Teachers find inspiration in a poem!
Arts advocates assert that it is a substantiated fact “that students who have learned the lessons of the arts: how to see new patterns, how to learn from mistakes, and how to envision solutions – are the ones likely to come up with the novel answers needed most for the future.” (California Art Study). Nonetheless, arts education programs continue to face an uncertain future.
In my quest to provide a positive spin on arts education during these unpredictable economic times. I began to ponder my experiences as an Arts Education Director that I could share with the readers. I decided to focus on the achievements reached while operating the infusion campus, an after-school curriculum-based arts learning program. The goals and outcomes for the program are well documented, and the statistical analyses are impressive.
As I concentrated, I found sweet satisfaction in knowing that the hundreds of student participants learned life-long lessons on how to creatively reach their desired goals. I smiled when I thought of the regular assessment interviews with the parents and how they gained an appreciation for the arts and the recognition of the impact the arts had on their children. I took pleasure in remembering the steadfast support and passion the board had for this art immersion program. I considered proudly the community impact the program had on the diverse group of college students who volunteered their time for the children, year after year. Then my thoughts turned to the program’s dedicated staff, teachers, and artist instructors and I had a “light bulb” moment. I knew that I wanted to write about the high expectations that applied to the team and the motivation that gave everyone a willingness to become “risk takers for the arts” and who embraced the concept of “making a difference in the life of a child through the arts.”
The staff and instructors of the infusion campus had the substantial job of being educators, artists, advisors, budget managers, assessment administrators, and behavior management experts. So in an effort to prepare them for the tasks at hand and to impress upon them the philosophy of “teaching through the arts”, I would facilitate a four-hour orientation session at the beginning of each school year. Here the teachers met each other and worked with the curriculum and assessment consultants. They were taught how to align their arts lesson plans with the academic content standards and how to create assessment tools. Furthermore, they were instructed that they would be required to meet with the consultants at least twice a quarter to review and improve their class curriculum and assessments. All this plus be an “amazing, fun loving” teacher on a daily basis.
Obviously overwhelmed by the high expectations, the staff and instructors often looked frazzled and dazed at the end of the orientation session. Recognizing that the staff and instructors are the key to the success of the arts learning initiative, it was vitally important for me to provide “something” to the group that would inspire and motivate them. I needed “something” that they could refer to, now and throughout the year; that would keep them striving to make a positive difference in the life of a child who is involved in the program. The inspiration came in the form of the written word, a poem. The poem describes the simple act of making a difference. Each person was given a copy of the poem, and a framed “starfish” to keep in their classrooms as a constant “make a difference” reminder. The following poem became the inspirational mantra for everyone involved with the infusion campus: (There are multiple versions of this poem):
Based on “The Star Thrower” by Loren Eiseley
There was an old writer that used to go to the beach in the mornings and walk in search of inspiration for his writing. On one such occasion he was taking his walk and as he looked down the beach he saw a human figure
moving like a dancer.
The old man smiled to himself at the vision of someone dancing with the sunrise and continued on his way, curiosity having got the better of him. As he came closer he saw that it was a young man and he was not dancing at all. He was reaching down to the shore, picking up something and very gently throwing it into the ocean.
As the old man got closer he called out, “Good morning! What are you doing?”
The young man replied, “Throwing starfish into the ocean.”
“I can see that, but WHY?”
“The sun is up and the tide is going out. If I don’t throw them in they’ll die.” The boy stated this so matter-of-factly that the old man was taken aback at first, wondering if there was some logic he was missing. He said quietly, “young man, don’t you realize that there are miles and miles of beach and thousands of starfish all along it?
You can’t possibly make a difference!”
The young man listened politely then bent down, picked up another starfish and threw it into the sea, past the breaking waves. He turned to the old man with a smile and said,
“It made a difference for that one.”
Each and every day arts educators have the daunting task of proving that the arts impact learners in amazing and successful ways, having to justify the right to be funded, to stay open, to be sustained. We do it because we know that arts education makes a difference by transforming students into responsible well-balanced human beings! Sadly, the infusion campus program closed due to lack of funding. I truly miss the daily opportunity to witness how the arts change lives for the better. Only time will tell if the talented staff members and arts instructors of the infusion campus, who worked tirelessly for the integration of the arts, were able to make a difference for one child or hundreds of children. Even so, I can honestly say that after reading this poem I am, once again, inspired to move forward and to “make a difference”!
