PRE-SUMMIT SESSIONS for Summit XVI

Hilton Hotel Austin Airport
9515 Hotel Drive
Austin, Texas 78719, USA
Tel: +1-512-385-6767    -    Fax: +1-512-385-6763

Pre Summit sessions are designed to give participants an in-depth study of the subject. Class size is limited. You must sign up for the pre summits at the time you register for the Texas Fine Arts Summit. These workshops are optional and cost $75.00 each. A meal is also included in the four-hour training that is covered by the cost of the Pre-Summit. You will receive four hours of CPE credit for each course.

Pre-Summit Registration will start at 9:00 am with the Pre-Summit Sessions starting at 10:00 am on Thursday, June 15.

  • Teaching the 21st Century Fluencies through the Arts
    presented by Charles Aguillon
    We need to move our thinking beyond our primary focus on traditional literacy to an additional set of 21st-century fluencies that reflect the times we live in. That's the essence of the 21st Century Fluencies! Today, it's essential that all of our students have a wide range of skills that develop the ability to function within a rapidly changing society-skills far beyond those that were needed in the 20th century. These skills are not about technological prowess. The essential 21st Century Fluencies are not about hardware; they are about headware and heartware! This means critical thinking, problem-solving, creativity, innovation, and so much more. These aren't just for the students, though. The 21st Century Fluencies are process skills that we all need, and there is as much benefit in cultivating them within yourself as within your classroom (www.globaldigitalcitizen.org). Participants will also learn how to design lessons using digital tools to implement in their fine arts classroom. We will also look at new courses and curricula that is readily available for you to use for free!
    Charles Aguillon
    An educator for 24 years, Charles Aguillon is the Director of Fine Arts and Academic Enrichment for Lake Travis ISD in Austin. He oversees all music, art, theatre, and dance programs K-12 as well as Languages other than English and the UIL Academic program. Most recently Mr. Aguillon was the Associate Principal for Teaching and Learning at Georgetown East View High School. During the 17 years Mr. Aguillon was in Georgetown ISD he held the positions of middle school and high school band director, Director of Bands for Georgetown High School, and Director of Fine Arts for the Georgetown ISD during which time Georgetown was twice named to the "Best 100 Communities for Music in America." Prior to coming to Georgetown, Mr. Aguillon was a band director for San Marcos CISD for 3 years. Ensembles under his direction have received numerous awards and have appeared at the Texas State Marching Band Contest and the Music for All National Concert Band Festival in Indianapolis, Indiana. Mr. Aguillon holds the Bachelor of Music Education and Master of Music Education from Texas State University-San Marcos as well as a Master of Education in Administration and Supervision from the University of Phoenix where he has completed work toward a Doctorate in Educational Leadership. Currently President of the Texas Music Educators Association Region 32, he has served as President of TMEA Region 18 and 26 and has served as TMEA Region 18 Band Chair. He is an active adjudicator and clinician. He is also currently serving on the University Interscholastic League (UIL) Music Technical Advisory Committee.
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  • Mapping: A Journey in Creative Practice
    presented by Samantha Melvin
    An exploration of the literal and the figurative, this session will offer hands-on discovery of mapping as a tool for personal, creative investigations. The process will be relevant for you as artist and you as teacher, informing our collective practice as creatives.
    Samantha Melvin
    Samantha Melvin is Membership-VP for the Texas Art Education Association. She was named a Distinguished Fellow for service to TAEA in 2015. She currently serves as a Trustee for the National Art Education Foundation. She has taught elementary art in Spring Branch ISD and Burnet CISD. Samantha now serves as an independent art education consultant to districts in Texas and Florida in addition to consulting with Davis Publications. As an art educator, she received numerous grants and awards that benefited her students directly: a recipient of two Crayola and NAESP Champion Creatively Alive Children grants, a Nickelodeon Big Green Help grant, multiple grants from Humanities Texas for exhibits, and Art Access grants from the Blanton Museum, facilitating school field trips for her students. Samantha sees how interdisciplinary thinking, creative and divergent outcomes through tactile experiences are essential to the development of the whole child. Samantha was named 2012 National Elementary Art Educator by the National Art Education Association. Active in local, regional, state and national art education initiatives, Samantha served as Western Region Elementary Division Representative for the National Art Education Association for two years. She coordinated the NAEA Instructional Resource Elementary Gallery in 2013 prior to revisions in visual art standards. She