We love to connect with students in the Youth in Arts Gallery! The YIA Gallery is one of the few in the nation devoted solely to showcasing art by children.
Olive Elementary School kindergarten and first grade students visited the YIA Gallery recently for a field trip that explored shapes, systems and machines. Their teacher Emma Donovan had participated in this summer’s STEAM institute with Youth in Arts, the Marin County Office of Education and other experts. She wanted her students to have an experience connected to what she learned in the STEAM Institute.
“Our free field trips are a wonderful opportunity to tie classroom curriculum to arts learning,” said Youth in Arts’ Development Director Kelsey Rieger. “This experience was focused on STEAM with embodied learning teaching.”
Kelsey was joined by Visual Arts Director Suzanne Joyal and Mentor Artist Cathy Bowman. We took the students on a gallery walk to look at the child-created works in the gallery, followed by the Brain Dance to warm up. We talked about circles we could make sitting down, and circles we could see in the art. We made circles with our elbows and noses. In the YIA Studio, we sat in a big circle and learned about systems and machines, first by pushing a giant purple ball back and forth at different speeds. We noticed that a ball can’t move by itself. While holding hands, we also sent energy around the room with a silent squeeze. It took concentration and practice to not lose the squeeze.
The final exercise was a fun way to talk about machines. Students were proud to show what they knew about different kinds of machines, and what those machines could do. Suzanne started the exercise by making a machine motion and sound. As she continued, the next volunteer joined her to make a sound and motion that connected to hers. More students joined in, each making a different sound and motion. In the end, we had a large human-made machine with noises and motions working together.
We talked about where our machines lived and what they could do. One group made a machine that made snowflakes and lived in the ocean; another imaginary machine handled climate change in the desert. We concluded the field trip by creating a machine which included everyone and was made of familiar sounds and motions: a train.
Field trips are 45 minutes and always feature an age-appropriate hands-on arts activity. Children also learn techniques for looking at and talking about art. For more information, contact Youth in Arts’ Program Director, Kelsey Rieger: firstname.lastname@example.org or at (415) 457-4878 x110.
Which visual arts lessons will help you communicate with a student who is on the autism spectrum? How can dance include someone using a wheelchair? How do you teach collaboration in your 5th grade classroom?
Youth in Arts’ new ARTS Bank (Art Resources for Teachers and Students) offers answers. The ARTS Bank is a first of its kind free database to find and contribute arts activities to reach all types of learners.
Visual Arts Director Suzanne Joyal and former Executive Director Miko Lee presented a beta version of the online resource recently at VSA Intersections: Arts and Special Education Conference in Irvine, CA. VSA is an international organization on arts, education and disability that was founded in 1974 by former U.S. Ambassador Jean Kennedy Smith and is headquartered in Washington, D.C.
“The ARTS bank is an exciting tool,” Joyal said. “With a click of a button, teachers, parents or caregivers can plug in an Individualized Education Program (IEP) goal or grade level or a key word and find an arts lesson designed to strengthen those specific skills.”
Lee said the goal is to provide a tool so people can build on each other’s work.
“We have intentionally made it a free resource to encourage people to use it, contribute and collaborate,” Lee said. “You get the best solutions for the communities you are working with from those communities themselves. Those are the practitioners that best understand what works.”
The ARTS Bank is part of Youth in Arts’ Digital Toolkit, which includes six videos on inclusive teaching practices for artists, classroom teachers and parents. The ARTS Bank was developed pro bono through Salesforce under the leadership of Derek Schauffler. Funding for the video portion was provided through the state Department of Education’s Student Support and Academic Enrichment grant that the Marin County Office of Education received.
