What Would You Bring
What does a Teaching Artist do?
For professional artists, educational institutions have long been havens: providing much-needed funding and consistency through temporary positions like visiting artists and artists-in-residence. In contrast with these short-term positions, however, is an emerging career based around an equal commitment to the arts and education: the teaching artist. Teaching artists are neither musicians who give lessons to pay the bills until their big break comes nor great actors who give an occasional master class. Rather, they are working artists who acquire training in education and make it central to their professional life. They are committed to the marriage of pedagogy and artistry, using their work as artists to inform their teaching and vice versa.
Teaching artists might find that their careers and lives lean more towards the arts at one time and more towards education at another, and success could come from either direction—or both.
Because this is an emerging field, some murkiness still surrounds the public understanding of what a teaching artist does. Perhaps the best—or at least broadest—definition of a teaching artist is someone whose goal is to provide a tangible link between the creative process and arts-based learning. That is to say that teaching artists use their ongoing experiences as professional artists to develop their own curricula, lesson plans, and academic approaches. In addition to working in a school setting at K-12 schools and universities, teaching artists might also use arts-based education to work with groups including young children, business leaders, museum patrons, hospital patients, and prison inmates. Sometimes the goal is practical technique-based education, while other times it’s exposing students to new ways to express themselves emotionally and think creatively.1
Working in the Art at Alloway Creek Elementary School
Photography with Kindergarten
Kindergarten Photos
Student Photos – Alloway Creek Elementary School – Art Class 2018-19 Kindergarten thru 5th Grade
What Would You Bring? Residency Photos by Alloway Creek Elementary School – 2018-19 Third Grade (CORE GROUP)
Powerpoint Presentations from each class of the core group of 3rd graders
Student Writing Prompt
Littlestown Area School District 2018-07 CARLA LONG
2018-19 Residency Narrative
Littlestown Area School District (LASD) :
Alloway Creek Elementary School (ACES):
Artist in Residency (AIR):
2018-19
Site Coordinator: Jill Rakwicz, Elementary Art Teacher
Site Administrator: Chip Fissel, Principal
Lori Stollar, Director of Curriculum & Technology
Classroom Teacher: Jill Rakwicz, Elementary Art Teacher
Artist: Carla B. Long
Grant Proposal
Alloway Creek Elementary School (ACES) is a primary school including Kindergarten through Fifth grade with a student body of approximately nine hundred. ACES is part of the Littlestown Area School District (LASD), located in the heart of Littlestown, Pennsylvania, a rural town in Adams County. The Artist in Residency (AIR) program is funded through art fundraisers and occurs annually, with the third-grade students acting as the core group and all other grade levels as secondary groups.
Carla B. Long, a documentary photojournalist photographer, was selected as the residency artist for the 2018-19 school year in the recently renovated building. We are fostering an atmosphere of community with the combination of the elementary (K-3) and intermediate (4-5) together in the renovated space and are looking for the residency to help convey this continued theme among students, staff, and the district. We have added a STEM(Science, Technology, Engineering, and Math) position to the renovations to the art team. We want to continue incorporating a new curriculum within the residency to promote a transdisciplinary STEAM (Science, Technology, Engineering, ART, and Math) approach to art-making. Both STEM and Visual Art programs continue their commitment to practicing project-based learning. The residency intends to utilize this continued approach in giving students structure yet self-tailor opportunities to contribute to the residency in the ways that interest them most. The STEAM approach allows students to connect their learning in STEM with art practices and element design principles. STEAM focuses on wonder, critique, inquiry, and innovation, providing students with a whole pallet of learning.
As a result, this residencies goal is to continue providing a community space within the building (main lobby), an ever-changing installation space. We want to continue to create an environment that showcases learning, expression, collaboration, multi-disciplinary storytelling, and innovation. Our continued long-term objective has been a three-year plan that organically and deliberately builds upon itself, continuing to create experiences that can be deepened by integrating guest artists of various art forms. We are currently in year two of our goal. Additionally, we want to continue to leave teachers with the tools, experience, and confidence they need to meet our objective long after the residency ends.
