Mini Courses Descriptions

TUESDAY, June 18 (10:45 AM - 12:45 PM)

The New California Arts Standards!
Room 136

Eric Engdahl, CSU Easy Bay & Nancy Ng, Luna Dance Institute

In January 2019 the State Board Of Education approved the new California Arts standards. Based on the National Core Arts Standards, these standards lay out a road map that will help educators in the transformation of arts education in the 21st Century. These standards have come out of collaboration among arts educators. This session will introduce participants to the standards (including the new content area, MEDIA ARTS) and include time for brainstorming on how to implement them.

The Art of Self Care
Room 134

Michelle Holdt, Arts Ed Matters

In this hands-on workshop participants will be introduced to three effective self-care strategies they can practice at home and in the classroom. Art Making, Mindfulness, & Gratitude for What Is. We will make arts-based journals, learn mindfulness strategies, & reflect on our lives and dreams! This workshop is highly restorative!

Lemonade: Healing through Music & Writing
Located in the Library

Jahiem Geovanni Jones, Leeah Thomas, Ciera Jevae Gordon & Tara Malik, RYSE Center

Join RYSE members and staff for an exploration on the stages of grief and how we step into our healing through an analysis of Beyonce's album, Lemonade. We will delve into Beyonce’s themes of grief, denial, rage, redemption and more as we learn how to navigate the spaces we exist in, the communities we are a part of, as well as their impact on our mental health. When we are able to access our personal healing, it opens the doors to our collective liberation. RYSE creates safe spaces grounded in social justice for young people to love, learn, educate, heal, and transform lives and communities.

Thoughts Bound Together : Dos à dos Books as Thinking Tools
Room 133

Cheryl Ball, Book Arts Roadshow

The dos-à-dos book form means "back to back" in French. This structure visually represents opposition, dialog or duality. The dos-à-dos is a wonderful way to organize information and have students engage with it creatively. In this workshop, participants will create 3 dos-à-dos books to use with different grade and skill levels as well as engage in methods on the use of this book in the classroom.

Emptying Out Our Pockets Mapping Our Interconnected Journeys
Room 140

Megan Leppla & Lisa Duque

What can we learn about ourselves by making close observations like artists do? As we move through our daily lives we constantly collect ephemera—what remains in the bottom of a backpack, turned out pockets, and old receipts left in wallets. We can read these items to identify mirrors of ourselves reflecting back, and windows into the experiences of others in our communities. Inspired by the work of contemporary artist Mark Bradford, we will collect and explore materials that are ephemeral, investigating the origin of those materials and our personal connections to them. We will read the objects, and record our reflections of those objects.

Five Simple Strategies for Making Thinking Visible
Room 102

         Indi McCasey, Alameda County Office of Education

Looking for ideas to support students’ growth as lifelong learners? In this interactive workshop we will explore five key Visible Thinking Routines developed by Harvard’s Project Zero. These simple strategies provide a structure that makes students’ thinking visible to themselves and their peers, while at the same time helping educators to assess their students for understanding. We’ll learn how the routines can address Common Core English Language Arts Anchor Standards by involving students in separating evidence from claims, generating potential research questions, making connections across disciplines, and promoting empathy and perspective taking. Participants will get ample practice using the routines in a variety of activities, as well as time to identify how to make these thinking routines work for them and their particular learning community.

TUESDAY, June 18 (12:45 PM - 2:00 PM)

Metacognitive Collaborative Art Jam
Located in the Student Cafeteria

Todd Berman, Uphill Arts

In this special lunchtime session, we will make art together to better understand what we are learning at the conference and to consider how these lessons can be applied to our practice as educators. We will model a sort of meta-exquisite corpse process where each participant gets to come up with creative prompts for their peers to engage in creative inquiry. No skill needed. Let's see if we can make something beautiful together.

TUESDAY, June 18 (2:00 PM - 4:00 PM)

Exploring Contemporary Teaching with Contemporary Artists
Room 133

Caren Andrews, San Francisco Friends School

What is the relationship between art, justice and action? How can contemporary art inform and illuminate our thinking? After looking at artwork by several contemporary artists, participants will engage in visual thinking strategies and arts based research before engaging in individual and collaborative art-making. This session will integrate current events, history, and visual art making.

Showing Learning Through Shadow Puppets
Located in the Library

Shannon Gerrity, Creative Flow Founder & SFUSD Teacher

Shadow puppets can be applied to any subject area, concept, and age group. Creating shadow puppets and shadow puppet plays are a naturally differentiating vehicle to support all learners. Learn how to scaffold shadow puppets into your curriculum and discover ways to use this source of creativity and communication as a performance of understanding. Find out how this affordable and accessible art form promotes collaboration, creative problem solving, multi-step planning and producing, as well as public speaking.