Art has the power to engage and inspire students of all abilities. Whether it is the visual arts, theater, dance, music, or new media, creative exploration has been known to help students reach learning and behavioral objectives in productive and innovative ways. In early October, Youth in Arts Staff Miko Lee and Kelsey Rieger travelled to the Quartz Mountain in Oklahoma to lead a 17-hour professional development with teachers from across the state through the Oklahoma Arts Institute. Together, we explored arts integration strategies and techniques for addressing Social Emotional Learning (SEL) goals with students informed by student-centered frameworks such as Culturally Responsive Teaching and Universal Design. Over the course of three days through visual arts, dance, music, and theatre, educators learned about the five competencies of SEL framed by the following asset-based questions:
Participants began by thinking about our personal identities and how they are informed by our experiences and our chosen and inherited family values. Following our daily warm-up and introduction, we created accordion culture books to give us a baseline for thinking about self awareness, and continued working on these books throughout the workshop. In order to take time to appreciate the process of learning and consider our work so far, we participated in a group gallery walk and reflection.
During our unit on Social Awareness, we performed our oral family histories through storytelling and embroidered mapping. After ruminating on the ways in which our divergent and personal stories gathered together at our point of contact – Oklahoma – teachers choreographed their collective family stories and performed them for the rest of the group. It became clear during reflection that building a culture of community becomes possible through the sharing and receiving of stories, and that we learn how to connect in the process of realizing what makes us different and what makes us similar. Additional theatre and movement-based activities were utilized throughout the workshop in order to offer kinesthetic and embodied ways to reflect on and engage in the core competencies of SEL.
Over the course of our sessions on self management, relationship skills, and responsible decision making, we explored multiple techniques for self portraiture using methods such as recycled collagraph prints, transparency portraits using lines that make our faces unique, and empathy portraits on vellum. To help build our visual arts skills, we practiced observational drawing techniques and considered the ways in which visual signals like lines could be characterized using all of the senses. At the end of the workshop, we layered our portraits in different mediums together to create a cover for our culture books.
On the final day of the workshop, participants reflected once again on the characteristic of storytelling utilizing graphic novels and Visual Thinking Strategies, as well as theatre activities such as The Moment Before. We then participated in a large-group Circle Story, pulling vocabulary from value words and personal characteristics that we had shared previously in the workshop. We added depth and meaning to the story by re-telling our narrative and introducing colors and emotions. We completed the workshop with an experimental painting activity in which participating educators were asked to create abstract, mixed-media artworks by following a series of instructions without knowing the expectations for the project’s end result. Following the activity, we reflected on what the process had felt like by discussing how decision-making is impacted by circumstances, and how we can help to empower and prepare our students to make impactful decisions knowing that they will not always know where those decisions may lead.
We closed the activities with a final group performance, utilizing performance-based techniques and strategies learned throughout the institute in order to communicate their closing thoughts and experiences. The process of learning and engaging was captured by facilitators and participants collaboratively through a Learning Wall, Youth in Art’s adaptation of the Making Learning Visible (MLV) process. Participants left the institute with access to arts-based resources created to help engage educators in practical skills for developing and fostering communication and collaboration, thereby creating more opportunities to empower student voice and identity in any classroom.
How can you develop a classroom that inspires students to be confident, compassionate, and creative? Special Day Classroom teachers from across the county spent the day with Youth in Arts exploring adaptive painting tools, learning to make accordion books from recycled file folders, practicing the Brain Dance in countless ways, looking at learning styles through the lens of strength, and Making Learning Visible and more.
Of course we moved, as we explored the brain dance, embodying vocabulary words, strategies for engaging reluctant participants, and even engaging the brain through doodling.
Making Learning Visible (from Harvard’s Project Zero) is a great way to visualize learning, understanding, and next steps.
Gallery Walks (on any subject or body of work) encourage thoughtfulness, deeper thinking, reflection, and patience.
Through the California Department of Education’s Student Support and Academic Enrichment (SSAE) grant that the Marin County Office of Education received, Youth in Arts was in multiple Special Day Classes this spring.
Exploring the local creek and designing their own natural playgrounds, creating songs about protecting the world, discovering the details in individual leaves and creating posters, learning vocabulary through dance games, using sculptures to explore science. These are some of the new experiences that teachers led summer school students through at the University Prep Summer School.
Teachers attended the Marin County Office of Education and Youth in Arts’ recent STEAM workshop and put their learning into practice to make their own art-infused program at Lu Sutton Elementary School in Novato.