OAAE Board Member
129th Ohio General Assembly: The Ohio House and Senate will not hold sessions this week, but some committees will meet.
EARLY VOTING BEGINS OCTOBER 4, 2011! Early voting in Ohio will begin on October 4, 2011 for the November 8, 2011 election. HB194 (Mecklenborg), which was signed into law on July 1, 2011 and decreased the number of days for early voting, is being challenged through the referendum process, and so its provisions will not affect the November 8, 2011 election. To find information about how to obtain an absentee ballot for the November election, or how to vote early, please check with your county board of election.
Changes in the Ohio Senate: Senate President Tom Niehaus announced last week that he was reorganizing Senate committees. The Senate committees for Civil Justice and Criminal Justice will be combined into the Senate Judiciary Committee. Senator Mark Wagoner will be chair and Senator Larry Obhof vice chairman. Senator Bill Coley will become the chair of the Senate Government Oversight and Reform Committee, and Senator Jim Hughes has been appointed to the Senate Finance Committee.
The Buckeye Institute for Public Policy Solutions, The Center for Community Solutions, and the Greater Ohio Policy Center announced on September 26, 2011 that they will be sponsoring a conference entitled “Across the Spectrum: The Future of Ohio and the Path to Prosperity,” on December 8, 2011, at the Columbus Renaissance Hotel. The purpose of the conference is to raise the level of public discourse, explore differences, and find common ground on key substantive policy issues central to the future prosperity of Ohioans. Invited speakers include economist Arthur Laffer, former federal budget director Alice Rivlin, and Professor Walter Russell Mead, who will deliver the dinner keynote address.
More information about the conference is available.
This Week at the Statehouse:
Senate Education Committee: The Senate Education Committee, chaired by Senator Lehner, will meet on Tuesday, October 4, 2011 at 9:30 AM, South Hearing Room. The Ohio Historical Society will make a presentation on its “Ohio as America,” an online fourth grade history textbook. The committee will also receive testimony on HB96 (Celeste/Brenner) Dyslexia, which would specify dyslexia as a specific learning disability and require a pilot project to provide early screening and intervention services for children with dyslexia, and will receive testimony on HB157 (Schuring/Letson) teacher development on dyslexia, which would authorize educational service centers to provide teacher professional development on dyslexia.
Update on Redistricting, Apportionment, and Referendums:
Signatures Delivered to Challenge HB194: Fair Elections Ohio, opponents of HB194 (Mecklenborg, Blessing) Election Law Reform, delivered over 300,000 signatures to the Secretary of State’s office last week to begin the process to seek a referendum to overturn HB194. About 231,000 signatures are needed to place the issue on the November 2012 ballot. Fair Elections Ohio is a coalition led by former Secretary of State Jennifer Brunner. The coalition includes organizations such as the League of Women Voters of Ohio.
HB194 was signed into law on July 1, 2011 and makes a variety of changes in election law regarding the following: poll worker errors; use of social security numbers; documentation of voters; contracts for election services; voter challenge; minimum precinct size; oversight of boards of election; filing requirements for initiative and referendum petitions; primary election in May; prepayment of special election costs; counting ballots; data sharing among state agencies; online voter registration; provisional ballots; voting in the wrong precinct; early voting; election observers; new political parties; and more.
Opponents of HB194 believe that the law will curtail voter rights in the following ways:
- decreasing mail-in voting from 5 to 3 weeks and in person voting from 5 weeks to 2 weeks;
- eliminates early voting opportunities in the evenings, Saturday afternoons, and Sundays;
- eliminates party identification from third party candidates on the ballot;
- requires minimum precinct sizes only in municipalities, which could mean longer lines in urban areas;
- permits, but does not require, poll workers to tell voters if they are in the wrong precinct; and
- stops the county boards of Elections from sending absentee ballot applications to all voters,
HB194 would have become effective on September 30, 2011, but due to the referendum challenge the law has been suspended, and the provisions regarding early voting will not go into effect for the November 8, 2011 election. An LSC analysis of HB194 is available.