has served on the Purposes, Principles and Standards for School Art Programs Revision Committee and the NAEA Visual Arts as Core (Platform Writing) Committee. In 2011, Samantha was named Western Region Elementary Art Educator of the Year. She participated in the 2011 Art21 Educator Institute, which she wholeheartedly recommends to any educator. A recipient of the PBS Teachers Innovation Award in 2010, she served as a member of the advisory council for PBS Teachers. In 2009, Samantha received the Power of Art Award from the Robert Rauschenberg Foundation and the Lab School of Washington and was named TAEA Elementary Art Educator of the Year. She serves as Visual Arts Cadre member for CEDFA, and has presented at CEDFA Summits in 2009-2013 and 2015-16. She was part of the curriculum writing team for TEA's Project Share Initiative, integrating Visual Arts with Math and Science. A practicing artist, her work has been exhibited in LA, TN and Texas.
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  • Devising as a means for Culturally Responsive Arts Education
    presented by Roxanne Schroeder-Arce
    Culturally responsive education, or in short, making space for and honoring students' cultural fluency and lived experience, is an essential part of any devising process in all art forms. In this interactive, on-your-feet session, participants will engage in a group devising process including visual art, music, dance and theatre that calls on their own lived experience. Session includes activities and lessons that teachers take back to their own classrooms to use as they nurture a culturally responsive learning environment.
    Roxanne Schroeder - Arce
    Roxanne Schroeder-Arce serves as Assistant Professor of Theatre Education at the University of Texas Department of Theatre and Dance. Prior to her current appointment, she was Assistant Professor at Emerson College in Boston. She also served as Assistant Professor at California State University Fresno. Schroeder-Arce received her M.F.A. in Drama and Theatre for Youth from the University of Texas at Austin and her B.S. degree and teaching credential from Emerson College. She taught high school theatre in Texas for six years and served as Artistic and Education Director of Teatro Humanidad in Austin for several years. Aside from her teaching, Roxanne is a director, performer, and playwright. Her bilingual plays have been presented to children and youth in theatres around the United States. Her plays SeƱora Tortuga, Legend of the Poinsettia, and Sangre de un Angel are published by Anchorage Press Plays, now Dramatic Publishing.
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  • Changing Education with Relevant Fine Arts "Inter" disciplinary Curriculums
    presented by Gladys Keeton
    Discover and evaluate patterns and relationships within the visual arts and the performing arts. All of the art disciplines are interrelated but do fine arts educators treat them as such? The need for meaningful connections among the art disciplines, and what generates new insights and synthesizes new relationships between ideas will be addressed. How can fine arts educators collaborate to identify and apply authentic connections among the arts disciplines and to understand essential concepts that transcend individual disciplines. Through the application of holistic arts, students will be able to discover relationships and connections on many levels between and among the arts often gaining a new and deeper understanding of self, society, and life's enduring themes or issues. Making connections among the arts and other disciplines is a common TEKS standard across all four arts. It is time to become arts partners and change education through relevant "inter" disciplinary curriculums.
    Gladys Keeton
    Gladys M. Keeton, Professor of Dance in the School of the Arts at Texas Woman's University since 1969 (recently retired). Professor Keeton teaches modern, ballroom, tap, cultural dance, children's dance, adapted dance, dance appreciation, interdisciplinary arts, pedagogy and supervisor of student teachers. She was founder, artistic director and performer of the TWU International Folk Dance Company for 37 years. The company performed and presented cultural lecture demonstrations for schools, conventions, civic and community events throughout Texas as well as out of state. Gladys is artist educator for the Texas Commission for the Arts conducting dance residencies in Texarkana for over 15 years emphasizing interdisciplinary learning for students and teachers in schools. She has also choreographed and conducted show choir and vocal dance workshops/summer camps at L.D. Bell High School, Denton High School, Springtown High School, Strickland Middle School, Guyer High School, Southwest State University, Texas Woman's University and elementary musicals. She choreographs for annual concerts and musicals, one of which received honorable mention from the Kennedy Center ACTF. Her scholarship includes over 200 presentations at national, district and state conventions. Gladys has authored two books and contributed to two other books. Recently, she was a co-writer for the Dance and Media Communication curriculum. Contributions to dance education are made through leadership positions in