Earlier this month, Youth in Arts joined the Marin County Office of Education and a team of educators and experts to conduct a workshop on STEAM learning. K-12 teachers were asked to rethink how they could teach the California Environmental Principles and Concepts.
Lisa Heslip, principal of the summer school program at Lu Sutton, said students were happy, well behaved and engaged. Students made a giant “Making Learning Visible” paper wall documenting their learning that was posted in the courtyard of the school. The 1st through 5th grade students focused on the environment, looking at everything from how animals and people interact to their own carbon footprint.
Among other things, students considered the eyeball of a cow, putting the contents in a plastic bag, labeling the optic nerve, cornea and other parts, and taping the ball to the wall. “I wonder where tears come from?” pondered a student. Lower grade levels looked at creating sustainable playgrounds.
Heslip took photos and posted them on the wall, and students added their own drawings and Post It notes with questions and observations.
“They stop at it all the time,” Heslip said. “It represents them. It’s not teacher created at all.”
Summer schools teachers also had intensive coaching by members of Agency By Design Oakland, who helped them with curriculum planning and were present during classroom teaching, Heslip said.
“When you think of English Language (Learners), it’s getting them to talk and express their ideas … giving them the opportunity to use academic language,” Heslip said. “What better way to do it than with a hands on activity?”
Preliminary research shows an increase in student summer school attendance (100% this year!) Teachers say they felt “inspired” and “reinvigorated” to go back into the classroom with these new tools.
Thank you to the California Department of Education’s Student Support and Academic Enrichment (SSAE) grant, Marin County Office of Education and Marin Community Foundation for helping to make this work possible.
Youth in Arts joined the Marin County Office of Education and a team of STEM educators and experts to conduct a week-long professional development workshop on STEAM learning for more than 60 teachers in Novato, CA. The program was dedicated to considering how the environment impacts people and how people impact the environment, asking K-12 teachers from across Marin County to rethink how they might teach the California Environmental Principles and Concepts to their students in innovative and interdisciplinary ways.
Utilizing a culturally responsive framework to consider the diverse ways in which our students learn, we considered how to address global issues such as climate change through a local lens using place-based inquiry and problem solving. The week-long training event began with participants experiencing STEAM as learners, taking part in a Phenomena Walk that involved finding and drawing an intersection between nature and something human-made and employing discussion-based reflection frameworks like Visual Thinking Strategies to break down the meaning of the Environmental Principles and Concepts.
We then examined sea level rise and ways to make meaningful change through a case study of the Canal in San Rafael, and used the Engineering Design Cycle to plan out how to take this case study and apply it. Building on this process, we used resources from the Davidson Middle School’s Makerspace to think creatively and prototype solutions to issues such as reducing plastic consumption and designing structures for desalinization. Throughout the institute, participants learned ways to use art collaboratively in the classroom, from techniques such as theatre-based presentations to a Making Learning Visible wall that showed how to document the process of learning through photographs, words and art.
Participants were encouraged to create a cross-disciplinary framework meant to empower students to ask questions and become advocates in their communities. If teachers support students in becoming leaders, they in turn can design solutions to care for the environment. “The impact of humans on the environment is something we can’t ignore, and young people are already leading the way toward finding solutions,” said Executive Director Miko Lee. “This was an important collaboration to help teachers reach all learners through multiple methods.”
Lee was one of the keynote speakers of day one focused on Cultural Responsive Teaching. On the second day students from the Sunrise Movement spoke about getting the Green New Deal passed in Marin. On day three, artist and activist Favianna Rodriguez, who talked about the importance of looking for stories that allow students to create a future of possibility. She also showed a map of the Bay Area and noted how poorer areas bear the brunt of pollution. Encourage students to examine their own community, she said, and document what is represented – and what is not. On day four former Youth in Arts Director Nydia Algazzali Gonzalez spoke about the importance of interdisciplinary learning. To watch the keynote speeches, please visit the Marin County Office of Education.
