one short scene. Great example for students. Inspires conversation about vocal projection.
PROJECTION COUNTING:
1. Sitting straight, place one hand on your belly and another behind your back opposite your hand on your belly.
2. Breath in, attempting to move both hands out as far as possible. This is belly breathing.
3. Exhale quickly, but make no sound as you do so. Sound is an indication of tension.
4. Breath in again. Now, when you exhale, say the number “1.”
5. Continue until you reach number “10”. As you progress through the numbers, pretend that with each number you are speaking to a target farther and farther away. By the time you reach the end, you should be very loud and strong.
A/B PROJECTION:
Line students up in two equal rows, facing each other. Have one row say the lines marked "A" and the opposite row say the lines marked "B." After each interchange, have the rows take a giant step backwards so that the distance between them increases. The challenge is to say the line distinctly. If either member of the pair cannot hear the line clearly, they can raise their hand to indicate that their partner should try again.
A: I live in an ice house. B: I live in a nice house.
A: Summer school. It’s so fun. B: Summer’s cool. It’s so fun.
A: I see your two eyes._B: I see you’re too wise.
A: I have five minutes to eight._B: I have five minutes to wait.
A: Give me some ice. B: Give me some mice.
Wednesday, March 11, 2009
Free BAX Workshop
(Thanks for sending this in, Nora!)
Friday March 13, 2009 -- 6-9:00 PM
Your Teaching IS Your Art -- THE PATH
Taught by Michael Wiggins
Who is this workshop for?
For the performing artist who wants to teach, the new to the field teaching artist, or the teacher who needs a boost! The focus is on High School age students.
This FREE 3 HOUR WORKSHOP explores tools and tricks of the trade of working in the arts-in-education field. Participants will walk away with a framework of how to build lesson plans, effective planning and networking opportunities.
Enrich your teaching with your passion
and your passion with your teaching!
PRE-REGISTRATION IS REQUIRED BY THURSDAY, MARCH 12, 2009.
Call 718-832-0018 or email Pene@bax.org to register.
www.bax.org
(BAX is also hosting the 2009 Teen Arts Conference on March 13th and 14th, which has all kinds of free workshops for youth and oldies. Don't forget to pre-register, though.)
Friday March 13, 2009 -- 6-9:00 PM
Your Teaching IS Your Art -- THE PATH
Taught by Michael Wiggins
Who is this workshop for?
For the performing artist who wants to teach, the new to the field teaching artist, or the teacher who needs a boost! The focus is on High School age students.
This FREE 3 HOUR WORKSHOP explores tools and tricks of the trade of working in the arts-in-education field. Participants will walk away with a framework of how to build lesson plans, effective planning and networking opportunities.
Enrich your teaching with your passion
and your passion with your teaching!
PRE-REGISTRATION IS REQUIRED BY THURSDAY, MARCH 12, 2009.
Call 718-832-0018 or email Pene@bax.org to register.
www.bax.org
(BAX is also hosting the 2009 Teen Arts Conference on March 13th and 14th, which has all kinds of free workshops for youth and oldies. Don't forget to pre-register, though.)
Superflux Collective
Superflux Collective is an "informal assemblage of professional artists and educators providing high-quality, low-cost training and support for teaching and learning in and through the arts...that creates opportunities for artists and educators to serve learners directly in both on-site and online contexts." In addition to hosting professional exchanges and low-cost PD's, they also keep a log of lesson plans here. One example: Multi-Discipline & Applied Arts & Geography, History, Social Studies- Form and Function in Word Art, Advertising and Urban Design.
Worth a look.
Worth a look.
New logos from the Obama adminstration
Check out the NY Times article about the new logos being introduced for the government initiatives.
This could be a great jumping off point for discussions about how logos are used, and how to make a career in branding.
Tuesday, March 10, 2009
1930s High School Zine
Okay, "literary magazine." But the same idea nevertheless. DeWitt Clinton High School in the Bronx produced student publications from 1929 through the 1940s that are available here thanks to the New Deal Network. It's a fantastic resource to show any poetry/zine/publication students. Not only were these high school students creating and exploring during a time of economic crisis and the birth of the term "teenager," but it's an example of student work being a legacy that is still read 80 years later.