Court to Clarify Referendum on HB319: Ohioans for Fair Districts, opponents of HB319 (Huffman) congressional redistricting, announced last week that they will ask the Ohio Supreme Court to determine if the new law can be challenged through the referendum process. The legislation was signed into law by Governor Kasich on September 26, 2011 and became effective immediately, because an appropriation to defray the cost of redistricting for local boards of elections was added by the Senate. A law that includes an appropriation for current expenses for state government and state institutions is not subject to a referendum.
Opponents of the law believe that the appropriation is not closely related to the intent of the legislation, and that voters should be able to decide the fate of the legislation. If the court rules in favor of Ohioans for Fair Districts, HB319 would be the third law passed by the 129th General Assembly to be challenged by citizens this year. In November 2011 voters will decide a referendum on SB5 (Jones) Collective Bargaining, and signatures are currently being counted to place a referendum on HB194 (Mecklenborg, Blessing) Election Reform on November 2012 ballot.
Apportionment Board Approves House/Senate Districts: The Ohio Apportionment Board, chaired by Governor Kasich, approved on Friday, September 30, 2011 maps designating House and Senate districts for the Ohio General Assembly by a vote of 4 to 0. Representative Armond Budish, the sole Democrat on the Apportionment Board, was observing Rosh Hashanah and did not attend the meeting, but had voted against the district maps earlier in the week. The Board had actually approved the new House and Senate district maps on September 28, 2011, but reconvened on Friday to amend the maps to rearrange House districts to make the 21st Senate District a majority-minority Senate seat rather than the 25th Senate District.
News from Washington, D.C.
U.S. DOE Posts Educational Performance of States: The U.S. Department of Education posted on its web site on September 22, 2011 “Educational Performances of States”, a state-by-state snapshot of the educational achievement of students based on 2009 data from the National Assessment of Educational Progress (NAEP), and national data about rates of high school graduation, college attendance, and college graduation. The power point report includes color-coded maps and tables that show a high level of variation in student achievement among the states. States that excel on some measures of educational performance perform poorly in other areas, and visa versa.
The types of information provided in the report include the following:
- Percent of students, by state, deemed proficient in 4th and 8th grade reading and math on the National Assessment of Educational Progress (NAEP) for students overall, with separate state-by-state comparisons for Whites, Blacks, Hispanics, and students with disabilities.
- Four-year on-time high school graduation rates, by state, with separate state-by-state comparisons for Whites, Blacks, and Hispanics.
- State-by-state college-going rate of high school graduates.
- State-by-state three-year college graduation rates for Associate’s Degrees.
- State-by-state six-year college graduation rates for Bachelor’s Degrees.
According to the report, 8th grade math students in Massachusetts and Minnesota are two to three times as likely to be proficient on the NAEP assessment as students in West Virginia and Mississippi; large differences in performance persist, even when White students, Black students, and Hispanic students are compared to their peers in other states; similar disparities exist among states when comparing high school graduation, college matriculation, and college attainment; Hispanic students are more than twice as likely to graduate on time from high school if they live in Illinois and New Jersey than if they live in New Hampshire and Nevada.
The report shows that Ohio students generally meet proficiency standards and rank in the middle of states on most of the indicators. Ohio ranks in the middle of states on the percentage (36 percent) of all students at or above proficient in 4th grade reading, and the percentage (36 percent) of all students at or above proficient in 8th grade mathematics. Ohio ranks in the top states on the percentage (45 percent) of all students at or above proficient in 4th grade mathematics, and the percentage (37 percent) of all students at or above proficient in 8th grade reading.
Combating Autism Reauthorization Act of 2011 (H.R. 2005): President Obama signed the Combating Autism Reauthorization Act of 2011 (CARA) on September 30, 2011. CARA was first authorized in 2006 to support research, tracking, training, and early identification and intervention programs about autism. The reauthorized act provides $231 million for three years. The legislation was held up in the Senate, as lawmakers disagreed about singling-out funding for autism when other worthy medical conditions also need funding. The bill was finally approved after lawmakers added a provision to direct the U.S. Government Accountability Office (GAO) to examine the use of federal funding for autism research. More information about the act is available.
