Higher Education:  Phase 2 of the Listening Campaign

Conversant:  Marybeth Tereszkiewicz, Director, School of Art Education and Teaching Credential Program; and Matt Sweeney, Associate Director, School of Art Education

February 24, 2017

Tereszkiewicz, 50’s, Female, Caucasian, San Francisco

Sweeney, 30's, Male, Caucasian, San Francisco

1.  Education – urgent issues

·       Heightened levels of stress for students and teachers.  Learning to manage stress is something that needs to be taught on top of pedagogy.  Need to strive of work/life balance of teachers.  Students often suffer from backgrounds of trauma—can be been passed down through ancestral memory—and this adds to their burden and capacity to handle stress.

·       Students trapped in classroom.  Need to reimagine and help students get connected to the outside world in order to grow and feed their imaginations.

·       Future of public schools given funding issues and spread of vouchers.  Also testing emphasis and large class sizes takes energy away from the joy of teaching. 

·       Teacher credentialing Single Subject Art requirements—deters art teachers in elementary schools, because of student teaching requirements to be at middle and high school levels. 

Put the joy back into teaching and learning.

2. Teaching & Learning in the Arts - value

Rating:  Essential

Rational: Arts are what it means to be human.  They are fundamental to keeping the mind alive, resilient and capable of handling the challenges and opportunities of life.”  Primal.  (MT)

“[The arts]Advance artistic understanding and design thinking.” Cultivate well-rounded abilities to think critically and explore ideas in and through the arts. (MS)

Arts provide a model for teaching/thinking as an artist—emphasis on lively/active engagement, improvisation, mindfullness, hyper-perceptive observation—unspoken aspects of the curricula.  (MT)

 We need to get away from the dominant “teacher ordered mindset.”  Not a way to function in life--teachers need to understand and engage the temperament of the artist. 

3.  LCAP goals & role of the arts.

Attachment to school:   

·       Yes.  The arts provide concrete deliverables.  Create something every day.  You can [literally] see growth and students add to their portfolios over time.   I worked in rural South Africa where kids were not going to school through the Tree of Life Foundation, interested in bringing energy and creativity into schools where there are lots of [inexperienced] peace corps teachers, with support from David Rattray Foundation.  They brought me in with the “purpose of using the arts to motivate and understand schools as places to develop voice.” (MT)

·       I only went to high school to get into theatre.  (MS)

Future [College & Career]:

- Creative Mind.  We are in tech land here, where the creative mind is valued.  Commerce thrives on creative ideas.  It’s primal—a base for flexible thinking and sensitivity [in order] to make decisions.  (MT)

- Empathy.  Artists have respect for others because of empathy developed through the creative process.  (MT)

- Critical thinking and problem solving skills develop and go deeper through the arts.   (MS)

·       See growth

·       Motivate and engage learning

·      Creative mind

·      Empathy

·      Critical thinking

·      Problem Solving

4.  Teacher Prep – are arts included

USF

·       Overview – Art Education Program at the Art Academy:  125 students—diverse, internationals, mostly in their mid twenties across all art ed program areas— (4 grads; 6 in pipeline) MAT (single subject in visual arts credential) two years old, (20-15 students) MA in Art Ed—all others in BFA/blended program.  All classes are offered online AND on site—except for students teaching..  Most student teaching sites are in the East Bay because that’s where students can afford to live. Students have an opportunity to live in SF college dorms for one semester during their student teaching

·       Texts and research materials used – include

o   Studio Habits of Mind

o   Museum education materials— provide international perspective

o   Innovation Strategies and contemporary art:  texts on imagination and nonlinear approaches i.e., Burning Man, Design Thinking

o   Social Justice – Jojn Plouff, Professor of art education at School of the Art Institute/Chicago—recent speaker; Said “yes” when Ann asked if they use Olivia Gude/art education professor University of Chicago—spiral art education and Paulo Freire readings.

 Asked if we could recommend where to get art education research materials.  Told them about Art Education Partnership site.

5.  Dreams for future

FORGOT TO ASK THIS QUESTION!