The final two days included time for curriculum planning. A cohort of 18 teachers returned on Sunday to gear up for Summer School. Those summer school teachers, will receive mentoring from Agency By Design whose Executive Director is Brooke Toczylowski, former YIA staff artist.
Mishka Banuri is a 17-year-old from Utah who helped craft and pass the Utah Climate Resolution, the first of its kind in a traditionally conservative state. Here is a video made by the Brower Awards.
Mari Copeny, also known as Little Miss Flint, has been the 11-year-old activist about the Flint Michigan water crisis. Here is an article/video of her in Teen Vogue.
Jamie Margolin is a 16-year-old Seattle teen who founded Zero Hour, a youth led climate change movement. Here is Jamie’s TEDX talk. Each of the teens in Zero Hour represent a different perspective and part of the United States. More about the team in the NYTimes here and also here in the New Yorker.
Jade Sweeney is an 18-year-old from North Carolina who is combatting Colony Collapse Disorder and addressing bee conservation by introducing apiaries and pollinator parks in her local schools. Here is a video made by the Brower Awards.
Xiuhtezcatl Tonatiuh is a teen Indigenous environmental activist who sued the U.S. government over the issue of climate change. He is also a spoken word artist. Here is a vice video (FYI swearing involved). Here is his talk to the United Nations.
Greta Thunberg is a teen Swedish climate change activist who lead the international student strike. Here is Greta’s TED talk. Here is the Brave video about her leading the movement.
Rose Whipple is a 17-year-old from Minnesota who is fighting the Pipeline, which is proposed to go through Minnesota and indigenous territories and will threaten the way of life of the Anishinaabe and Dakota people. Here is a video made by the Brower Awards.Kaiya Yonamine, an Okinawan-American 17-year-old created “Our Islands Treasure” video about the building of another U.S. military base that is polluting the ocean. Watch the 3-minute trailer here. There’s also a 20-minute documentary with some subtitles.
Brower Awards – Go here for video profiles from Earth Island Institute’s Brower Youth Award for Environmental Leadership. Many, many excellent youth activists from across North America and covering a variety of environmental issues.
Climate Woke!/CultureStrike Project discussed by artist Favianna Rodriguez links climate change to racial injustice. Climate Woke video.
Water Protectors – Here is a teacher’s guide (with lessons, videos, stakeholders) on Dakota Access Pipeline protesters -– the Standing Rock Water Protectors (many of the leaders are youth).
Arts based workshops to foster critical inquiry and civic engagement
The Brown Bookshelf, designed to push awareness of the myriad Black voices writing for young readers.
The Conscious Kid Library is an education, research, and policy organization dedicated to reducing bias and promoting positive identity development in young children. They promote access to diverse children’s books that center underrepresented and oppressed groups.
Lee and Low Books, a family run company committed to publishing diverse books that are about everyone, for everyone. They are dedicated to cultural authenticity.
Diverse Book Finder, a database collection of more than 2,000 children’s picture books featuring people of color and Indigenous people.
Only 1% of the children’s books published in the U.S. in 2016 featured Indigenous characters, and even fewer (1/4 of the 1% = 8 books total) were written by Indigenous authors. The following are by Indigenous authors.
First Nations Reading List – The staff members of First Nations Development Institute have compiled a list of what they consider to be essential reading for anyone interested in the Native American experience.
by Jenny Kay Dupuis and Kathy Kacer, illustrated by Gillian Newland
When Irene is removed from her First Nations family to live in a residential school, she is confused, frightened and terribly homesick. She tries to remember who she is and where she came from despite being told to do otherwise.
by Monique Gray Smith, illustrated by Danielle Daniel
Written to prompt a dialogue among young people, their care providers and educators about reconciliation and the importance of the connections children make with their friends, classmates and families.
by Wab Kinew, illustrated by Joe Morse
Celebrating the stories of Indigenous people throughout time, Wab Kinew has created a powerful rap song, the lyrics of which are the basis for the text in this beautiful picture book.
by David A. Robertson, illustrated by Julie Flett
When a young girl helps tend to her grandmother’s garden, she begins to notice things that make her curious. Why does her grandmother have long, braided hair and beautifully colored clothing? Why does she speak another language and spend so much time with her family?
by Robbie Robertson, illustrated by David Shannon
Tells the story of Hiawatha, a strong Mohawk who was chosen to translate the Peacemaker’s message of unity for the five warring Iroquois nations during the 14th century. This message not only succeeded in uniting the tribes but also forever changed how the Iroquois governed themselves — a blueprint for democracy that would later inspire the authors of the U.S. Constitution.