U.S. House Committee Releases Budget Plan: The U.S. House Appropriations Committee, chaired by Representative Hal Rogers, released on September 29, 2011 a draft of appropriations for the departments of Labor, Health and Human Services, and Education. The plan provides for the U. S. Department of Education a total of $69 billion, which is $2.4 billion less than FY11. The plan eliminates $1.034 billion from Innovation and Improvement, which includes funding for “Race to the Top” and Arts in Education ($27 million) under the Fund for Improvement of Education. Approximately $821 million remains in this fund, and is dedicated to developing performance-based compensation systems for teachers, principals, and other personnel in “high-need schools” and funding for charter schools.
Funding for Title I increases to $15.5 billion; the maximum level Pell Grant continues at $5,500; and funding for Special Education grants increases to $12.7 billion, which will increase the percent of federal funding for special education from 16.1 percent to 17.3 percent.
More information about the proposed plan is available.
News from the ODE:
Ohio Digital Learning Task Force to Meet: The Ohio Digital Learning Task Force will meet on Wednesday, October 5, 2011 at 3:30-5:00 PM in Conference Room D at the State Library of Ohio, 274 East First Avenue, Columbus, Ohio 43201. Dr. Robert Sommers, Director, Governor’s Office of 21st Century Education, will open the meeting. The task force was created in HB153 (Amstutz) the biennial budget, and is charged with developing strategies to expand digital learning in order to customize student learning and save costs. The task force will investigate the cost, feasibility, and educational benefits of using digital textbooks and other new digital content distribution methods; examine the ability to individualize content for specific students through digital technology to address learning styles, and meet the needs of individuals with disabilities; conduct formative and other online assessments; evaluate digital content pilot programs and initiatives; and examine state-level initiatives to provide or facilitate the use of digital content in Ohio schools. The task force is required to submit a report of its recommendations to the General Assembly by March 1, 2012.
Ohio Districts Awarded Physical Education Grants: The U.S. Department of Education announced on September 29, 2011 that 76 school districts and community-based organizations would be receiving grants to implement comprehensive, integrated physical activity and nutrition programs through the Carol M. White Physical Education Program (PEP). The DOE will distribute a total of $35 million to assist these schools with initiating, expanding, or enhancing physical education and nutrition education programs, including after-school programs, for students in kindergarten through 12th grades.
Two school districts in Ohio will receive PEP awards. The East Knox Local Schools in Howard will receive $363,087 and the Buckeye Local Schools in Dillonvale will receive $387,022.
Grant recipients must implement programs that help students make progress toward meeting their state standards for physical education. In addition, these programs must provide instruction in healthy eating habits and good nutrition and physical fitness activities. The U.S. Department of Education’s Office of Safe and Drug-Free Schools manages the PEP grants.
Additional information on the PEP grant program is available.
ODE Accepting Applications to Sponsor Community Schools: The Ohio Department of Education (ODE) announced on September 28, 2011 that it would accept applications starting September 29, 2011 for state-sponsored community schools in accordance with new charter school provisions in HB153 (Amstutz), the FY12-13 budget bill. The law requires the ODE to sponsor up to 20 charters, including 15 schools with existing contracts set to expire, and five start-up schools. ODE has created the Office of School Sponsorship to administer the program. Currently 71 organizations including school districts, nonprofits, and colleges sponsor 356 community schools in Ohio. Applications can be submitted three ways: personal delivery between 8-9:30 AM in the department lobby at 25 S. Front St.; by U.S. mail to the Ohio Department of Education, Office of School Sponsorship, 25 S. Front St., Columbus 43215; and by email to both email@example.com and firstname.lastname@example.org.