Monday, March 9, 2009
Great Depression and the Arts Lesson Plans
Thanks to Michael Wiggins and the ATA blog (http://www.teachingartists.blogspot.com/) for this...
The dizzying amount of artmaking and art-related documentation conducted during the great depression provides great opportunities to explore history through the arts.
The Great Depression and the Arts, part of the New Deal Network, provides a useful set of resources that will help you and your students do just that.
The site maintains a collection of four arts-oriented lesson plans developed by The National Center for History in the Schools and the Organization of American Historians. All of the material is designed to "impress upon students the varying effects of the Great Depression and New Deal on the lives of ordinary Americans." Teacher background materials, including related National Standards for U.S. History are also provided.I am exploring Lesson Plan # 2: Documenting the Migrant Experience.
The dizzying amount of artmaking and art-related documentation conducted during the great depression provides great opportunities to explore history through the arts.
The Great Depression and the Arts, part of the New Deal Network, provides a useful set of resources that will help you and your students do just that.
The site maintains a collection of four arts-oriented lesson plans developed by The National Center for History in the Schools and the Organization of American Historians. All of the material is designed to "impress upon students the varying effects of the Great Depression and New Deal on the lives of ordinary Americans." Teacher background materials, including related National Standards for U.S. History are also provided.I am exploring Lesson Plan # 2: Documenting the Migrant Experience.
Free workshops for TAs and Teens at BAX
As part of the 2009 TEEN ARTS CONFERENCEFriday March 13 2009
YOUR teaching IS your Art-The Path FREE WORKSHOP FOR TEACHERS
Friday, March 13, 6:00 – 9:00 p.m. Led by Michael Wiggins
For the performing artist who wants to teach, the new to the field teaching artist or the teacher who needs a boost! This Free 3 hour workshop explores tools and tricks of the trade of working in the arts in education field. To register, please email Pene McCourty: mailto:pene%40bax.org by Thursday, March 12.
If you know if any young actors or dancers...FREE WORKSHOP FOR TEEN ARTISTS. Saturday March 14, 10:00am-4:00pm. Led by various Teaching Artists- Dance (modern, jazz, improvisation, African and hip hop), Theater (acting, playwriting, audition techniques), yoga, performance skills and more!Please call (718) 832-0018. Open registration begins Wednesday, February 11th.
YOUR teaching IS your Art-The Path FREE WORKSHOP FOR TEACHERS
Friday, March 13, 6:00 – 9:00 p.m. Led by Michael Wiggins
For the performing artist who wants to teach, the new to the field teaching artist or the teacher who needs a boost! This Free 3 hour workshop explores tools and tricks of the trade of working in the arts in education field. To register, please email Pene McCourty: mailto:pene%40bax.org by Thursday, March 12.
If you know if any young actors or dancers...FREE WORKSHOP FOR TEEN ARTISTS. Saturday March 14, 10:00am-4:00pm. Led by various Teaching Artists- Dance (modern, jazz, improvisation, African and hip hop), Theater (acting, playwriting, audition techniques), yoga, performance skills and more!Please call (718) 832-0018. Open registration begins Wednesday, February 11th.
Wednesday, March 4, 2009
Downloading YouTube Videos
Billy just revolutionized your life by sending this in. These are instructions to download most YouTube videos. You can finally show them in your class, even if YouTube is blocked at your school!
Queens Community Resources
Museums
P.S. 1 Contemporary Art CenterIn Long Island City, P.S. 1 is an internationally renowned museum devoted to contemporary art. Except for Queens MOMA, it's the preeminent spot for art in the borough.
Museum of the Moving Image The Museum of the Moving Image in Astoria, Queens, is a great museum for the whole family. There is a wonderful balance of hands-on activities and information on the history and technical aspects of the motion picture industry. The museum houses the largest repository of moving images in the country, and shows classic films at its theater.
