Pre-Summit Sessions

Video games are a multi-billion dollar industry. Roughly 20% of game development jobs are held by graphic designers, musician, and writers. Explore the importance of art, movement, sound, and drama in the design and development of video games. Discover what industry professionals (such as an Art Director, Combat Designer, Audio Engineer, and/or a Game Writer) have to share about how you can prepare your fine arts students for this exciting new career path. Learn powerful tools for assessment and portfolio creation.

The arts (visual art, music, dance, media, and theater) are a natural part of how we learn. Quality arts programs have been shown to engage students in active learning, including students for whom traditional classroom instruction is not the most beneficial. Through discipline-based and arts-integrated instruction, the arts are a powerful tool for learning. The arts are also naturally adaptable to different learning styles and abilities, because creative problem solving is an essential skill for students of all abilities.

Arts and Inclusive Learning is a one-day intensive session that focuses on designing and delivering arts learning experiences that reach students of all abilities. Throughout the day you will gain an understanding of the foundations of inclusive education and arts-based learning, discuss theories and methods for teaching in inclusive environments, and engage in hands-on techniques that ensure progress for all students.

Accessible Arts demonstrates the integration of methods and practices of music, dance, and art modalities into general art/music/dance classrooms. Expressive arts therapists, with their training in psychology, child development and counseling, are able to model for teachers more effective strategies for classroom behavior management as well as group dynamics skill building.

Workshop leaders include Accessible Arts program director Kalila Homann, LPC, ADTR, visual art therapist Tracey McCullick, MA, LPC and dance/movement therapist Ann Zbylot, MA, DTR, LPC. The workshop begins with adapted hands-on, multi-sensory activities and concludes with a discussion of sensory integration and brain-based learning for students with and without disabilities.

Evaluation surveys show high teacher satisfaction with increased student achievement in areas of improved motivation, behavior, concentration, impulse control, communication, group cooperation and overall learning ability.

Presentation Topics will include Emerging Technologies, Instructional Strategies/Best Practices. Learning Environments/Distance Learning/Course Management, Mobile/Wireless Learning Technologies, Professional Development/Teacher Preparation.

This workshop will help you:
Select hardware and get the right tool for the job,
Learn from others by building a personal learning network (PLN)
Use technology tools including: twitter, google reader, youtube, dropbox, prezi, evernote, simplenote, instapaper and posterous.
Use mobile technology (iPods and iPads) in your classroom.

All human beings first learn through movement. Movement must be an integral component of the learning process. Neuroscience research is supporting what movement educators have known for a long time…mental stimulation and physical activity improves brain function and can protect against cognitive decline. Movement patterns wire the central nervous system by laying the foundation for appropriate behavior and attention, eye convergence necessary for reading, sensory-motor development and more. The eight developmental movement patterns humans move through in the first year of life that wire the central nervous system provide a deeper understanding of the body-brain connection and the important role movement plays in developing the brain. The BrainDance, created by dance expert Anne Greene Gilbert, will be introduced as well as variations that will engage any age. It is sequential and holistic; integrates the mind and body; aligns the body by making us aware of all our connective parts—how they move separately and together and help students become focused, energized and ready to learn. This is student tested by the presenter when working with grades K-12.

Strategies and activities to develop an individual’s awareness and confidence in their movement potential to maximize academic performance will be presented. Emphasis will be on the development of the kinesthetic ability of sensing body position, movement or tension through breath, alignment, centering, action/reaction, and physical laws. All of these concepts relate to body-mind connections that support the learning process. All disciplines should include activities that will support optimal brain function so that students are ready to learn in any situation.

Creating Deep and Relevant Connections for Arts Integrated Mathematics and Science Lessons

Fine arts educators know that arts learning experiences encapsulate some of the best methods to teach difficult concepts. Through work funded by Rider 42E of the Student Success Initiative, CEDFA is involved with creating and hosting professional development aimed at integrating fine arts in other subjects. Specifically, this effort engages mathematics and science teachers with art, dance, music, and theatre colleagues to develop lessons that teach the mathematics and science concepts most difficult for students to grasp. In this session, CEDFA presenters will uncover ways this initiative impacts fine arts teachers, how fine arts teachers can help drive this initiative on their campuses, and the foundations for concept-based, student-centered lessons forged on the strong interdisciplinary connections made with colleagues in mathematics and science.

Creating Deep and Relevant Connections for Arts Integrated Mathematics and Science Lessons

Fine arts educators know that arts learning experiences encapsulate some of the best methods to teach difficult concepts. Through work funded by Rider 42E of the Student Success Initiative, CEDFA is involved with creating and hosting professional development aimed at integrating fine arts in other subjects. Specifically, this effort engages mathematics and science teachers with art, dance, music, and theatre colleagues to develop lessons that teach the mathematics and science concepts most difficult for students to grasp. In this session, CEDFA presenters will uncover ways this initiative impacts fine arts teachers, how fine arts teachers can help drive this initiative on their campuses, and the foundations for concept-based, student-centered lessons forged on the strong interdisciplinary connections made with colleagues in mathematics and science.

Based on inquiry in the fine arts as seen in project-based learning, many arts experiences offer excellent opportunities for our most gifted and talented students to develop 21st Century skills that will be critical in their future academic studies and workplace environments. This session provides the annual update training for G/T teachers with the goal of helping participants learn strategies for linking instruction to the 21st Century Skills, especially to key collaboration, leadership, and entrepreneurial skills. Presenter Judy Jennings, PhD, will guide participants through the 21st Century Skill framework and will illustrate modifications to project-based learning samples that open up student collaboration and leadership opportunities. Each project-based lesson will hinge on sound research practices such as asking provocative questions, designing research, carrying out research designs, developing innovative final products, and communicating with professionals in the field. Furthermore, hands-on examples will help participants apply their learning and uncover opportunities to extend lessons for G/T students, providing them with powerful leadership and self-actualization experiences.

Participants in this session will explore the pilot year of a new innovative course, Art and Media Communications. Designed by the Texas Cultural Trust to teach at risk 9th grade students 21st century workforce skills in the creative media arts, media literacy and cultural studies, the course is based on rigorous explorations into the contemporary visual art and media design fields. Presenters will share the lessons learned and future directions for the course. Participants will leave with information on how to bring the course to their campuses, how to adopt some of the strategies for student engagement embedded in the course, how to bridge the technology gap with traditionally underserved students, and where to find resources for extending arts learning to teach media and digital literacy skills.