Fact Sheets Available from Advocates for Ohio’s Future:
Advocates for Ohio’s Future (AOF) has developed a series of fact sheets about federally funded programs in twenty of Ohio’s counties. The fact sheets, developed by the Center for Community Solutions, provide information about the status of Ohioans in the areas of health and human services, hunger, employment, social security, and more. According to AOF the fact sheets show the following:
- The number of Food Stamp recipients in Ohio has skyrocketed 58 percent since 2007
- Over 2 million Ohioans are now depend on Medicaid
- 23 percent of Lucas County residents receive Medicaid benefits
- The number of Medicaid beneficiaries in Warren County has jumped 51 percent since 2007
- The number of Food Stamp recipients in Medina County has shot up 110 percent since 2007
The fact sheets are organized by county and by Congressional district are available.
Advocates for Ohio is a nonpartisan coalition of twenty-five non-profit organizations. AOL works to maintain vital public services – health, human services, and early care and education – at a level that meets people’s basic needs and protects Ohio’s vulnerable populations. AOL is funded by a combination of foundation and member grants, supporter contributions, and in-kind donations. The coalition is co-chaired by Gayle Channing Tenenbaum and Mark Davis.
Re-imaging Public Education to Include Pre-K: The Pew Center on the States released in September 2011 a report entitled “Transforming Public Education: Pathway to a Pre-K-12 Future”.
The report “…challenges our nation’s policy makers to transform public education by moving from a K-12 to a Pre-K-12 system. This vision is grounded in rigorous research and informed by interviews with education experts, as well as lessons from Pew’s decade-long initiative to advance high-quality pre-kindergarten for all three and four year olds.”
According to the report the current early-learning system consists of federal Head Start, school-based and community-based preK programs, child care programs, and kindergarten. These programs are sometimes disconnected from the public education system and have different goals, funding streams, accountability systems, and governance structures. The current situation presents “unnecessary challenges” for families seeking early learning programs for their young children.
The authors recognize that creating a coherent preK-12 public education system presents a number of challenges and would require state and federal policy changes regarding funding streams, educational settings, administrative structures, teacher preparation and licensure systems, and learning standards to implement. The federal government would need to address issues about Head Start’s role in a preK-12 system, and states would need to align goals, standards, governance, teacher assessments, and other infrastructure across all grades and schools. And, this proposal would also require public education and early childhood education to “bridge long-established divides”.
This is the final report of Pew’s “Pre-K Now campaign”, which will end in 2011. The ten-year effort has documented years of research about the value of early-learning programs for young children, and has used that expertise and research to prepare this report and its bold recommendations.
According to the authors, “The report reflects work by leading scholars and institutions to identify the knowledge and skills students need to succeed in school and the teaching practices that most effectively develop them. Together, these analyses and perspectives form a compelling case for why America’s education system must start earlier, with pre-k, to deliver the results that children, parents and taxpayers deserve.
The report is available.
More Education Laws Being Challenged in the Courts: An article in Education Week (“Courthouses Rife with Education Policy Battles”, by Sean Cavanagh, September 28, 2011) describes how opponents of new state laws about collective bargaining, teacher evaluation/compensation, expansion of voucher programs and charter schools, and state funding for schools, are turning to the judicial branch for relief, and are challenging the constitutionality of the new laws by filing lawsuits in the courts.
The article includes the following list of laws that are being challenged:
- Indiana: A lawsuit was filed about the expansion of private school vouchers for low and middle-class families.
- Oklahoma: A lawsuit was filed about expanding private school vouchers for students with disabilities.
- Colorado: A lawsuit was filed about expanding private school vouchers in Douglas County.
- Florida: Lawsuits have been filed about new laws regarding teacher pensions/required contributions and a new law that eliminates tenure for new hires and creates a merit-pay system for teachers.
- New Jersey: A lawsuit was filed alleging that the state has violated teacher and other public employee contracts.
- New York: A lawsuit has been filed alleging that new laws about merit pay and teacher evaluations are in violation of 2010 law about Race to the Top plan.
- Idaho: A lawsuit has been filed about the phase-out of teacher tenure, seniority, teacher evaluations based on student achievement in violation of existing contract rights.
The article is available.
