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
Tuesday, September 29, 2009
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.
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