The continuation of the residency builds upon our first-year goal. During our first year, with the help of artist Justin Ayala, we accomplished our goal of raising awareness and understanding by introducing installation art as an art form. We built intentional opportunities for the entire ACES community to contribute to and be invested in the residency. The concept of community was strengthened and most welcomed during our first year. We opened different facets of the project to the community and encouraged collaboration at and throughout the various stages of the residency. Residency participants utilized technology to create digital content using iPads through photography, stop motion animation, video, and audio. Technology and digital content were the main components of the installation space.
In the second year, artist, Carla Long, will introduce photography skills using the apps Camera Plus and Snapseed with students to further the integration of technology use. To connect with ELA, students will focus on themes and content to communicate the idea of identity and personal journey. Students study immigration during their 3rd grade Social Studies unit, so the central theme of personal journey revolves around the questions: “Where are you coming? Where are you at? Where are you going?” Using personal documentation via photography and writing, students will answer questions individually and collaboratively through their work and use of the introduced camera apps.
To focus on STEAM and visual art skills, the core group will engage in the creative process, a process in which students think and act like an artist to create artwork. The creative process includes four stages that students will work through to solve, develop ideas and solve problems: IDEA, PLAN, MAKE/CREATE, REFLECT/SHARE.
The REFLECT/SHARE stage will be the predominant skill focused on in year two, and the other three stages took the spotlight in year one. Reflection is a cross-curricular skill, and teachers are constantly looking for creative ways to emphasize its importance in the classroom. This year’s residency will focus on reflection using critique skills throughout the IDEA, PLAN, MAKE/CREATE stages, and the presentation of the final products. The goal is to promote the value of learning after failures, communicate with peers while navigating through problems, and thoughtfully express the Creative Process.
Participants will host a technology-integrated performance in the final year that showcases installation space and highlights the school’s innovative brand, STEAM education. Participants will work with teaching artist Jason Reed. Participants will utilize movement, dance, and the kinetic arts as the vehicle to drive this trans-disciplinary, STEAM-infused community performance.
As we navigated the residency, students explored themes and curriculum connections in the installation space. The themes that arose were a connection to the school mascot, the Thunderbolt, and curriculum connections. The core group explored these themes and spilled into our secondary groups and the teachers, staff, and administration. Those connections were:
- Thunderbolt: The Republic P-47 Thunderbolt, a World War II-era fighter aircraft produced by the United States between 1941 and 1945. The Thunderbolt was effective as a short-to-medium range escort fighter in high-altitude air-to-air combat and ground attack in both the World War II European and Pacific theaters.
- Aviation
- The Sky/Cloud (science)
- Character-based education connections
- Stop motion & video PSA were both historically informative, topical, and inspiring (science, math, and technology)
- Visual storytelling (ELA/Language arts, technology)
- Light art, lighting design, shadow art (Math, Science, Physics, Technology, and Engineering)
- Mobiles (Math, Science, Physics, Engineering)
Our goals are to build upon year one’s foundation to meld the STEAM approach outside of the visual arts classroom spilling over into the third-grade core classroom.
The core group will continue to be the 3rd-grade class, with approximately one-hundred and fifty students. The core group is broken down into six groups. Groups A, B, and C will meet with the artist every day for the five days of the residency, and groups D, E, and F will meet with the artist every day for the next five days of the residency. The groups will cycle back and forth in five-day intervals to allow for a more intensive meeting with the artist throughout the residency.
Curriculum connections to ELA and Math will be made throughout the residency. K-5th grade teachers will be incorporating writing reflections based on the creative process. Students will be keeping a sketchbook log of writings initiating from the IDEA, PLANNING, and REFLECTION stage of the creative process that will begin in the art class and continue in the core classrooms. Math connections will be reinforced as students use measuring, data, and probability in the MAKING stage to design the installation. Students will work with classroom teachers to solve mathematical problems and bring the information with them when meeting with the residency artist, so they may have the time to apply the information to make the artwork for the installation. A specific list of Fine Arts goals, PA Standards Core Connections, and 21st Century Skills connections is included at the document’s end.