6. Obstacles

Need better facilities, suited to art education, to teach in.  Have only white box type classrooms and not an art making studio environment.  The physical environment is important and should be added to the college’s mission statement.  We need to change perception.  Better art education teaching facilities are not college decision makers’  priority list—as they are not going to make a difference in getting students their first teaching job.

7. How Can Alliance Help

·       Student Teacher and Job Placements.  Connecting with schools and teaching opportunities.  Arts integration is a point of intersection with the Alliance.  We want to place student teachers in schools (and help them get jobs in schools) with aligned goals and practices—so that students do not have to fight the system. 

·       Recommend art education guest speakers and resource materials.  Eager to share and exchange information—to get beyond blind spots.   

8. Open Discussion and /or Colleagues torecommend

Make lemonade out of lemon—speaking of the new federal administration and Dept. of Ed leader, Betsy DeVos. How do we turn this challenge into an opportunity? This is a new paradigm—how do we work with it?  Let us help you redefine and reinvent education in this new era.   

Art Academy University is the only art school in California with a credential program.

Conversant:  Eric Engdahl / CSU East Bay

Engdahl, 50’s, Male, Caucasian, Hayward

November 1 at China Best/CSU East Bay

1.  Education – urgent issues

·       Teacher shortage

·       Generational changes due to retirements

·       Housing for teachers

·       Implementation of new standards – Common Core, NGSS

Need to flip the paradigm

2. Teaching & Learning in the Arts - value

Rating:  Essential

Rational:  Teachers need many ways to teach/reach students. Arts teaching speaks to different learning styles; gender, SES, Social-emotional learning

3.  LCAP goals & role of the arts.

College & Career:  Arts is an effective strategy- you learn 21st century Learning skills that move you forward college and career readiness

Attachment to school:  School becomes a place of creative collaboration where children want to be.

3rd Space by Lauren Stevenson

4.  Teacher Prep – are arts included

CSU East Bay

The Multiple subject credential has a required Curriculum & Instruction VAPA Methods course taught by Michelle Holdt- uses Daniel Pink’s book and the VAPA Framework Standards

There is a single subject Art & Music credential. Arts Integration for Teachers is a class in the C & I Master’s program – Eric teachers this using Meryl Goldberg’s book.

Eric students collaborate with the Education Leadership program at East Bay by teaching them the importance of the arts.

5.  Dreams for future

·       CSUEB does a good job of presenting the arts.  

·       Arts integration are in the TPE’s (Teacher Performance Expectations) – Paul Ammon was an advocate for this. 

·       The Theatre/Dance single subject program will be live at East Bay in 2019 – CTC is working on subject matter tests. Eric already has the courses ready for this 

6. Obstacles

Time is the biggest obstacle to including the arts in teacher preparation.

7. How Can Alliance Help

·       Facilitate communication between programs

·       Travel funds for members

·       Supporting the research – this is what the university values

·       Better communication from ACOE about the ILSP programming

·       Placing East Bay teacher candidates in schools with teachers who have ILSP certification

Conversant:  Julia Marshall / SFSU

Marshall, 60’s, Female, Caucasian, San Francisco

October 28 at SF MOMA

1.  Education – urgent issues

“Urgency of issues – Slowness of response”                           

·       Standardized testing

·       Not fulfilling needs of kids by substantial investment in arts education

·       Entrenched establishment and infrastructure—no room for new initiatives and programs

·       Teaching shortage and not enough people entering the profession

·       SFSU – cultural responsive emphasis in teaching programs BUT don’t connect with the arts.   Diverse kids with diverse needs—need creative strategies for teaching

Need to flip the paradigm

....know the need, but don’t commit the money & the time

2. Teaching & Learning in the Arts - value

Rating:  Essential

Rational:  My own experience – how I learn.  Different ways to understand and navigate the world.  Paucity of aesthetic priorities.  Pragmatics- arts offer an engaging way into teaching and learning.

What kind of art are we talking about?