Social, Emotional, Academic Learning through Music and Movement
Room 138

Cathryn Deering & Sara Leimbach, Florence Griffith Joyner Elementary & Performing Arts Magnet & Dr. Akida Kissane Long, Turnaround Arts: California

The session is about collaboration and how to use music and movement to build positive classroom culture and standards aligned rigorous academic instruction. Participants will use Making Thinking Visible strategies as they participate and process information during this session that they can take back to use in their own classrooms..

Decoding Play: The Play of Painting
Room 140

Jennyann Carthern, Paint Is Thicker Than Water

When was the last time you went out and played? Play invigorates the mind, by turning the knob and cracking the door to our imagination. In this session, we will reflect on when play was more prevalent in our lives. We will decode "play", where it comes from, and how it impacts our ideas as educators. Inspired by Arno Sterns, The Play of Painting, we will investigate this process-based approach that evokes an instinctual confidence from within. Our students can define what success looks like on their own terms by developing and strengthening their creative gut through process not product, and practice not perfect!

Engaging All Learners: Inclusive Pedagogy for Student-Led Success with Everyday Arts
Room 136

         Vanessa Ramirez & Noemy Hernandez, Everyday Arts

Do you work with populations with diverse learning needs and disabilities? Are you unsure if you are creating inclusive and accessible learning opportunities? In this learn-by-doing workshop, participants will learn and receive activities and instructional support that drives student social-emotional and academic achievement through differentiated and student-led arts-integration. We will explore how you can identify and support various learning styles and needs for all learners, with a special focus on students with moderate to severe special needs. "Everyday Arts" provides research-based, effective practices in multidisciplinary integrated arts instruction for children with diverse learning needs (including moderate to severe disabilities). Our transformational curriculum and methodology are rooted in our ten years of research and implementation made possible by support from the US Department of Education, NYC Department of Education and the Los Angeles Unified School District.

Tinkering with Design Thinking
Room 134

         Gever Tulley, SF Brightworks & Elizabeth Rubenstein

Tinkering and Design Thinking go hand in hand in the progressive classroom. In this collaborative workshop, we’ll focus on three phases of the Design Thinking process: Ideation, Prototyping, and Testing. Using accessible, low-stakes building materials, we’ll explore some new and some tried and true strategies teachers can use in their classroom to help students unlock creativity and communication while connecting to a variety of academic subjects. Participants will work in small groups to solve a (surprise) design challenge. We’ll progress through the steps of idea generation, prototyping, and testing to creatively reflect and share solutions. Provided resources from the Stanford d.School will ensure teachers will be able to bring this process back to their school site and students.

Five Simple Strategies for Making Thinking Visible
Room 102

         Indi McCasey, Alameda County Office of Education

Looking for ideas to support students’ growth as lifelong learners? In this interactive workshop we will explore five key Visible Thinking Routines developed by Harvard’s Project Zero. These simple strategies provide a structure that makes students’ thinking visible to themselves and their peers, while at the same time helping educators to assess their students for understanding. We’ll learn how the routines can address Common Core English Language Arts Anchor Standards by involving students in separating evidence from claims, generating potential research questions, making connections across disciplines, and promoting empathy and perspective taking. Participants will get ample practice using the routines in a variety of activities, as well as time to identify how to make these thinking routines work for them and their particular learning community.

WEDNESDAY, June 19 (10:45 AM - 12:45 PM)

Speak My Peace
Room 136

Marco Alberto, REACH Ashland Youth Center

Speak my Peace project is a youth centered interactive workshop that aims to open space for free young folks expression and guided dialogue around topics put forward by the youth. Focusing on the self and our relation to our communities and the world around us, Speak my Peace aligns individual growth as the heart of group leadership building with the intention of amplifying our personal power and unified people power. Rooted in the belief of leading by example, the teacher grounds the group in ritual circle discussion of safely speaking our truths. Art-making and art-reflection act as catalyst for deeper discussion, vulnerability and healing.