Californians File Two Lawsuits: An article in the Los Angeles Daily News (“LAUSD part of lawsuit against state”, by Associated Press, September 29, 2011) states that a coalition of school districts and education groups filed on September 28, 2011 a lawsuit in the San Francisco Superior Court. The lawsuit alleges that California schools have been shortchanged funding in the latest state budget, which violates Proposition 98 and the California Constitution. Proposition 98 was approved by California voters in 1988 and guarantees California public schools a minimum level of funding.
The plaintiffs include the California School Boards Association, the Association of California School Administrators, and the Los Angeles, San Francisco, and Turlock school districts.
The lawsuit seeks restoration of $2.1 billion in education funding that was cut from the 2011-12 state budget.
A second California lawsuit was filed on September 28, 2011 by Advocates for Californians with developmental disabilities, including United Cerebral Palsy San Diego and the Arc California. The lawsuit alleges that the state is violating federal and state law by failing to adequately fund services needed by individuals with developmental disabilities.
The suit was filed in Sacramento against the California Department of Developmental Services and the Department of Health Care Services. The lawsuit accuses the state of violating the Federal Home and Community Based Service Providers (HCBS) waiver program by reducing rates and reimbursements without federal approval and without considering federally required safeguards.
The suit also contends that the state violated California’s Lanterman Act, which guarantees individuals with intellectual and developmental disabilities the right to obtain the support services necessary to live as independently as possible in their own communities.
More information about the lawsuits:
SEEKING 12 OHIO HIGH SCHOOLS TO REPRESENT OHIO’S 1.8 MILLION STUDENTS! IS YOUR HIGH SCHOOL THE PERFECT MATCH?
Ohio Citizens for the Arts Foundation, in partnership with the Ohio Arts Council, offers a unique community service opportunity for high school students in conjunction with Ohio’s annual Arts Day and Governor’s Awards for the Arts in Ohio. Twelve high schools from around the state will be chosen to send a team of six students to Columbus to serve as student advocates. These students will participate in a range of activities highlighting the value and importance of the arts and arts education as a part of a complete curriculum. This is a valuable opportunity for your students to participate in the democratic process in a way that is personally meaningful to them.
You are invited to express your interest in having your students participate in Arts Day 2012 to be held in Columbus on Wednesday, May 9th. Please respond in writing by November 3, 2011 by email, fax, or US mail (contact information can be found at the close of this message). High school selections will be made by the end of November from those indicating their interest to participate.
WHAT: Arts Day 2012 Student Advocate Program
WHEN: Wednesday, May 9, 2012 9:00 AM – 1:30 PM
WHERE: Vern Riffe Center for Government and the Arts and the Ohio Statehouse
- Students attend an advocacy briefing
- Students meet with state legislators or their aides to advocate for the arts and arts education
- Students attend the Governor’s Awards for the Arts in Ohio and Arts Day Luncheon with members of the state legislature
- Students tour state buildings and other cultural venues while in Columbus
- Collaborate among academic departments within the high school (ex. arts, government, and language arts)
- Host a member of the Ohio House of Representatives and/or Senate in your school for a pre-Arts Day orientation to discuss the role of a legislator in education and the arts funding process
- Raise student awareness of the legislative process and citizens’ participation in government
- Receive positive recognition for your school
- Make an important contribution to the continuation of state funding for the arts and arts education
- Six (6) students who demonstrate an interest in the arts and the day’s activities
- Advance preparation by students: identify and write their Ohio legislators
- School-provided release time for: a) two-hour in-school legislative visit; and b) trip to Columbus on Arts Day
- School-provided transportation to Columbus for students and accompanying adult(s)
- Teacher and/or school administrator to “advise” the student participation and serve as a liaison with the Arts Day Committee member
Donna Collins, Executive Director
Telephone: 614.221.4064 Fax: 614.241.5329
Ohio Citizens for the Arts Foundation
77 South High Street, 2nd Floor, Columbus, Ohio 43215-6108
SB232 (Skindell) Comprehensive Sexual Health Education: Establishes statutory standards for comprehensive sexual health education and HIV/AIDS prevention education in public schools, and designates section 3313.6011 of the Revised Code as the “Act for Our Children’s Future.”