...thinking & life skills

3.  LCAP goals & role of the arts.

College & Career:  Arts develop thinking skills needed—dealing with ambiguity and complexity, looking at problems from an open stance, habits of mind (engage and persist / stretchand explore), learning how to use the arts in concrete (instrumental) ways, transforming and navigating the world, solve problems. 

Attachment to school:  Research shows that students love school if they are engaged with problem solving through the arts.  School Climate is also improved—improved attendance, fewer expulsions and less teacher and principal turnover.

Maxine Green speaks about the imagination as core to empathy and builds the capacity to envision new worlds.

4.  Teacher Prep – are arts included

SFSU

Engage ILSP approaches and use key frameworks (TfU and SHOM).  Also informed by arts-based inquiry and research and conceptual art strategies. Draw from work of Olivia Gude, J. Marshall and Dave Donahue writings. 

Two core classes in the arts—one undergrad (Arts for Children) and one grad class in Single Subject Arts (SSA) Credential Program (Arts/Curriculum & Instruction).  Currently there are 6 students in  SSA program and 6 studentscoming back from the field and via intern program [i.e. Audrey who teaches at Fremont, started as PE teacher].   SFSU Internship Program: 2 visual arts students in program.

 All CSU’s with SSA cred. programs have C&I grad course.  Michelle Holt teaches it at CSU-EB.

5.  Dreams for future

·       Revitalize and bring back the Interarts Program at SFSU.  

·       Infiltrate MA in elementary education

·       Develop new art ed course within the Interdisciplinary Program

·       New model in development NOW at SFSU and Julia is on Advisory committee.  BA in elementary education with integrated approach—multiple arts (dance, theatre, music,  visual arts). 

Hope on the horizon.  Arts are engaged as a strategy keepingteacher prep programs vital and will attract students into teaching. 

6. Obstacles

Entrenched programs.  No room/time for anything new. Turf wars.

Incremental change strategy in place--collaborative exchanges/class visits with science & other subject areas.

7. How Can Alliance Help

·       Finding teacher placements within ILSP schools

·       Collegial support groups after teachers graduate

·       Hinge for integrated arts approaches in elementary education via ILSP—observations & providing data to bolster the case...providing network for support

8. Open Discussion and /or Colleagues torecommend

 Ideas:  Establish ACOE Integrated Arts Teacher Ed Program – aspirational goal. 

Colleagues: 

·       SFSU teacher ed programs are SF centric and are in a time of flux.  Not a good time to talk to them, but eventually might want to talk with Josey Arsey – Elementary Ed chair or the Dean.

·       Carol Hodges at Notre Dame de Namur

·       Sonoma State?

·       Academy of Art – one of their faculty is an ILSP apprentice

Conversants:  Caryl Hodges, Dean/School of Education, Leadership & Psychology and Susan Charles, faculty in the Education Leadership program.

Hodges, Late 60’s, Female, Caucasian, Belmont

Charles, 50’s, Female, African American, Belmont

November 9, 2016 on Notre Dame de Namur campus

1.  Education – urgent issues

 Inequity is #1 issue.  Obsession with testing.  Funding—haves and have not K-12 public schools.  Palo Alto is good example of this divide.  Economically strapped schools in East Palo Alto—emphasis on standards and testing—not time/resources for the arts.  In wealthy area of Palo Alto – parents set up school foundations and raise money for arts programming--$650 per students...provides for fully paid art and music teacher. Test scores high in wealthy areas and low in low economic areas. 

Narrow curricular focus (without arts) in economically strapped schools leads to lower test scores and outcomes for student. 

“Need to get beyond dull, dull, dull.”

Speculation:

politicians/legistlators that set education policy are mostly lawyers who have linear mindset and do not value the arts.

2. Teaching & Learning in the Arts - value

Rating:  Essential

Rational: Arts are basic.  Need back in all schools.  Not a frill and not an add-on. 

3.  LCAP goals & role of the arts.

College & Career:  College ready myth needs to be debunked.  Not the only way “to be prepared.”  Makes a assumption that one can’t be a good citizen without college.