By Chiori Santiago, illustrated by Judith Lowry
Two young brothers are separated from their family and sent to live in a government-run Indian residential school in the 1930s—an experience shared by generations of Native American children throughout North America. At these schools, children were forbidden to speak their Indian languages and made to unlearn their Indian ways. Sadly, they were often not able to go home to their families for summer vacation. Native American artist Judith Lowry based this story on the experiences of her father and her Uncle Stanley.
by Cynthia Leitich Smith, illustrated by Cornelius Van Wright and Ying-Hwa Hu
The affirming story of how a contemporary Native girl turns to her family and community to help her dance find a voice.
Tip: Cynthia Leitich Smith has written and/or illustrated many high quality children’s books.
by Traci Sorell and Frané Lessac
A picture book about gratitude, which features Cherokee words and the Cherokee alphabet. From celebrating “the ancestors’ sacrifices to preserve our way of life” to a Grandmother revealing what the Cherokee name of a newborn baby will be, the people give thanks.
by Tim Tingle, illustrated by Karen Clarkson
Tells the story of the author’s family move from Oklahoma Choctaw country to Pasadena, TX. Spanning 50 years, Saltypie describes the problems encountered by his Choctaw grandmother — from her orphan days at an Indian boarding school to hardships encountered in her new home on the Gulf Coast.
By Aslan Tudor
At the not-so-tender age of 8, Aslan arrived in North Dakota to help stop a pipeline. A few months later he returned – and saw the whole world watching. Read about his inspiring experiences in the Oceti Sakowin Camp at Standing Rock.
by Tim Tingle and Jeanne Rorex Bridges
A fictional picture book inspired by true tales of Native Americans in the Southeastern United States aiding African Americans who were escaping slavery. In what is Mississippi today, the Bok Chitto river was the border between the Choctaw nation and a plantation. Before the Trail of Tears, if an enslaved person escaped into Choctaw land, the slave owner could not follow to catch him.
By Louise Erdrich
This charming, yet unstintingly realistic novel tells the story of Omakayas, a girl whose name means Little Frog, who is growing up near Lake Superior in the 1840s. This makes a great companion series for those who love the Little House on the Prairie Books
by Simon Ortiz and Sharol Graves
This groundbreaking tale of American Indian history, oppression, and resistance was first written in 1977 and was recently re-released for today’s children. In just 24 pages, this picture book powerfully shares history that spans from first contact with the Europeans to modern struggles against poverty and suffering.
by Bruchac, Joseph
After being taught in a boarding school run by whites that Navajo is a useless language, Ned Begay and other Navajo men are recruited by the Marines to become Code Talkers, sending messages during World War II in their native tongue.
Tip: Joseph Bruchac has written many books for all ages, including multiple creation story books.
By Louise Erdrich
Won the National Book Critics Circle Award, and introduced many of the characters that populated her subsequent books. The book spans sixty years and centers on the love triangle between members of the Ojibwa tribe living on the Turtle Mountain Indian Reservation in North Dakota
Tip: Louise Erdrich has written an entire brilliant series based on these same characters.
By Joyce Harjo
In this transcendent memoir, grounded in tribal myth and ancestry, music and poetry, Joy Harjo details her journey to becoming a poet. Born in Oklahoma, the end place of the Trail of Tears, Harjo grew up learning to dodge an abusive stepfather by finding shelter in her imagination, a deep spiritual life, and connection with the natural world.
by Tommy Orange
Multigenerational story about violence and recovery, memory and identity, and the beauty and despair woven into the history of a nation and its people. It tells the story of twelve characters, each of whom have private reasons for traveling to the Big Oakland Powwow. Finalist for Pulitzer Prize. Local writer.