The art room will be available for the residency during classes, prep time, and before and after school. The STEM classroom will also be utilized to use the green screen and other devices that tie in with the STEM curriculum.
Participants of the residency will be assessed through performance and their product. Teacher observation, student participation, and critiques will be used to evaluate the residency. Survey forms will be available to teachers, parents, administration, and community members who attend the final exhibit and/or observe other events of the residency for additional feedback. Evaluations will be used to choose/modify the residency for the following year.
Timeline Draft
- Planning Day – Throughout the Residency to debrief, strategize, and maintain the organic process.
- 1 Day – Overview day Presentations to the core group, student body, ACES staff, and possible LASD staff to contribute and assign a design challenge for the lobby.
- 20 Day Residency
Creative Goals
- Using the artistic medium of photography allows students to become image-makers and image readers.
- Foster creative thinking through photographic storytelling (considering lighting, angle, and exposure).
- Foster conversations and critique teaching students to think critically about visual literacy.
Integration Goals
- For students to become powerful communicators and problems solvers in the written and visual worlds
- Using visual literacy to promote writing skills using photography and storytelling
- Demonstrate proficiency in using iPads safely and responsibly as a tool for self-expression and digital art creation.
- Use visual literacy to “read” information and translate a visual language to written language.
PA Standards Connections
Standard Area – CC.1.4: Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
Standard – CC.1.4.3.B -Identify and introduce the topic.
Standard – CC.1.4.3.D -Create an organizational structure that includes information grouped and connected logically with a concluding statement or section.
Standard – CC.1.4.3.E -Choose words and phrases for effect.
Standard – CC.1.4.3.I -Support an opinion with reasons.
Standard – CC.1.4.3.J -Create an organizational structure that includes reasons linked in a logical order with a concluding statement or section.
*Standard – CC.1.4.3.K -Use a variety of words and sentence types to appeal to the audience.
Standard – CC.1.4.3.T -With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Standard Area – CC.1.5: Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.
Standard – CC.1.5.3.A -Engage effectively in a range of collaborative discussions on grade-level topics and texts, building on others’ ideas and expressing their own clearly.
Standard – CC.1.5.3.B -Determine the main ideas and supporting details of a text read aloud or information presented in diverse media formats, including visually, quantitatively, and orally.
Standard – CC.1.5.3.C -Ask and answer questions about information from a speaker, offering appropriate detail.
Standard – CC.1.5.3.E -Speak in complete sentences when appropriate to task and situation to provide requested detail or clarification.
Standard – CC.1.5.3.F -Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
Standard Area – CC.2.1: Numbers and Operations
Standard – CC.2.1.3.C.1 -Explore and develop an understanding of fractions as numbers.
Standard Area – CC.2.2: Algebraic Concepts
Standard – CC.2.2.3.A.1 -Represent and solve problems involving multiplication and division.
Standard – CC.2.2.3.A.2 -Understand properties of multiplication and the relationship between multiplication and division.
Standard – CC.2.2.3.A.3 -Demonstrate multiplication and division fluency.
Standard Area – CC.2.4: Measurement, Data and Probability
Standard – CC.2.4.3.A.1 -Solve problems involving measurement and estimation of temperature, liquid volume, mass or length.
Standard Area – 3.2: Physical Sciences: Chemistry and Physics
Standard – 3.2.3.A1 -Differentiate between the three states of matter, classifying a substance as a solid, liquid, or gas.
Standard – 3.2.3.B1 -Explain how movement can be described in many ways.
Standard – 3.2.3.B2 -Explore energy’s ability to cause motion or create change. Explore how energy can be found in moving objects, light, sound, and heat.
Standard – 3.2.3.B5 -Recognize that light travels in a straight line until it strikes an object or travels from one material to another
Standard Area – 3.4: Technology and Engineering Education
Standard – 3.4.3.A3 -Identify how the study of technology uses many of the same ideas and skills as many other subjects.