Many famous examples of drop-outs who succeed—Steve Jobs, Bill Gates. Fix to racism in “tracking kids” backfired by over-reaching and saying everyone needs to go to college. Examples of alternative to college--African American hip hop movement spreading throughout world—strong cultural and economic force.

Attachment to school: Need to present wide, expansive definition of the arts beyond drawing and highlight what is relevant to students—ie. integrating popular art forms to harness the interests and talents of kids (example: translating Romeo & Juliet into text messages; flash mobs).  Look at what kids bring. 

“Citizens in every culture must be involved in the arts”

4.  Teacher Prep – are arts included? 

In the undergraduate liberal arts program there is an Arts in Elementary course that is focused on project based integration of the arts, i.e. Readers Theatre.  Cramming in is hard—easier in certain subject areas—hardest in math & science (fraction symphonies and color study in physics).

Credential Programs do not have an arts education course but thinking about how to integrated it in.  Did away with Special Ed credential given mainstreaming policies.  Arts are useful in differentiating instructions.  Also how can we push it into induction programs where there is a focus on health, ELL, special needs?  Arts can be a tool developing multiple intelligences. 

5.  Dreams for future

IDEA FOR A MODEL CREDENTIALING PROGRAM:  Create a 4 year integrated arts BA Blended credential in partnership with CDE. Following the model in other subject areas...this involves collaborating with community colleges as well.  Students take classes for the first two years at the community college and then are given scholarships to transfer into the credential program for the final two years at Notre Dame de Namur.

Willing to be co-sponsoring institution on a grant.

6. Obstacles

·       Time to fit it all in.  There are so many standards and requirements.  How do we keep programs in scale and affordable?  The problem with embedded approaches is that we don’t do it well. 

·       Print textbook focus—students have visual overload—cramming more and more into the margins.

Expectations are off the charts—“and then you walk on water.”

7. How Can Alliance Help

·       OFFER RESOURCES for teachers to draw on with quick and easy access. Many students are also practicing teachers under pressure and don’t have time to do extensive research (beyond textbook) to prepare classes. 

·       CHANGE POLICY language about what isCORE.  So that the arts would be prioritized and not be the last in line to have standards developed.

·       CAPACITY BUILDING:  Provide compensated planning and PD for faculty to provide space and resources for planning and developing arts integrated approaches.

·       COLLEGIAL EXCHANGE:  Provide on-going professional development exchanges across teacher education areas.

8. MISC: Info & Recommendations

·       Notre Dame de Namur Demographics -  total undergraduate enrollment of 1,097.Suburban campus in Belmont, 47 acres, semester system.  Ranks 44 in the 2017 edition of Best Colleges is Regional Universities West.  Tuition and fees are $32,608 (2015-16)  School of Education/Psychology approximately 575 students...300 are in the teacher credential program; 130 in clinical psychology and 120-150 in Art Therapy. 

·       Flow:  There is not a seamless flow between K-12 and higher education. K-12 could provide a foundation utilizing the arts to better understand higher ed options.

·       Challenge—how to get other departments in higher ed involved with education i.e. music and arts departments. [There may be a science or art student that is also interested in teaching.]

Conversant:  Rick Ayers

Ayers, 60’s, Male, Caucasian, Oakland

December 15, 2016

1.  Education – urgent issues

Trump administration will bring shifts to education policy that are contrary to our work—bringing new meaning to the reform narrative—taking it over.  Rick believes education is an area where we can shape our democracy, debate ideas and create the kind of country we want to live in.  Arts and a student centered curriculum of questioning is what is needed.   He is against adapting a CEO vision of education that will produce “cogs” [in the wheel].  We need a community, student, art centered approach. A curriculum of questioning is needed.

2. Teaching & Learning in the Arts - value

Rating:  Essential

Rational:  That said, it is hard to isolate the arts—they belong to everything.  Rick believes in an integrated approach to the arts but is not a fan of instrumental uses of arts, i.e. teaching arts to advance skills in math. 

What kind of art are we talking about?

...thinking & life skills

3.  LCAP goals & role of the arts.

College & Career: College-readiness is problematic in itself.  At Berkeley High with the A-G requirements, kids fail and quit school.