Queens Museum of ArtThe Queens Museum of Art, located in Flushing Meadows Park, features work by contemporary and local artists, and houses a gorgeous, detailed scale model of New York City in its entirety. The building was once part of the 1938 World's Fair, and is next to the Unisphere, a highlight of the 1965 World's Fair. It was also the first home of the United Nations.
Long Island City Art TourTour of the art scene in Long Island City, the highest concentration of art in New York City, outside of Manhattan.
Queens County Farm Museum - Visitors GuideThe Queens County Farm Museum is a working, educational farm on a 47-acre site on the edge of Queens, right on the Nassau County border. The events and activities at the farm make it a great way to spend an afternoon, especially with a few city-raised kids in tow.
NY Hall of ScienceInteractive science museum in Flushing Meadows, the NY Hall of Science is known for its children's programming and its Rocket Park featuring the "first U.S. spacecraft."
Socrates Sculpture ParkOn the East River waterfront, the Socrates Sculpture Park hosts outdoor sculpture by contemporary artists and hosts some great summertime events, always free and open to the public.
Isamu Noguchi Museum The Isamu Noguchi Museum was founded by the sculptor Isamu Noguchi. Its home in Long Island City features indoor galleries around an outdoor sculpture garden.
5 PointzMore a living outdoor gallery than a museum, 5 Pointz is a former warehouse covered in graffiti or street art. The building's facade is a willing canvas for the best aerosol artists in New York City.
Fisher Landau Center for ArtThe Fisher Landau Center for Art houses a private collection of contemporary art work, from 1960 to present day. Highlights at this free Long Island City museum include art by Jasper Johns and Kiki Smith.
King Manor MuseumKing Manor Museum is a quiet step back to the early nineteenth century admidst the bustle of downtown Jamaica, Queens. The museum, a Federal-era mansion, is in 11-acre King Park, the site of local concerts and events.
The Sculpture Center in Long Island CityThis organization supports experimentation and excellence in contemporary sculpture. Its Long Island City building, designed by Maya Lin, features exhibition space. Check their website for current exhibits and other events.
Bowne House Museum Bowne House Museum in Flushing was first built in 1661, and has not been modified since 1830. It is one of the finest examples of vernacular Dutch/English architecture in the country, and features authentic furniture and a pewter collection.
Jamaica
Jamaica Center for Arts & LearningThis nonprofit arts organization in Jamaica offers public programs at its landmark building, which houses art galleries, art studios, dance studios, a theater, and other arts spaces.
Black Spectrum TheaterPresents theater, concerts, and films examining issues of concern to the African-American community at 400-seat theater. Also hosts after-school programming.
Jackson Heights
Little India in Jackson HeightsA walking tour of Little India, a South Asian enclave in Jackson Heights.
Jackson Heights - Neighborhood ProfileJackson Heights profile covering housing, real estate, dining, and local organizations.
Photos of Jackson Heights Historic DistrictJackson Heights started in the 1920s as a planned community of novel cooperative apartment buildings, designed to let in plenty of light and air, and often with a private, interior garden. Enjoy these photos of Jackson Heights Historic District.
Flushing
Kissena Park in Flushing, QueensKissena Park in Flushing is a major park, but the vibe says undiscovered, neighborhood spot.
Queens Botanical Gardens The Queens Botanical Gardens in Flushing, Queens, has great gardens for strolling, plus frequent educational events about plant life. Contact them about hosting your wedding in the Gardens.
Flushing Town Hall - Visitors Guide to Flushing Town HallFlushing Town Hall is the premier music and arts venue in northern Queens. The Flushing Council on Culture and the Arts runs a tight ship with local artists in the gallery, jazz and other msuic in the concert hall, and special family programs and festivals.
Old School Queens
Glendale, Middle Village, Maspeth, and Ridgewood are a fascinating series of neighborhoods bordering Brooklyn in western Queens.
· Maspeth
· Middle Village
· Ridgewood
Queens Zoo - Review and Guide to the Zoo in the ParkThe Queens Zoo is a small zoo devoted to North and South American animals, tucked on the Corona side of Flushing Meadows-Corona Park. It's a worthy destination. Here's all about the Queens Zoo and how to get there.
