Free <\/strong>Workshop for Artists and Educators Featured presenters: Audience:<\/b> Folk artists, artists, and folklorists working with artists in education and educational settings<\/u><\/u><\/p>\n Workshop objective: <\/u><\/u><\/b><\/p>\n Participants will gain skills needed to plan an excellent folk arts learning experience.<\/u><\/u><\/p>\n Goals to meet this objective:<\/u><\/u><\/p>\n <\/u>1.\u00a0\u00a0\u00a0\u00a0 <\/u>Participants will learn from a Curriculum Specialist how artists can make use of the Planning Triangle: goal \u2013 assessment \u2013 instruction<\/b>. It looks simple, but even after training artists on this for years we discover the complexity of balancing all sides. A good educator is intentional and reflective. Teaching Artists will lead activities for all participants to deepen their exposure and have take-away planning materials.<\/u><\/u><\/p>\n <\/u>2.\u00a0\u00a0\u00a0 <\/u>Participants will explore the big ideas of cultural processes.<\/b> Diversity and inclusion is a timely topic for many educators. In folklife education, we want students to explore the rich nuances of a culturally situated art form through experiential learning. Why? To develop better understanding of those who are culturally different, and to engage in self-reflection in order to better understand self. Instruction without intentionality toward achieving this goal will just as easily teach new stereotypes. Folklife education uses a me-to-we approach of exploring self before exploring others. What does this approach mean for artists who bring cultural arts into the classroom?<\/u><\/u><\/p>\n <\/u>3.\u00a0\u00a0\u00a0 <\/u>Artists and Educators will learn about the skills of folklife education<\/b>. Folklife education teaches students inquiry skills to equip them to be skillful explorers of their own and others cultures. These are the skills of ethnography. The teaching artists will walk participants through examples from their own residencies to demonstrate the skills of inquiry, observation, and meaning making.<\/u><\/u><\/p>\n <\/u>4.\u00a0\u00a0\u00a0 <\/u>Artists will examine what arts integration means when partnering with teachers.<\/b> Teachers have their own set of goals, knowledge, and skills they must develop in a unit. Building upon the goals above, participants will explore how folk arts residencies can accomplish what educators must do in the classroom, but through the particulars of one culture\u2019s folk art form. Topics such as co-teaching, goal-setting, and assessment will be addressed.<\/p>\n
\nLearn <\/strong>with teaching artists and a curriculum specialist from the Folk Arts-Cultural Treasures School (FACTS) in Philadelphia.
\nSaturday, October 21, 9:00 am-Noon<\/strong>
\nMinneapolis Marriott City Center ~ Room: Crystal Lake<\/p>\n
\nLinda Deafenbaugh<\/strong> Curriculum Specialist<\/em>
\nNisha Arya <\/strong>Yoga and Indian Folk Tales<\/em>
\nVeronica Avery <\/strong>Mexican Arts<\/em>
\nJavitta Brockington <\/strong>Step Dance<\/em><\/p>\n
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