Teaching Artists

Successful teaching artists are enriched, both as professional artists and as effective educators by deepening their awareness of this crucial exchange.

Artists are exemplary problem-solvers and life-long learners, constantly striving to improve, deepen and refine their artistic expression. They work specifically with the skills of creativity: discovery, wonder, and recombining the stuff of the world into new knowledge. If human beings have managed to survive through the development of skills that allow us to collaborate: language pictures, gestures, movement, "it follows that the art originate deep in our intelligence," in our ability to survive by means of creating and understanding metaphor. Education in the arts is an irreplaceable medium for developing this intelligence. Successful teaching artists help provide a tangible link between the creative process and all kinds of learning, and they make manifest in classroom and community settings the human drive to survive by making meaning our of the world.

For many years, professional artists have practiced their art and made significant contributions to the field of arts education. Working individually and within arts education programs, they have used their creative processes to bring learners into arts experiences. Teaching artists are a crucial resource for the future of arts education, the arts in general, and the overall process of learning. The role of the teaching artist is an integral part of the overarching arts education constellation, which includes:

Nationally recognized actor, teaching artist and author Eric Booth has developed the following definition of the teaching artist: “A teaching artist (artist –educator) is a practicing professional artist with the complementary skills and sensibilities of an educator, who engages people in learning experiences in, through, and about the arts.”

Karen Erickson, writing in the Teaching Artist Journal notes three distinct areas of their work where successful teaching artists demonstrate mastery.
They should:

A teaching artist, by definition, is a two-career professional: a working artist and a working educator. A working artist is involved in an ongoing process of discovery, problem solving, discipline and refinement of skills in their discipline. As a working educator, it is essential that the artist is also developing a knowledge base and skills to be an effective partner in education. Achieving a meaningful balance between these two professions, whereby one feeds the other, is an ongoing process that requires a deepening awareness for the teaching artist of what their teaching brings to their art and what their art teaches them about learning.

Expanded professional development for teaching artists in other education skill areas is also critical to the on-going growth and success of arts education programs: assessment strategies: developmental learning stages; special need of different groups of learners; in-depth familiarity with curriculum and learning standards; conflict resolution; understanding the basics of the classroom teacher's daily life at school; and keeping up with arts education research in various theories and models.

It is equally important that teaching artists be supported in continuing to grow and develop as professional artists. There is significant integrity derived in the classroom experience from the energy and focus of an artist who is dedicated to the ongoing growth of their creative expression. The most effective teaching artists continue to deepen their awareness of the creative fuel they derive from teaching, and the creativity that the practice of their discipline brings to their classroom experiences. A teaching artist can develop skills for balancing these two careers by asking:

"How does it help me see something differently, or develop a creative question that I want to explore further?"

"How does the energy of the students I work with affect my energy as a working artist?"

Successful teaching artists are enriched, both as professional artists and as effective educators by deepening their awareness of this crucial exchange.

Arts Commission staff can address artist questions, providing ideas to assist artists about working with youth (in schools, after school, intercessions, arts organizations and social service organizations).

Project Design: Artists can design a project with youth by collaborating with schools, art organizations or community service organizations. Artists and organizations are encouraged to go beyond providing limited exposure to the arts to developing projects that encourage vital, substantive thinking with and through the arts.

Length of Projects: The amount of time of a youth-based project depends on the project the artist designs in collaboration with the school, art organization or community service organization. ACA is looking for long and deep experiences. This might include a two-week project where the artist is in the school everyday, or a project where the artist is in the residency setting for two days a week over a six month period. It is up to the artist to specify the amount of time needed based on the needs of the project.

Artist Role in Project Design: Artists should be encouraged to think about projects that are created out of the art practice that they are already engaged in - design the project around what you do as an artist - don't try to change your art to "fit" the ACA granting program.

Project Sites/Partnerships: Artists should be encouraged to think about innovative and underutilized community partnerships or links. Examples of this might include involving local libraries and businesses in the project as a way to include community, parents and teachers on a broader scale. The idea behind this is to encourage artists to work on site in classrooms or organizations, but to also advocate with, and connect to potential learning opportunities in the larger community.

Project Focus: Projects can address professional development for educators and arts specialists, curriculum design projects, residencies.

Finally: Ask yourself "what is the learning that you want to have happen through this project? What will participants know and be able to do through this project? What understanding do you want to develop?" The overall idea here is to empower artists to think and work as teaching artists, to develop projects (in concert with the applying partners) that interest them, empower them. ACA provides a project framework rather than a project recipe.

Visit our resource center for examples of successful Roster and grant applications. Also in the resource center there are several publications on working with youth in any number of settings and publications on assessment and evaluation. Call (602) 771-6501.

Click Here to download a copy of Developing Your Integrated Arts Curriculum, by Arts Learning Director, Former Arts Learning Director, Arizona Commission on the Arts.

Links to referral's, professional development, websites and recommended reading.

The Commission provides information and referral to arts organizations and Arizona artists with the business aspects of the arts. Technical assistance and information is provided on copyrights, tax problems, contracts, insurance, arts legislation, health hazards of working with art materials and other related areas. Workshops for artists and speakers for arts organizations can be arranged.

Mailing Lists - Mailing lists are available for artists seeking residency and performance engagements in Arizona including the Arts in Education District Coordinators List (free). The Arizona Presenters Alliance Directory is available for a nominal fee through the Arizona Presenters Alliance at (480) 965-0190.