The Mets at Shea Stadium- What's better than an afternoon at the ball game, eating peanuts, and watching the Mets pull off a miracle? No doubt, there will be another miracle, if not this year, then next. Seats at Shea are less expensive than at Yankee Stadium. Plus, there's plenty of parking and plenty of tailgating to get you ready for the ball game.
Queens Chronicle-
The Queens Chronicle is the largest community newspaper group in Queens, publishing 8 separate editions every week, covering the entire borough with a total circulation of 160,000 newspapers. Contacts for press clips or visits: http://www.queenschronicle.com/contact.html
Queens Library-
great for research projects, contacting for space, special events, and more. An important place to connect young people to, and a friendly neighborhood site: http://www.queenslibrary.org/index.aspx
Bronx and Upper Manhattan Community Resources
Upper Manhattan Resource Bank
OPTIONS offers students free college workshops, free college trips, free SAT prep and one-on-one support with a mentor. For more information please contact 212-873-6600 ext. 345
Caribbean Cultural Center African Diaspora Institute
The Caribbean Cultural Center offers a variety of public programs, classes and exhibitions centered on the theme of black identity and diversity of the African Diaspora in the Americas and the Caribbean. For more information please contact 212-307-7420 or visit http://www.cccadi.org/
East Harlem
Boys & Girls Harbor is a comprehensive educational facility for youth. There are several schools located on the site in addition to an afterschool program and the Harlem Conservatory for the Performing Arts. The conservatory offers children and teens a complete education in music, theater and dance. For more information about the programs offered please contact 212-427-2244 ext. 573 or visit http://www.harborconservatory.org/
Groove With Me
Groove With Me is a youth development organization that uses free dance classes as a way for young women to explore their leadership potential. For more information call 212-987-5910 or visit http://www.groovewithme.org/
El Museo del Barrio
El Museo is dedicated to representing and preserving the art and culture of Puerto Ricans and all Latin Americans in the United States. Exhibitions, educational workshops and more are available at El Museo. Please check http://www.elmuseo.org/ for the latest offerings.
Mount Sinai Adolescent Health Center
The Adolescent Health Center provides comprehensive free medical, mental health, family planning, and health education services to young people between the ages of 10-22.
Museum of the City of New York
The Museum of the City of New York offers public programs and exhibitions centered on the history of New York City. For more information visit http://www.mcny.org/ or call 212-534-1672.
Taller Boricua
Founded by local Nuyorican artists in 1970, Taller Boricua is a multicultural institution that showcases the work of established artists and emphasizes the work of young emerging artists. The gallery embraces a wide range of artistic styles and media. For more information visit http://www.tallerboricua.org/
Union Settlement
Union Settlement offers comprehensive services to the residents of East Harlem, including childcare, youth education, college readiness, mental health services, senior services, adult education and HIV care. For more information please visit http://www.unionsettlement.org/ or call 212-828-6000.
Harlem
Aaron Davis Hall offers educational family programming, movie screenings, theater and dance performances. Visit http://www.aarondavishall.org/ for a listing of events.
Apollo Theater
The world famous Apollo Theater offers a multitude of educational programs and performances. For more information please visit http://www.apollotheater.org/.
Schomburg Center for Black Culture
The Schomburg Center is a national research library dedicated to preserving, collecting and providing access to Black culture in America. The Schomburg Center offers a variety of public programs and performances. For more information visit www.nypl.org/research/sc/sc.html or call 212-491-2200.
Studio Museum in Harlem
The Studio Museum offers educational and public programs in addition to exhibiting work from prominent Black artists. For more information visit http://www.studiomuseum.org/
Riverbank State Park
This very accessible, state-of-the-art park offers a multitude of recreational services including indoor/outdoor swimming, skating rink, track and field, theater, restaurants and more. Call 212-694-3600 for information about seasonal recreational opportunities offered.