Standard – 3.4.3.B1 -Describe how using technology can be good or bad.
Standard – 3.4.3.B2 -Explain how materials are re-used or recycled.
Standard – 3.4.3.C1 -Recognize design is a creative process and everyone can design solutions to problems.
Standard – 3.4.3.C2 -Explain why the design process requires creativity and consideration of all ideas.
Standard – 3.4.3.C3 -Recognize that all products and systems are subject to failure; many products and systems can be fixed.
Standard – 3.4.3.D1 -Identify people’s needs and wants and define some problems that can be solved through the design process.
Standard – 3.4.3.D3 -Collect information about everyday products and systems by asking questions.
Standard – 3.4.3.E4 -Recognize that information and communication technology is the transfer of messages among people and/or machines over distances using technology.
Standard Area – 4.3: Natural Resources
Standard – 4.3.3.B -Identify local natural resources.
Standard Area – 4.5: Humans and the Environment
Standard – 4.5.3.D -Describe how waste is generated. Identify and propose a solution for a waste issue in the school setting (e.g., litter in the hallway).
Standard Area – 9.1: Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts
Standard – 9.1.3.A -Know and use the elements and principles of each art form to create works in the arts and humanities.
Elements
Theatre: • scenario • script/text • set design
Visual Arts: • color • form/shape • line • space • texture • value
Principles
Theatre: • balance • collaboration • discipline • emphasis • focus • intention • movement • rhythm • style • voice
Visual Arts: • balance • contrast • emphasis/focal point • movement/rhythm • proportion/scale • repetition • unity/harmony
Standard – 9.1.3.B -Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
Theatre: • stage productions • read and write scripts • improvise • interpret a role • design sets • direct
Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media
Standard – 9.1.3.C -Recognize and use fundamental vocabulary within each of the arts forms.
Standard – 9.1.3.D -Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
Standard – 9.1.3.E -Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
Standard – 9.1.3.F -Identify works of others through a performance or exhibition (e.g., exhibition of student paintings based on the study of Picasso).
Standard – 9.1.3.H -Handle materials, equipment and tools safely at work and performance spaces.
Standard – 9.1.3.J -Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
Standard – 9.1.3.K -Know and use traditional and contemporary technologies for furthering knowledge and understanding in the humanities.
Standard – 9.2.3.I -Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theatre).
Standard – 9.2.3.J -Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., PLAYS BY Shakespeare, works by Michelangelo, ethnic dance and music).
Standard – 9.2.3.L -Identify, explain and analyze common themes, forms and techniques from works in the arts (e.g., Copland and Graham’s Appalachian Spring and Millet’s The Gleaners).
Standard Area – 9.3: Critical Response
Standard – 9.3.3.A -Recognize critical processes used in the examination of works in the arts and humanities. Compare, Analyze, Interpret, Form and test hypotheses, Evaluate/form judgments
Standard – 9.3.3.B -Know that works in the arts can be described by using the arts elements, principles and concepts (e.g., use of color, shape and pattern in Mondrian’s Broadway Boogie-Woogie; use of dynamics, tempo, texture in Ravel’s Bolero).
Standard – 9.3.3.D -Explain meanings in the arts and humanities through individual works and the works of others using a fundamental vocabulary of critical response.
Standard – 9.3.3.F -Know how to recognize and identify similar and different characteristics among works in the arts (e.g., Amish and Hawaiian quilts, Navaho weavings and Kente cloth from West Africa).
Standard – 9.3.3.G -Know and demonstrate what a critic’s position or opinion is related to works in the arts and humanities (e.g., I like patriotic songs because…; The movie was enjoyed for its exceptional special effects).
Standard Area – 9.4: Aesthetic Response
Standard – 9.4.3.A -Know how to respond to a philosophical statement about works in the arts and humanities (e.g., “Can artworks that depict or are about ugly or unpleasant things ever be beautiful?”).
Standard – 9.4.3.B -Know how to communicate an informed individual opinion about the meaning of works in the arts (e.g., works of an artist of the month).