Setting the Stage for Change: Collaborating for Equity Through the Arts
Room 140

Viviana Espinosa & Faith Kwon, Costano Elementary & Liz Harvey, Turnaround: Arts California

Come hear the Costano story and explore transformative leadership models and practices together! Costano Elementary, a school serving students in East Palo Alto, started its third year in the Turnaround Arts initiative with equity at the center of teaching and learning through the arts. How did our team identify and build strategic leadership structures to support arts integrated equity-informed teaching? How do you begin to notice and leverage your own spheres of influence using the distributive leadership model? Map and reflect on what’s essential to set the stage for change: a bold vision supported by: 1) structures, 2) time, and 3) a distributive leadership model. Collaborate with our team in arts activities to explore the power we have individually and collectively to transform a school site with an equity and arts vision.

LET'S MOVE (out of the way): A Workshop on Fading Facilitation and Sustainability
Room 138

Natasha Huey, Performing Arts Workshop

Using a mini poetry workshop as an entry point, participants will work backwards through a tested model of fading facilitation. Participants will leave this session understanding the possibilities of transitioning their own leadership and strategies for building pathways to set newer or younger leaders up for success in realizing their own power and visions. How is inviting new leadership a key tool for creativity and sustainability in our movements? How is transitioning power an especially important skill for people in privileged positions to develop and practice? Can you imagine how moving young people into positions of leadership may transform you and the work? Join this session to dive into these questions and uncover the often invisibilized, and aggressively necessary, labor of scaffolding new leadership.

When to Push and When to Pull Back; Accessible Arts for All
Room 133

Judy Goodman & Maia Scott, City College of San Francisco

Do you ever ask yourself if your expectations match your students’ potential? In this experiential workshop, you are invited to explore inclusive arts for diverse abilities as a creative constraint for your students in their arts processes and your own teaching pedagogy. Try out low-tech adaptations and techniques as you experience exercises and tools that meet students where they are in their creative and artistic development, and that empower you to push them ahead into expanded potential. Not only will you find this useful for enhancing the arts classroom, educators teaching other subjects may also find these exercises and tools useful for creating a more integral teaching environment that fosters multiple intelligence's learning.

Change Makers: Using Theatre Techniques in Civic Engagement
Room Located in the Library

Rachel Hull, Berkeley Rep School of Theatre at Berkeley Repertory Theatre

Democracy and Theatre were born at the same time and the Greek population found benefit in having it's populous explore complex characters, empathize with their situations and at times have a cathartic experience, together. Come explore Berkeley Rep's new curriculum that engages in how students understand the fundamental principles of democracy and governmental power. How do we identify sparks of possibility in what can feel like overwhelming challenges facing us today? How do we use theatre to cast forward our hopes, and speak into being a new way of thinking and living? Through group work, individual action and writing we will strive to connect problems with the people they affect and create narratives about how those people might change the world around us, the affect they can have in shaping our destiny. While geared for 5th grade this curriculum has many entry points and can be scaffolded to support learners of various ages.

Lifting up Leadership Through Integrated Learning Strategies
Room 134

Trena Noval, Alameda County Office of Education, Judy Goodwin, Maya Lin Elementary & Cammie Harris, Will C. Wood Middle School

This session will take you through hands-on processes for how Integrated Learning Frameworks can be a tool for leadership and whole school transformation. Lead by members of the ACOE’s Principal Leadership Network, we will look at moving leaders (admin leaders, teacher leaders, student leaders) from the management mindset to a more integrated leadership mindset. How can the tools of creative inquiry, emergent strategies, and Studio Habits of Mind help us as leaders to lead holistically, with opportunities for collective leadership to build healthy and sustainable schools and organizations? How can we create real change by activating more parts of the brain? How do we move our teaching staff to think of themselves as creative designers for a student-centered learning environment? With examples from some of our Integrated Learning Demonstration Sites, participants will reflect individually and work in groups to collectively create, explore and map opportunities to shift leadership practices at their sites.

Hip Hop Scholastics: Real Spit
Room 102

Itoco Garcia, Hip Hop Scholastics & Kurt Kaaekuahiwi, Roses in Concrete

Focus on three examples of integrated arts strategies that build a systemic culture of race discourse and critical empathy in school leaders, teachers and students. Learn how to apply Courageous Conversations and Hip Hop Pedagogy to: reflect on cultural and linguistic identity, increase awareness of student engagement, develop counter stories for survival and liberation, change practices, and shift underlying beliefs and assumptions about race and equity. This session will also demonstrate several other arts integration strategies of how to do this work with students.

WEDNESDAY, June 19 (12:45 PM - 2:00 PM)

Amplifier-Inspired Portrait Making
Located in the Student Cafeteria

Come to this special lunchtime session for DIY art-making inspired from the portraits presented by in the morning plenary.