Art education is what we need for students to succeed in the world and be prepared for college.

In the arts students get to make mistakes, explore, be inquisitive, engage in inquiry, think outside of the box, and own their education and pathway.

Attachment to school:  Low performing students who came intoBerkeley High’s Communications, Art and Science Program improved academically.  Questioning over compliance is what works.

Recommends Richard Rodrigue’s memoir—The Achievement of Desire.

4.  Teacher Prep – are arts included

USF

At USF the arts are haphazard, not required.  Whether they are included or not is left up to the individual adjunct faculty member.   Rick integrates arts into all the classes he teaches...Learning Theory, Social Justice, Teaching & Learning, etc.  The university is bad at understanding and doesn’t generate knowledge.  The knowledge resides in the community.  That is where he goes to support arts education.  Rick partners with Youth Speaks and USF sponsors a summer PD for teachers also in partnership with Youth speaks.

USF does have one curriculum & instruction class in the multiple subjects credential program that has 1-4 sessions on the arts taught by a visiting artist.  This class also has 1-4 sessions on math, science, history and language arts, taught by practitioners/teachers from those fields.  The arts sessions usually include several cool elementary school art projects and some readings.

Rick’s Learning & Teaching Course integrates the arts and readings he draws on include:  Maxine Green, Therese Quinn (University of Chicago), Lois Hetland’s Studio Thinking Framework, and Moll’s learning as apprenticeship ideas. 

In the English Curriculum & Instruction course Rick uses poetry.

5.  Dreams for future

USF is a Jesuit school with a strong social justice emphasis and this is what they spend time discussing in faculty meetings.  He would like to see this happen in the arts.  There are monthly faculty meetings and every 6 weeks is a Brown Bag where different people present.  If the arts could the topic of faculty meetings and the Brown Bag this would be a way infiltrating the system.  He thinks having hands-on/experiential workshops where the faculty produces something would b the way to go. 

6. Obstacles

The curriculum is heavy with requirements and there is no room to add additional classes.

What it takes to advance as a faculty member in the field of education is academic publications and discourse.  Creative and arts-based approaches are marginalized and do not support advancement, making it hard for artists to move into the field.

“Arts types are not welcome in the academic escalator.”

7. How Can Alliance Help

Provide Brown Bag presentation or arts integration PD at faculty meetings.  Presenters should be young artists of color—i.e. Favianna Rodriguez or Hodari Davis (Program Director of Youth Speaks)

8. Open Discussion and /or Colleagues torecommend

 Though Rick believes dark times, repression and suffering are coming with the Trump administration, he think that the arts will be a regenerative force and that the culture of resistance will produce outstanding creative works that we need to be attuned to and welcome.

Repression generates art.

Conversant:  Rebecca Cheung / Academic Leadership Coordination, Principal Leadership Institute and on the Education Leadership Faculty

Cheung, 40’s, F, Asian, Berkeley

December 2, 2016 at UC Berkeley, Graduate School of Education

1.  Education – urgent issues

Current efforts to privatize education that challenge notion of public education as in institution.  Trump’s appointment of charter school education activist Betsy DeVos for Secretary of Education. Detroit is example of intense privatizing that give certain people more choice and decimates many functions of education in a democracy. 

With the proposed voucher system, higher income people will have more choice- Low SES families do not choose schools based on test scores – voucher schools can choose not to serve kids with disabilities.

Chile’s education system just learned that its three tiered system of private, public and parent supplemented education programs did not work. 

Big idea –democracy is threatened by devaluing of public education and its role in shaping values and cultivating democratic citizenry.

2. Teaching & Learning in the Arts - value

Rating:  Essential“high priority”

PLI is only leadership program in the country that integrates arts into the curriculum. Art is the “how.”

3.  LCAP goals & role of the arts.

Yes, arts are an effective strategy—they are a vehicle not an end

to achieve LCAP goals re college/career readiness and attaching to school.

4.  EL Prep – are arts included? 

Yes. 

- Partnership - fortunate to partner their Transformative Learning class with Cal Performances and their Alvin Ailey Camp in the summer. 