state, regional, and national organizations as well as being selected as a charter cadre member of the Texas Center for Educator Development in Fine Arts, Texas Education Agency Fine Arts Advisory Panel, State Review Panel for Dance Textbook Adoption, the State Board for Educator Certification Dance Standards Review committee, TExES Dance Content Exam and presently Item Writer for the new TExES Dance Content Exam committees. Gladys has been a presenter for over 17 years at the CEDFA Fine Arts Summit and Pre-Summits. She also conducts In-Service and Staff Development workshops for fine arts and classroom teachers in the public schools of Texas on a variety of topics. Recognition includes TAHPERD Brace Award (most prestigious award), Dance Heritage, Outstanding University Dance Educator, Honor, and PEPI Awards, Southern District AAHPERD Outstanding University Dance Educator Award, the Texas Dance Educator Association Hall of Fame Award, Drill Team Directors of America Lifetime Award and the Association for Retarded Citizens Outstanding Service Award. Other Awards include the TWU Distinction in Service and Outstanding Academic Advisor Awards, Outstanding Young Women of America Award, and the Association for Retarded Citizens Outstanding Service Award.
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  • Collaborative Practices and Creative Pathways: Digital Storytelling in the 21st Century Classroom
    presented by Dr. Megan Alrutz
    Digital storytelling invites young people to consider "Who am I?" and "What do I care about?" In this highly interactive session, participants will explore an artistic process that requires students express a point of view through language, voice, image, and music/or sound. Participants will devise personal narrative, digital photography, and performance work to imagine how the process and products of digital storytelling can tap into students' personal identities and respond to the experience and wisdom they bring to the classroom. The session will close with reflections on the role of arts and digital media in 21st century education. Teachers and encourage, but not required, to bring an iPad or cell phone with photo capabilities and to dress comfortably.
    Dr. Megan Alrutz
    Megan Alrutz recently joined the faculty at The University of Texas at Austin, where she teaches courses in applied theatre, theatre for social change, and digital storytelling. Previously, she was on the faculty of the University of Central Florida, where she led the MFA program in Theatre for Young Audiences for five years. Her creative and scholarly interests focus on applied theatre and theatre for young audiences, including school-based arts-integration, applied performance in non-traditional sites, devising and directing theatre and digital storytelling to explore issues of voice and identity, and developing new work that challenges and inspires dialogue. Megan works nationally as a facilitator for professional development in arts education and drama-based pedagogy, and was the founding director of ArtsBridge/UCF and Digital U, two Orlando-based applied arts/media programs for youth. Megan earned her Ph.D. from Arizona State University where she focused on drama-based pedagogy for middle school science education.
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  • Video Production 101
    presented by Jordan Arrendondo
    Add video to your bag of tricks and watch your students learn and create! This session will provide step-by-step instructions for making a video, from concept to completed project. Learn the "ins and outs" of video production and explore the video production process using iMovie as the operating system. From concept and connectors to uploading, storing, and managing files, this four-hour training will walk participants through the video production process in a hands-on environment. The participants will be introduced to every step of the process and produce a class video. This type of skill could be used for concerts, productions, public relations, and projects as well as lessons.
    Jordan Arrendondo
    Jordan's involvement with the fine arts really started his sophomore year and continuing for the rest of his time at James Bowie High School in Austin, Texas. After his involvement with the theatre program at McLennan Community College in Waco, Texas, he was accepted to the American Academy of Dramatic Arts in Los Angeles. Shortly after graduating from AADA, Jordan found his knack for video editing and producing by way of a friend requesting a video be made that she could send back home. Since then, he has been involved in many personal and professional projects including promotional, documentary, weddings, educational, and instructional as just some of the types of projects Jordan has been involved with in the 8 years he has been in video production. A professed self-taught editor, he uses his enthusiasm and creativity to fuel the projects he takes on, always challenging himself to use every aspect of the video process to enhance his final product. Currently Jordan is a Certified Medical Assistant working in a St. David's rehabilitation clinic and will begin working towards a nursing degree this summer. Even through school and now a full time job, he still finds the time for video production and editing to fulfill and strengthen his creative side.
