Draw over video, animate from under your paper, and share your feelings with paper lips. Trust me, it will not only make sense, but make you want to create and explore different ways to use rotoscope animation, stop motion animation, and simple iPad apps to help students dynamically and creatively express emotions through art.
Caroline Tye is a Licensed Clinical Professional Counselor and a registered board-certified art therapist. She is also an artist, educator, mom of 2 and the owner of Dandelion Art Studio. She received a Bachelor’s Degree in Art Education from Illinois College, however her passionate beliefs in the power of creativity lead her to discover the certificate art therapy program at Northwestern University. She completed the program, but wanted to continue to further her knowledge. She obtained a Master’s in Art Therapy with an emphasis in Counseling at Mount Mary University. Her philosophy and belief is that art and creativity can promote growth, healing and transformation.
Previously, Caroline worked for more than 5 years at a therapeutic day school where she developed the art therapy program.
Caroline uses the creative process and her therapeutic skills to work with children and adolescents who are diagnosed with a range of mental illnesses and behavioral issues. She brings an enthusiastic, passionate, and nurturing approach to all of her clients.
This presentation focuses on current trends in education about teacher stress & burnout and why now is the time for personal and systemic change. Dr. Carr shares research on the impact of teaching, teacher well-being, and resilience, as well as, inspirational and actionable tools to build teacher resilience and help fight burnout.
Dr. Tiffany Carr, author and founder of Joy in Teaching, is passionate about helping schools strengthen teacher resilience and retention. She is a leader in education with nearly 2 decades of experience teaching art and education classes in diverse scenarios from kindergarten through graduate classes. Her work represents a direct response to the increasing demands and overwhelming roles oaf teachers. Dr. Tiffany Carr’s work has been featured in a variety of educational websites, publications, and podcasts.
This talk is focused on helping teachers diversify their curriculum to respond to disability and ableism. While many teachers are diversifying their curriculum through the inclusion of artists of color, less attention has been focused on the 15% of students with IEPS with identified disabilities, and understanding their life experiences.
Presenter: Dr. Kelly Gross
Dr. Kelly Gross is an Assistant Professor of Art and Design Education at Northern Illinois University. She is currently working on several research projects that focus on the intersection of art education, special education, and disability studies. In addition, Kelly helps run a K-5 STEAM non-profit, The Rubber Band Project, which develops project-based learning curricula. The Rubber Band Project provides elementary educational experiences in several school districts in the western suburbs, professional development workshops, and led an invited workshop in Australia. Kelly has published on disability issues I art and design education and STEAM Education. During the summer, Kelly teaches as part of the art education program at Vermont College of Fine Arts. Kelly is a former special education teacher and K-9 art teacher who has taught in New Orleans, New York City, and Chicago. Kelly holds a Ph.D in art education from NIU, an M.A. in art education from New York University, and a B.F.A. in Industrial Design from Carnegie Mellon University.
One of my favorite parts of being an Art teacher is having the ability to bring a variety of students together with a common interest of Art. On the first day of school I begin building a positive classroom community where students feel comfortable sharing their art, asking for feedback and helping each other share a studio space while building lifelong memories together. I will share the many successful activities, lessons, and strategies that have allowed me to build a community, not only in my Art classroom, but throughout our department, our school and our community.
This activity will provide art teachers with knowledge and resources to build meaningful curriculum that cultivates opposition to racism, misogyny, ableism, and hatred of LGBTQIA+ people. In this session, participants will engage with a variety of artworks and images through the lens of the following questions:
– Who is represented in this image?
– How are they represented?
– What does this image communicate?
– How are students influenced by images like this?
– What narratives are omitted or falsified?
After the analyses, participants will be provided with artworks, images, and resources to counter dominant ideologies perpetuated by these images. After the presentation, participants will have an opportunity to work in small groups to analyze an artwork together (images will be provided) using the questions above and then seek counter-visual resources to use in their classrooms. We will end the session with a group reflection and sharing of resources.
The idea is simple, what if there was a conceptual artist in every school? Whoever takes on the position of conceptual artist at their school wouldn’t necessarily have to be the art teacher. It would be whichever teacher thought (or knew) that they could test the pliability of their school as a place where everything–from community to curriculum–was rethought as a creative practice. For this presentation, I will first talk about what this means and where the idea comes from. I will then talk/discuss the possibilities that are already present in schools.
Learn how to revamp & refresh your art lessons to feature BIPOC artists, including artists from our upcoming Latinx Creatives Matter list. IAEA Equity, Diversity, and Inclusion Committee members will share how they have transformed their lessons and students’ learning through critical reflection, developing inclusive lessons, and contemporary artist talks.