- Integrated Learning Strategies embedded in coursework

include:  Theatre of the Oppressed practices, arts-based responses, metaphoric thinking, experiential learning, i.e. going to performances, guest artist teachers, etc.

- Equity & Access – includes culturally relevant pedagogy that is embedded in Transformative Leadership Course.   Students learn to do resource management that includes and equity audit, so that they can adjust priorities so that they do not replicate inequity.

5.  Dreams for future

Stronger emphasis on the arts—yes! However, levers for change are needed.  Currently there is no language re the arts in CA administrator requirement and accountability standards.

Education Leadership POLICY change lever needed. 

6. Obstacles

Barriers include: 

- Expectations put upon leaders action space

- Resources beyond financial—time and connections to quality programming and opportunities, i.e. UCB’s Cal Performances and ACOE’s Integrated Learning Program, BUSD VAPA office on former school campus, etc.  Personal relationships and partnerships take time and commitment. 

- Institutional disincentives – structural obstacles

- Historical divestment of the arts - generational issue now of educational leaders and teachers who are products of public schools systems without the arts and have no conception of schools with the arts. Difficult to overcome this long-standing legacy from defunding of the arts in public education many years ago. We reap what we sew. 

Activism and arts leadership are connected at the intersection of values.  Example:  Arts based responses = Quilt project at UCB – responding to violence on campus—expressing and educating through the arts. 

7. How Can Alliance Help

Don’t have enough info about Alliance to know. We discussed briefly and then she offered ideas:

- Any way to elevate existing work:  publications, awards, advocacy

- Clarify terms and approach – Articulate what we mean by the arts - means different things to different people.  To some it means cultural exclusion and/or a narrow European approach as opposed to a culturally relevant approach.  Lots of politics involve:  who is art for? who has access?  what is art?  The Oakland Museum is a good example for inclusive definitions.  Need wide range of approaches—different genres and perspectives.

8. MISC: Info & Recommendations

 People to talk with—Kevin Kimachuru – UCB Dean of Education and is on the Board of Turn Around Arts.  Other Education Leadership Programs, i.e. CSU-East Bay – Peg Winkleman; Developmental Teaching Program (DTE at UCB)  coordinator/ faculty, Elisa Salasin – friend of Paul Ammon.  Idea of talking with her and Paul together.

Conversants:  Elisa Salasin, Director, DTE Director and Nives Wetzel de Cediel, Lecturer (for the Arts Integration Course) & Supervisor (Student Teachers)

Salasin, 50’s, Female, Caucasian, Berkeley

Wetzel de Cediel, 40’s, Female, Cuban, Berkeley

March 10, 2017

1.  Education – urgent issues

(NW) Getting teachers that have 1) racial self awareness;

2) understanding of the political/cultural/social dynamics of identity; 3) growth disposition towards on-going learning to support their continual development as teachers.

(ES) More diversity!  Referring to DTE - Racial diversity is low; age diversity is better (21-40’s span).  We don’t have internships [as a way to attract diverse students] but do have paid student teacher position at ASCEND.

Opportunity Gap – drop outs are now understood to be “pushed out”  Those not succeeding and overwhelmingly students of color and they are not well supported.  So many pieces of system that don’t how to insure success of all that sees deficits of students rather than assets. We need to honor and leverage what kids and families bring.  Everyone needs to understand this problem and what needs to change—teacher education; schools partnering with families and communities, classroom teachers.  Institutional structures need to change—with individuals coming together to make supportive structures. 

2. Teaching & Learning in the Arts - value

Rating:  Essential

Rational: Arts offer something beyond cognition—offer opportunities for transformation, where classrooms become revolutionary spaces.  Everyone deserves the arts—essential to being human and helps to communicate feeling, ideas and identities.

Everyone needs to feel it [power of the arts] and understand why building the arts muscle is important. 

3.  LCAP goals & role of the arts.

Attachment to school:  Yes—antecdotal evidenced in the DTE program summer school experience.  Parents rave about the process of making and how they wish schools were all like this.  Witness high levels of engagement. 