Bronx Resource Bank
Bronx
BAAD is a performance and workshop space dedicated to presenting cutting edge work of women of color and/or the LGBT community. In addition to organizing two concerts per year BAAD hosts spring dance festival and visual arts exhibition among other events. Check them out at http://www.bronxacademyofartsanddance.org/ or call 718-842-5223.
Bronx Council on the Arts (BCA)
BCA is an arts service organization that provides cultural services and arts programs. On their website you will information on artist grants, links to local cultural institutions and information about the Bronx Trolley tours BCA hosts. For more information visit http://www.bronxarts.org/.
Bronx Museum of the Arts
The Bronx Museum is the premiere arts institution in the borough. In addition to educational programs for adults and youth, the museum hosts free monthly cultural events, known as First Fridays. Visit http://www.bronxmuseum.org/ or call 718- 681-6000 for information about current exhibitions and cultural events.
Bronx Zoo
The Bronx Zoo is the largest metropolitan area zoo in the entire country. Take advantage of this hometown gem! The Bronx Zoo offers a multitude of educational opportunities for youth including photos, videos, podcasts and a Wildlife Theater program. Visit http://www.bronxzoo.com/ for more information.
New York Botanical Gardens
The Botanical Gardens is a wonderful opportunity for you to merge nature and art into your class. Visit http://www.nybg.org/ for more information about exhibits and educational programs.
Hostos Center for Arts and Culture
Hostos Center for Arts and Culture hosts an art gallery, theater and concert hall. Visit www.hostos.cuny.edu/culturearts or call 718.518.4455 for a listing of events.
Longwood Arts Gallery at Hostos Community College
Longwood Arts Gallery is committed to supporting the work of emerging underrepresented artists. Longwood Arts Gallery is also part of the Bronx Trolley tours offered by the Bronx Council on the Arts.
Pregones Theater
Pregones is a Bronx based ensemble whose mission is to create and perform original work that reflects the Puerto Rican/Latino experience. Visit http://www.pregones.org/ or call 718-585-1202 for a listing of performances.
The Point
The Point is a non-profit dedicated to youth development and the cultural and economic revitalization of the Hunts Point community. The Point offers a variety of programs for youth including visual arts, theater, photography dance and physical theater. The Point also plays an active role in beautifying the Hunts Point community with murals depicting the culture of the South Bronx. Visit http://www.thepoint.org/ or call 718-542-4139
Wave Hill
Wave Hill is a public garden and cultural center. With self-guided tours you can engage your students in a rich dialogue about the intersections of arts, nature and science. Visit http://www.wavehill.org/ for more information.
Other Resources
The Children’s Press Line allows young people access to interview adults and policy makers in their community through interviews and writing articles. Visit http://www.cplmedia.org/
Global Action Project (GAP)
GAP provides media arts training and leadership skills to students in underserved communities
http://www.global-action.org/
Cool Culture
Makes it possible for low-income families in New York to visit and explore the city’s cultural institutions for free, providing children with valuable learning experiences.http://www.cool-culture.org/
Brooklyn Community Resources
For all of you in Brooklyn who want some local community resources for feild trips or collaborations...
Museums
Brooklyn Children's Museum
145 Brooklyn Ave at St Marks AveCrown Heights(718) 735-4400 Subway & Bus Directions - Map - Website Founded in 1899, the Brooklyn Children's Museum was the first museum ever created solely for children. A rooftop terrace, hands-on exhibits, and 27,000 objects in its permanent collection make visiting the museum an educational experience for kids and adults alike.
Brooklyn Historical Society
128 Pierrepont Street at Clinton StBrooklyn Heights(718) 735-4400Subway & Bus Directions - Map - Website A museum and library devoted to preserving Brooklyn's historic past. Offers guided walking and architectural tours throughout Brooklyn, educational programs, and exhibits.
Brooklyn Museum
200 Eastern Parkway at Washington AveProspect Heights(718) 638-5000Subway & Bus Directions - Map - Website One of the largest museums in the country, the Brooklyn Museum houses ancient and contemporary art. Its vast collections include an immense amount of Egyptian art and artifacts and paintings and sculptures from throughout the globe.