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  • Moving The Needle: Learning Through The Arts In Inclusive Classrooms
    presented by Celia Hughes
    Adapting your classroom curricula to address the new TEKS? Need some guidance to include all your 21st Century learners? This experiential workshop will help you look at your curricula through the lens of Universal Design for Learning, or "UDL." Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. Three primary brain networks come into play: Recognition Networks, the "what" of learning, Strategic Networks, the "how" of learning and Affective Networks, the "why" of learning. The Principles of UDL follow these primary networks through 1) the presentation of information/content; 2) the action and expression of knowledge; and, 3) the engagement/motivation to learn. Participants will unpack each of the UDL guidelines to discuss their meanings and make connections back to their own teaching practices and the new TEKS.
    Celia Hughes
    Celia Hughes, Executive Director of VSA Texas, has over 35 years experience working in the arts as teacher, producer, artist and administrator and has worked alongside people with diverse abilities for over 25 years. In 2011, she participated with the beta testing of an online graduate course by Lesley College in Cambridge, MA on Curriculum Design for Arts Teaching and Learning, promoting the principles of Universal Design for Learning (UDL). She has developed and conducted professional development workshops for fine arts, general education and special education teachers in Texas for over 18 years, and since 2006 has offered workshops focused on integrating arts in special education and inclusive classrooms. Ms. Hughes holds a Masters Degree from the LBJ School of Public Affairs.
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  • Technology Boot Camp: Guerilla Skills for Arts Educators
    presented by Sherri Segovia
    Ready to incorporate technology in your classroom? This workshop will give you an overview of some tools and techniques you can use to add digital media tech savvy to your curriculum. No technology experience is necessary! We will cover three areas specifically related to fine arts education and you will get hands-on experience exploring digital apps and techniques. The workshop emphasizes everyday technology devices (bring your own) and accessible software applications.
    • Digital App Trends: Overview of most common (and FREE or inexpensive) apps for artists. We will discuss what they are, what they do, and how you might use them in your classrooms. Topics include: digital and video photography, sound and voice recording, musician's toolbox, image/video editing and sound manipulation, storyboarding, and digital storytelling. Participants will choose a digital app specific to their discipline to upload and explore.
    • Social Dynamics: Implications of social sharing and uploading original media to online networking sites. Topics include: etiquette, fair use, appropriation, privacy, copyright, and creative commons, all in relevance to sharing original, self-produced creative media. Participants will gain experience creating an individual social media profile, uploading media, and engaging with others in a Google classroom community.
    • Digital Performances: Broader considerations for integrating art presentation and performance using live-streaming and socially interactive elements. Topics will include a survey of best practices in digital media composition. Participants will create a group Vine.
    Sherri Segovia

    Sherri Segovia, Ph.D., is Senior Project Manager at Resources for Learning, LLC (RFL) where she conducts educational research, professional development, curriculum development, and program evaluations for K-12 fine arts education. Having led a dual career as a dancer/choreographer and corporate design director, Sherri's specialty blends traditional fine arts instruction with interactive media technologies. Her academic research involves human movement in videogame interaction and digital art. She has taught Basic Design Principles and Practices at the University of Texas at Dallas, and previously worked with RFL as a dance-technology curriculum writer and trainer for two years prior to joining full time.

    Presently, Sherri is Guest-Artist in Residence with Brookhaven College of Fine Arts for the 2015-16 cycle funded by the Takis Mouzenidis Endowment.

    Sherri has a Doctor of Philosophy in Arts and Technology from the University of Texas at Dallas, a Master of Fine Arts in Dance from the University of California Irvine, and a Bachelor of Arts in Management from Saint Mary's College of California.

    I believe it is essential that upcoming generations think deeply about our present media landscape, to understand its strengths as well as flaws, so that students can express themselves in these platforms in meaningful ways. Adding digital media technology to fine arts curriculum provides an element of art education that can enrich a student's toolbox for creating art, while also teaching thoughtful and creative ways to engage with a digital public.

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