College/Career:  Arts help students prepare for the everyday, leverage assets.  Arts build self-actualizing capacity needed to prepare the future—make a job or take a job. 

The role of creativity in expanding horizons.  Kids can experience “there is not one right answer” through the arts—good preparation for life.  The arts open up this space for creating and evolving answers--not learning “packaged” answers. 

Important to remember - that some kids come to school with the arts and don’t make a big deal about it.  Being aware of what kids come with—how to value and use cultural assets.

Beyond the standards, arts help students prepare for life!

4.  Teacher Prep – are arts included

USF

Developmental Teacher Education Program (DTE) is a multi-subject, 15 month program for those who want to teach elementary and middle school levels.  There are about 20 students in the cohort. 

DTE is one of three teacher ed/credential programs at UCB.  The other two:  Multicultural, Urban, Secondary Education (MUSE) is a

two year program offering Single Subject Credential in Language Arts with a cohort of 12-25, (Director is Linette Mimerson); and MACSME – a two year program offering Single Subject Math/Science credential.  (Director is Jake Disson).  In 2018 these programs will be combined into one called Berkeley Education for Equity & Excellence—an 18 month program with three pathways.

DTE arts course offered in the summer is the only arts course.

It is the first course students in the program take and is their starting point for teaching and learning, which is continued through coaching by Nives, their supervisor for student teaching.  So students are immersed in the arts when coming into the program and entering into teaching.  The arts course runs parallel to the free, 3 week (14 /half days, 8:30-1:00) K-5 DTE summer school—attended by 150 to 200 kids at a neighborhood schools.  In the past was held at New Highland, but now is held at Learning Without Limits in the Fruitvale District of Oakland.  DTE students spend 16 contact hours in the summer school first year as observers.  In the second year, they get stipends for serving as student teachers and putting their knowledge into action.  There are 4 adults in each classroom at the summer school—2 DTE grads and 2 pre-service students. 

Nives uses VTS (Visual Thinking Strategies) as a starting point into the arts in the summer course and teaching lab at the summer schools VTS provides a framework for building and constructing knowledge—so that students remember and tell you about what they are learning.  It enables pre-service teachers to see in real time what it means to be a guide—not expert—and move beyond any fear they have of the arts AND enables them to be silly with objectives in mind.  It helps them unlearn old patterns do things together, find voice, and remove judgment—get the self out of the way. 

Theory/Frameworks& Readings—keep minimal and relevant. Include:

- VTS

- Boal’s Theatre of the Oppressed

(Body as a place of knowing)

- Friere

- Lois Hetland article on building habits of mind through the arts

- Eisner (Chapter 1 & 8)

- Maxine Green’s writing about the arts

- News and historical research

5.  Dreams for future

Would like to be working with schools where arts integration is happening in a deep way, so student can see what it looks like as part of a daily teaching practice. 

Arts integrated DTE courses.

(NW) Add methodology course for lesson design in the arts and across subject areas at elementary level – where students could design and road test units.  Creating space for teaching what I know how to do! 

6. Obstacles

Current tenured faculty think of arts as extra duty.  They have reached a comfort level with what they are teaching and the Director’s influence is limited.

California Teacher Credential Requirements – Cooperative teachers are now required to have specific training and is no money to support this mandate—imposing an additional hurdle to the existing challenge of recruiting strong cooperative teachers. 

DTE’s summer school, supported by tenuous Heller funding, is the only area where director has influence with the faculty to include the arts.

7. How Can Alliance Help

ILSP courses – could connect calendaring/scheduling with UCB to enable pre-service teachers to take for credit.  Would take logistical planning to figure out how to make ILSP courses part of credential program offerings. 

Deeper connections with arts integration schools for student teaching and job placement.

Opening avenues of funding to help sustain their summer program long term and/or bring in teaching artists. 

8. Open Discussion and /or Colleagues torecommend

Think about arts integration as essential part of pedagogy that

doesn’t require funding. 

Nives also teaching Social Justice through the Arts-- a one unit course (4 Saturdays, 2.5 hours) at USF.