2019 Arts Learning Leadership Lunch
Located in the Faculty Cafeteria

At the leadership lunch, principals from ACOE’s Principal Leadership Network will be discussing how they have used the arts for school-wide transformation by creating multiple points for assessing knowledge and understanding, creating multiple ways to engage students in learning that is related to their lives and worlds, and by giving them multiple ways to express their understandings and learned knowledge.

Sponsored by the ACOE Principal Leadership Network & CCSESA

WEDNESDAY, June 19 (2:00 PM - 4:00 PM)

Studio Habits: Creating Generativity in Adults
Room 134

Stacey Wyatt, Berkeley USD & Bloom Educational Therapy & Learning

This workshop will explore the use of Studio Habits of Mind as a framework to move educators and/or communities towards action, collaboration, and eventually transformation. Learning through storytelling and movement participants will take a deep dive into the Studio Habits, providing a pathway towards transformation. Participants will be offered an experience of self exploration and be challenged to explore how Studio Habits can be used to move other adults towards Eldership and Generativity. The endgame is the interruption of mis-education...moving from frustration, apathy, stagnation, and just plain boredom..towards the idea of a generative perspective of hope, creativity, life and love...especially for those whom these concepts have been too long denied.

Mindful Arts in the Classroom to Transform You & Your Students!
Room 140

Andrew Jordan Nance, Mindful Arts San Francisco

In this highly interactive and participatory workshop for K-5th grade teachers we will briefly review the principles of Mindfulness and then familiarize ourselves with the curriculum "Mindful Arts in the Classroom*". Using storytelling, theater and art activities we will delve into how to best convey the principles of mindfulness to your students. In this hands-on interactive session participants can expect to learn how to lead “A mindful minute,” play mindful theater games, use breathing cards, arts activities, implement movement exercises, and incorporate storytelling.

Creating Culturally Relevant Curriculum with Spoken Word Poetry
Room 136

Patrick Ohslund & Jamey Williams, Bay Area Creative

Attendees will learn how to use spoken word poetry to generate understandings about students' lived experiences of culture. Educators who are interested in creating culturally relevant curriculum must first know how their students relate to culture. Without specific knowledge of how students interact with and create culture, curriculum designed to be culturally relevant may inadvertently be based on generalized notions of culture rather than specific experiences had by students. Spoken word poetry offers students and teachers an opportunity to express experiences and ideas that have played an important part in the active shaping of their identities. In this session participants will: write spoken word poems that are honed around specific cultural experiences, learn how to code poems for culturally relevant information and build mock up mini lessons based on this information.

Arts Education for Reaching All Learners - A Digital Toolkit
Room 138

Kelsey Rieger & Miko Lee, Youth in Arts

As a county-wide provider of arts-based programming for Special Day Classrooms in a broad spectrum of disciplines, Youth in Arts works with educators and administrators on a variety of levels. Every year, new paraprofessionals, classroom teachers, and contracted teaching artists are working with students from different backgrounds with different needs, strengths, and abilities. To help ensure that these professionals are able to provide opportunities for meaningful multi-modal engagement that is accessible to both teachers and students, our organization has crafted a Digital Arts Toolkit for Reaching Students of All Abilities. Participants will be introduced to these free digital resources created to help engage educators and other interested parties in successful arts learning with their students. This resource features topics such as student-based reflection, adaptive tools for all disciplines, and Social Emotional Learning. In diving into these materials participants will learn practical skills for developing and fostering communication and collaboration, thereby creating more opportunities to empower student voice and identity with students in any classroom.

Rhyme Time - Wrapping Up Rap
Room Located in the Library

         Zollie Fears, REACH Ashland Youth Center

Giving voice to youth through the power of lyrics. This workshop will engage participants in fundamental songwriting. Allowing youth to bring topics forward, and for the adults to facilitate the conversation from the outside, puts the focus on youth voice and leadership. Teaching basic songwriting and song structure will allow students to express their opinions through lyrics.

Rise Up! An American Curriculum
Room 133

A’aron B. Heard

How do we collectively address narratives, lineage, power, and embodiment as foundational structures for teaching and learning? What pedagogies and methodologies will take us courageously into an unknown future? Rise Up! An American Curriculum is a set of learning experiences inspired by Hamilton, An American Musical. It is an invitation to explore the universal themes found in the story of Hamilton and the artistic vision of Lin Manuel Miranda. Rise Up! uses creative inquiry to help students to critically examine historical and contemporary narratives and build a practice of expressing their own personal narrative through writing and performance. The culmination of our workshop will leave participants feeling empowered to shift dynamically internally, externally, and identify, question and pivot away from harmful structures/ practices that perpetuate white supremacy.