A Weekend Festival of Guitars: The Ananda Center for the Arts presents “String”, the premier guitar festival in Northeast Ohio. This inaugural festival of guitars assembles premier players and technicians from two continents to perform in Massillon, Ohio, on November 11-13, 2011.
“String” provides an opportunity to hear, observe, and learn from an outstanding acoustic array of musical excellence encompassing a sundry of styles and eras to tantalize the senses. Events include outreach with area schools; weekend learning seminars at the Massillon Museum; and live concerts at the Massillon Museum Main Gallery and Historic Lincoln Theatre.
Concerts will be held:
Friday, November 11, 2011
7:00 P.M.: The opening concert with Les Freres Meduses in the Main Gallery of the Massillon Museum. Doors will open at 6:30 P.M.
Saturday, November 12, 2011
8:00 P.M.: Goran Ivanovic and Andreas Kapsalis at the historic Lincoln Theater.
Doors will open at 7:30 P.M.
Sunday, November 13, 2011
1:30 P.M.: Solo Performance by Dieter Hennings on baroque lute and the classical guitar.
3:00 P.M.: Closing performance by Stephen and JoNell Aron.
Doors will open a half an hour before each performance.
Performers include Randall Avers & Benoit Albert; Jeff Rodgers; Goran Ivanovic and Andreas Kapsalis; Dieter Hennings; and Jonell and Stephen Aron. Performers Randall Avers and Benoit Albert of Les Freres Meduses will also be providing week long performances and workshops with the school districts of Stark County, Ohio
“String” is funded in part by a grant from Arts in Stark.
For information about “String” please email email@example.com
TEDxYouth@Columbus Seeks Inspired Youth: The planning team of TEDxColumbus will host this year TEDxYouth@Columbus on November 10, 2011 at COSI, in Columbus. The sponsors of TEDxYouth@Columbus are seeking young people to apply to join the audience and also speak or perform at TEDxYouth@Columbus in the following categories:
- 100 inspired youth “change agents” (current 9th grade to 12th grade) will be selected through an application process to join the audience for a morning session with speakers and performers. Participants will be selected based on interest in the TEDx concept and how they would make a positive impact on the community and the world at large. Application deadline is November 1, 2011.
- 10-15 speakers and performers (no older than 25) who will take the stage in the morning and respond to the theme of “A Moment in Time”. These participants will be selected based on their ability to share with the audience an idea, project, or story that will inspire other young people to take action. Application deadline is October 15, 2011.
The cost for those accepted to participate will be $10 and will include lunch and parking.
Please share this opportunity with students and young adults who might be interested.
FREE Professional Workshop on Arts Education: Join Gary DeVault from the Ohio Alliance for Arts Education for an energized and engaging professional development seminar for arts educators entitled, “Academic Content Standards and Arts Integration”. This seminar will guide participants through hands-on experiences that lead to better understanding of tools and resources used to enhance student learning. Participants will be provided with information, reflection time, and resources. This session is designed to provide arts educators with the tools that they can use in every classroom!
The Academic Content Standards & Arts Integration Seminar will be held on Monday, October 24, 2011 from 3:00 – 6:00 PM at the Vern Riffe Center for Government and the Arts, 31st Floor, Rooms South B & C; 77 S. High Street, Columbus OH 43215.
The workshop includes light refreshments.
REGISTER TODAY – Space is Limited
To register, email the following information to firstname.lastname@example.org
For more information or to register by phone contact:
Please share this professional development opportunity with other interested parties.
About the Presenter: Gary DeVault recently retired as Fine Arts Consultant for the Tri-County Educational Service Center, where he supervised the curriculum and instruction of the educational programs in the areas of music, visual art, drama/theatre, and dance. Gary also supervised related gifted activities, including observing and assisting new and experienced teachers concerning curriculum, materials, and instructional methods in arts education; organizing and/or conducting professional development programs, workshops, and field experiences in the arts; assisting with the development and revision of courses of study and textbook/materials in the arts; and coordinating county-wide fine arts events. Gary has served as an arts education consultant, worked with arts organizations and educational institutions at the local, state, and national level, and has written proposals, secured funding for and directed state and federally funded arts education projects.