Coney Island Museum
1208 Surf Ave near West 12th StConey Island(718) 372-5159Subway & Bus Directions - Map - Website Dedicated to the preservation of Coney Island history, this museum may be small, but it offers an interesting glimpse into Coney Island's colorful past.
Kurdish Library and Museum
345 Park Place at Underhill AveProspect Heights(718) 783-7930Subway & Bus Directions - Map - Website The only museum of its kind in the United States, the Kurdish Library and Museum's collection includes costumes, weavings and crafts, and extensive reference services documenting the history and culture of the Kurdish people.
Lefferts Homestead Historic House Museum
Flatbush Ave at Ocean AveIn Prospect Park, near Lefferts Garden(718) 789-2822Subway & Bus Directions - Map - Website This 18th century house sits in the middle of Prospect Park and boasts a working garden, interactive pre-Colonial exhibits, and ongoing educational programs.
Micro Museum
123 Smith St between Dean St and Pacific StCobble Hill(718) 797-3116Subway & Bus Directions - Map - Website This art center hosts over 600 working artists and offers visual art exhibits every Saturday from 12pm to 7pm.
New York Transit Museum
Corner of Boerum Pl and Schermerhorn StBrooklyn Heights(718) 694-1600Subway & Bus Directions - Map - Website Located in a 1936 subway station in Brooklyn Heights, the New York Transit Museum explores the history and development of public transportation. A collection of vintage trains and engaging exhibits make it a destination worth visiting.
Waterfront Museum
290 Conover St at Pier 44Red Hook(718) 624-4719Subway & Bus Directions - Map - Website It's not often that you'll find a museum on a barge. This institution operates from a boat docked in Red Hook and provides educational programs and exhibits that aim to preserve the rich history of the New York City waterfront.
Wyckoff Farmhouse Museum.
5816 Clarendon Road at East 58th StEast Flatbush(718) 629-5400Subway & Bus Directions - Map - Website The Wyckoff House is New York City's oldest structure. The building now serves as a museum documenting early Dutch and English farming in the region. Educational programs include farm demonstrations and cooking and food preservation seminars.
Coney Island
New York Aquarium
Surf Ave and West 8th StConey Island(718) 265-FISHSubway & Bus Directions - Map - Website The New York Aquarium sits on 14 acres of seaside property in Coney Island and has exhibits featuring over 8,000 animals.
Coney Island offers something for everyone. watch a baseball game at Keyspan Park; ride the historic Wonder Wheel (built in 1920) and Cyclone roller coaster (built in 1927) in Astroland, New York City's largest amusement park; or just spend a day relaxing on the beach and enjoying the neighborhood's boardwalk, which stretches for three miles.
Canarsie
http://www.canarsiecourier.com/
Old Canarsie House
Historical Buildings, Schools, Canarsie Pier, and forgotten NY facts http://www.oldcanarsie.com/
Brighton Beach
Brighton Beach Neighborhood Association
provides links to local events and a great place to connect with the community
http://www.brightonbeach.com/Updates_and_Events.html
Old School Brooklyn
Brooklyn History - An OverviewLearn more about how the Dutch colony of Breuckelen eventually became one of the most populated areas in the United States. A history of Brooklyn and its landmarks.
The Green-Wood CemeteryRolling hills, four ponds, and nearly 500 acres of beautifully landscaped grounds make the historic Green-Wood Cemetery an oasis worth visiting.
Lefferts Historic HouseExplore over 200 years of history at Lefferts Historic House in Brooklyn's Prospect Park. Visitors of all ages can participate in craft activities, play with interactive exhibits, and learn about pre-Colonial history.
The Williamsburgh Savings Bank At 512 feet, the Williamsburgh Savings Bank Tower is the tallest structure in Brooklyn. Learn more about this historic building.
The Manhattan BridgeSince 1909, the Manhattan Bridge has provided a gateway into Brooklyn from Canal Street in Manhattan. Find out more about this beautiful suspension bridge.
Brooklyn Historical SocietyMuseum and library dedicated to the preservation of Brooklyn history.
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