Standard – 9.4.3.C -Recognize that the environment of the observer influences individual aesthetic responses to works in the arts (e.g., the effect of live music as opposed to listening to the same piece on a car radio).
Standard – 9.4.3.D –Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities (e.g., artist’s interpretation through the use of classical ballet of the American West in Agnes De Mille’s Rodeo).
Standard Area – 15.2: Career Management
Standard – 15.2.5.A -Identify personality and character traits about yourself as related to hobbies, activities, and interests. Reference Career Education and Work 13.1.5.A – B
Standard – 15.2.5.L -Describe personal qualities and behavior related to being a successful student.
Standard – 15.2.5.M -Explain the importance of adhering to expectations defined in the home, school, and community. Reference Career Education and Work 13.3.5.A – B
Standard – 15.2.5.O -Explain the importance of accepting diverse populations.
Standard – 15.2.5.P -Explain how conflicts can be resolved. Reference Career Education and Work 13.3.5.C
Standard Area – 15.3: Communication
Standard – 15.3.5.C -Apply strategies to understand directions. Reference English Language Arts CC.1.1.2.E, CC.1.2.5.C
Standard – 15.3.5.E -Distinguish between age appropriate and inappropriate print and electronic resources used for introductory research. Reference English Language Arts CC.1.4.5.U
Standard – 15.3.5.F -Ask meaningful questions based upon a speaker’s premise. Reference English Language Arts CC.1.5.5.G. CC.1.5.2.D
Standard – 15.3.5.H -Present information as an individual or in a small group. Reference English Language Arts CC.1.5.5.A, CC.1.5.5.C, CC.1.5.5.D, CC.1.5.5.E
Standard – 15.3.5.J -Demonstrate active listening techniques.
Standard – 15.3.5.K -Model appropriate verbal and non-verbal behaviors in various contexts.
Standard – 15.3.5.L Identify traits (e.g., personal boundaries, confidence) that contribute to positive role models.
Standard – 15.3.5.M -Apply proper etiquette when using technology.
Standard – 15.3.5.N -Apply appropriate work ethic in the classroom.
Standard – 15.3.5.Q -Identify communication channels at school, home, and social events.
Standard – 15.3.5.S -Explain electronic communication options (e.g., formal vs. informal, time constraints, geographic location) based on the intended message.
Standard – 15.3.5.V -Identify mobile communications used in various settings.
Standard – 15.3.5.X -Identify diversity within groups and its effect on communications.
Standard Area – 15.4: Computer and Information Technologies
Standard – 15.4.5.A -Identify emerging technologies used for educational and personal success.
Standard – 15.4.5.B -Identify and demonstrate understanding of ethical, safe, and social online behavior and potential consequences of unethical, unsafe, and inappropriate behavior.
Standard – 15.4.5.C -Describe the purpose, use, and care of peripheral devices of computer systems including input, processing, storage, and output devices.
Standard – 15.4.5.G -Create a digital project using appropriate software/application for an authentic task.
Standard – 15.4.5.K -Use digital media to enhance a content-specific work product.
Standard Area – 15.7: Global Business
Standard – 15.7.5.I -Identify how misunderstandings occur when speaking, writing, or incorrectly interpreting language.
Standard – 15.7.5.J Identify non-verbal behaviors and their impact on communication.
Standard Area – 15.8: Management
Standard – 15.8.5.C -Explain the importance of ethical behavior in various situations.
Standard – 15.8.5.D -Identify the process for planning and completing a project.
Standard – 15.8.5.G -Discuss characteristics of good leaders.
Standard Area – 15.9: Marketing
Standard – 15.9.5.E -Give examples of various consumer behaviors and characteristics.
Standard – 15.9.5.I -Distinguish types of promotions and their goal: education, awareness building, persuasion, and loyalty.
21st Century Learning Goals
- Elaborate, refine, analyze and evaluate ideas in order to improve and maximize creative efforts
- Use technology as a tool to research, organize, evaluate and communicate information
© 2019 • All content within this project is strictly the property of Carla B. Long and is not for public use without permission.