Arts Resource Center - The Arts Resource Center is a specialized reference library of books, periodicals and information on the business of the arts generally not available in a local public library, e.g. arts participation, arts education, fundraising, marketing, contracts, taxes, copyrights, health hazards of working with art materials, insurance (medical, disability, life), arts legislation and related areas. The Resource Center is located at the Arts Commission offices and is open Monday - Friday, 8 a.m. - 5 p.m., except on holidays. For more information or assistance with any business-related problems, contact the Commission at (602) 771-6501 or e-mail info@azarts.gov.

CLICK HERE for a listing of upcoming state and national workshops and conferences.

MatchBook.org's Professional Development Opportunities Calendar
Here you will find chronological listings for workshops, classes, conferences and lectures for the arts and culture community.
http://www.matchbook.org/eventscalendar.aspx

The Association of Teaching Artists (ATA): is a non-profit professional organization whose mission is to strengthen and serve Teaching Artists from all disciplines in New York State. The Association of Teaching Artists strives to create a community of professional Teaching Artists by: Empowering the practice of Teaching Artists' as a profession; Providing a network for communication and the exchange of resources; Shaping the field of Arts in Education; Providing advocacy, training, and professional development; Publicly recognizing distinguished achievement.
http://www.teachingartists.com

Chicago Artists Resource - CAR is created by artists for artists and has been designed to accept new information and articles dynamically - so there will be new information appearing every day. It has also been designed to enable artists to contribute content dynamically - through forums, through space, opportunity and job posts, and through the words and images created by artists in the CAR community.
http://www.chicagoartistsresource.org/?q=

The goal of The Law Portal is to present legal primers – relatively brief summaries of the law for non-lawyers - on matters that affect the arts, artists, and arts institutions. The materials have been created by a wide variety of non-profit organizations, government entities, and for-profit businesses.
http://www.thelawportal.info

The New England Consortium of Artist-Educator Professionals (NECAP)
The New England Consortium of Artist-Educator Professionals is dedicated to the support and development of teaching artists. NECAP collaborates with arts agencies from the New England states, other organizations, and individuals to advance the field of the artist-educator; develop the regional network; increase access to quality professional development; and support a community of artist-educators.
http://www.massculturalcouncil.org/educationnews/necap.html

NYFA Source
The most extensive national database of awards, services, and publications for artists of all disciplines. Artists, arts organizations, and the general public can access information on over 3,400 arts organizations, 2,800 award programs, 3,100 service programs, and 900 publications for individual artists nationwide. NYFA Source was created in collaboration with the Urban Institute as part of the Investing in Creativity study.
http://www.nyfa.org

Theater Web Bibliography – Storytelling Curriculum
This bibliography consists of ten sites on the theme of storytelling and is a valuable resource for Teaching Artists looking for inventive ways to connect their discipline with educators teaching curriculum related to storytelling.
www.musiccenter.org/institute/theatreresources2003.html

Arizona Commission on the Arts Teaching Artist Newsletter: This free electronic Teaching Artist Newsletter will be published periodically and intends to provide you with current, important information in the field of Teaching Artists. It also includes current, important information in the field of Arts Education, current ACA programs, funding opportunities and online resources. Click Here To Subscribe to the Teaching Artist Newsletter. Include your Name, Job Title, Organization, Address and Email address.

The Teaching Artist Journal: A Quarterly Forum for Professionals: Lawrence Erlbaum Assoc. presents, The Teaching Artist Journal (TAJ) which provides an authoritative, timely, ongoing professional development resource to clarify, enrich, and advance Teaching Artist research and practice. For more information, please visit their website www.leaonline.com/loi/taj

Karen Erickson, writing in the Teaching Artist Journal notes three distinct areas of their work where successful teaching artists demonstrate mastery.
They should:

Creating Capacity: n 1998, the John F. Kennedy Center for the Performing Arts Education Department convened the National Conversation on Artist Professional Development & Training to explore the issue of professional development of teaching artists. The participants represent a small group of arts organizations and individuals from across the country that have made a significant investment in the field, and who expressed interest in working collaboratively to investigate this topic. The group met five times over three years. Creating Capacity is the result of those meetings. For more information, or to access the Self-Assessment Tool, the Resource Checklist, and the Teaching Artists Continuum, visit the website.

Teaching Partnerships: Report of a national forum on partnership improving Teaching of the Arts, Lincoln Center, 2001. 13 exemplary partnerships convened at Lincoln Center, New York, NY to determine best policies and actions needed to insure that the arts are being well taught in America's education system. Teaching Partnerships is a result of those meetings.

Learning Partnerships: Improving learning in schools with art partners in the community. Arts Education Partnership, 1999. Learning Partnerships purpose is to proved guidance to community leaders from the arts, education, civic, business and government sectors who seek to combine their talents and resources in partnership to address the arts education needs of the young people in their community.

Cleveland, William. Art in Other Places: Artists at work in America's Community and Social Institutions. Amherst, MA: Arts Extension Service Press, 2000.

McKean, Barbara, Teaching Artist at Work, A: Theatre with Young People in Educational Settings. Heinemann Drama, July 14, 2006.

Solomon, Dorothy, ed. Inside Out: Creative Writing in the Classroom. Salt Lake City: Utah Arts Council, 1989
http://arts.utah.gov/

Swados, Elizabeth, Teaching Teenagers Theater.Faber & Faber, June 13, 2006.

For assistance, please contact Mandy Buscas, Arts Learning Director, (602) 771-6525 or mbuscas@azarts.gov or Alex Nelson, Arts Learning Coordinator, (602) 771-6521 or anelson@azarts.gov.