Youth in Arts staff, Miko Lee, Suzanne Joyal and Kelsey Rieger have been presenting on arts equity as a tool to begin implementation of the Marin Arts Education Plan. On January 29 the team conducted a 3-hour interactive workshop for Marin County educators and administrators at Marin Community Foundation. Participants learned about the recent data released from the California Data Project and reflected on the Race Counts study. They watched “A Student Named Art” student produced film from the California Arts Education Alliance and deconstructed the video using Visual Thinking Strategies. They learned about the latest in arts education research, created a collaborative mural and used theatre to explore language arts and history links.
“Thank you for the amazing presentation you and your team so beautifully engaged us in yesterday. It was wonderful how you kept everybody engaged while instilling some crucial facts about the powerful impact art can provide students. Observing the group, I feel confident that each person present will be sharing this information with others and thinking more about how to take the next steps within their district or school.”
-Eileen Smith, Marin County Office of Education Director of Education Services
That same night Miko & Kelsey provided similar workshop for the North Bay PTA leads and provided information about CREATE California’s Public Will Campaign. For more info about this workshop, reach out to us: email@example.com
By YIA Sachiko Moran, UCLA World Arts & Culture intern
Staff Miko Lee and Suzanne Joyal recently presented at the Kennedy Center VSA Intersections International conference in Atlanta on the upcoming IEP Arts Lesson Exchange. They introduced the concept to teachers and asked for their feedback and ideas on how to make it meaningful and useful to them and their students.
For years YIA has seen the impact that arts has on all students and particularly students with disabilities. For students with special needs, teachers must make the time to fill out Individualized Evaluation Plans (IEPs). Often times, when creating these plans, arts are left out of the picture.
YIA began working with a small group to create the beginning of an IEP Arts Lesson Exchange. This will be a free searchable database of arts activities for teachers and teaching artists to access in order to reach all types of learners. Through this exchange, YIA hopes that teachers and artists alike can contribute and benefit from one another’s knowledge and skills, making arts education more accessible. YIA knows that there are countless motivated educators that are keen on sharing and learning. The IEP Arts Lesson Exchange will be a platform on which they can do so.
To add your own activities and learn more go here.
Shout out to UCLA World Arts & Culture intern Sachiko Moran who created the rainbow and tested out the online forms.
A STEAM workshop: Science, Technology, Engineering, ARTS, Math
Youth in Arts staff Suzanne Joyal and Miko Lee in collaboration with the Marin County Office of Education led a cohort of classroom teachers through a workshop teaching about the environmental pollution and ways to transform garbage into art while also teaching about graphing.
Teachers watched this video about the Pacific Trash “Island” and learned about the immense amount of plastic that has been impacting the planet. They watched the presentation (available below) about the impact of pollution on animals and saw how professional adult artists and kid artists could make powerful art from trash to tell a story.
Suzanne described the Graphing Garbage arts integration project that she created at Willow Creek Academy. Lesson plan (available below). She showed how graphing can be showed in a various artistic formats. Teachers then went through trash collected by YIA. They sorted the trash by items that had the most dangerous impact on animals. Working in teams they showcased this by featuring three sizes of fish and a jellyfish on an ocean backdrop. After reflecting on this process, teachers discussed potential math and literacy extensions.
Teachers then created individualized animals that they could bring back to their classrooms to replicate the process.
For help with sorting and weighing garbage in all Marin Schools (except Novato), contact Casey Poldino at CPoldino@marincounty.org and check out this website http://zerowastemarin.
To make the recycled art more successful, Suzanne suggested purchasing Extra Tacky Glue and Tempera Cakes from RileyStreet Art Supply.
PaperSeed Foundation currently has a Recycled Art contest. Teachers and students win prizes. Click here for more info.
Thank you to Christina Lunde for making the dinner and helping with logistics and to Eileen Smith for her assistance. Thank you PaperSeed Foundation and the California Arts Council for making this evening possible.Older Entries »