PRE-SUMMIT SESSIONS for Summit XVII

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.

  • 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 laptop or pad) and accessible software applications.
    • Digital App Trends: Overview of most common 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, and their relevance in 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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  • Depth and Complexity in Fine Arts Lessons
    presented by Gladys Keeton
    The elements of "depth and complexity" add a layer to lessons that immediately increase rigor and engagement.
    • Depth requires the student to explore the discipline by looking below the facts and investigating generalizations, principles and universal concepts.
    • Complexity determines the degree of mental processing required by the student to meet the objective of a particular classroom activity.
    Many approaches to lesson planning are content-driven, giving us boxes to fill in. While these approaches include what we want to teach, they don't often contain "how" we are going to teach it. It is the "how" that makes all the difference in whether students actually learn. Few factors are as vital to teaching success as having well-designed lessons. Although years of experience can shore up less-than-complete planning, nothing compares to well-planned lessons. Comprehensive plans increase the likelihood that lessons run smoothly, so that students receive quality instruction.
    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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  • Nurturing Creativity in the Fine Arts
    presented by Linda Fleetwood
    This session is designed to help fine arts teachers and administrators unlock creativity in children while considering the creative emphasis in the Fine Arts TEKS. We will look at the climate of creativity and its value as emphasized in the 21st Century Skills while exploring what higher level instruction and learning looks like in each of the fine arts. The focus will be on why students create rather than how they create. You will create flipped classroom lesson designs to use in their classrooms and as a pool of designs for fine arts teachers. This session will include an exploration of these topics:
    • What Is Creativity?
    • Creativity Standards in the TEKS
    • Higher Level Learning
    • Flipped Classroom Lesson Design
    Linda Fleetwood
    Linda W. Fleetwood is the State Visual Arts Scholastic Event (VASE) Director for the Texas Art Education Association and has been an art educator for 25 years. She has taught all levels of art and is currently the Visual Arts Director for North East ISD in San Antonio. During her time as an art educator she was awarded the Kerr County Walmart Teacher of the Year in 1999, the NISD Marshall High School Educator of the Year in 2008, the Northside ISD High School Educator of the Year in 2008, the TAEA Art Educator of the Year for 2014, and the NAEA Texas Art Educator of the Year for 2016. Linda served on the TEKS High School Art Revision Committee and in that capacity testified before the State Board of Education and conducted trainings all over the State. She has been a CEDFA cadre member since 2010 where she has helped instruct teachers in the understanding and application of the State TEKS Standards. Linda is the designer and administrator of TAEA/VASE's online juror training course where art judges are guided in the assessment of student artwork. Prior to education, she worked in commercial graphic design as an art director and then as a freelance artist. Her passion is for children to discover their inner creativity and have it encourage and inspire them. Her belief that success breeds success causes her to believe all students have the capacity to succeed; with the educator having the privilege to find their areas of strength.
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  • VIDEO 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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  • Teaching About and Through Indigenous Arts
    presented by Oscar Franco, Roxanne Schroeder-Arce, Dr Mario Garza, Maria Rocha, Emily Aguilar Thomas
    In her chapter Multicultural and Antibias Education in the book Rethinking Schools: An Agenda for Change, Louise Derman-Sparks speaks to the misguided approaches many schools in the U.S. take in educating underserved youth. Essentially, in an effort to help students to achieve more, schools expect assimilation and deny students' cultures, languages and experiences. In this interactive workshop, leaders will share the methods, challenges and successes of teaching native art, music, theatre and dance. Workshop participants will explore indigenous arts and create work together.
    Oscar Franco
    Oscar Franco is a teacher, director, and theatre maker. Oscar Franco served as an intern, now an instructor, with the Indigenous Cultures Institute Summer Arts Camp for the last 3 years. He has worked as a stage manager, director, actor and designer with various companies around Austin. He is a graduate from The University of Texas at Austin where he received a BFA in theatre education. Currently, he is an elementary teacher at KIPP Austin: Comunidad in Austin, TX where he teaches visual art, music, and theatre.
    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 Señora Tortuga, Legend of the Poinsettia, and Sangre de un Angel are published by Anchorage Press Plays, now Dramatic Publishing.
    Dr Mario Garza
    Dr. Mario Garza is a member of the Miakan-Garza Band, a state recognized American Indian tribe of Texas. He has a multidisciplinary Doctorate of Philosophy from Michigan State University in Social Science. His areas of concentration are Sociology, Political Science and Social Work. He has taught classes at Michigan State University, Lansing Community College and Austin Community College. He has had a lifelong involvement in Native American issues including repatriation of remains and preservation of sacred sites. Dr. Garza retired from the City of Austin Parks and Recreation Department and lives in San Marcos, Texas. He currently heads a nonprofit, Indigenous Cultures Institute, that his tribe founded in the San Marcos area.
    Maria Rocha

    Maria Rocha is the Executive Director of Indigenous Cultures Institute, a Native American organization that promotes the cultures of people indigenous to Texas and northern Mexico. She has over 30 years of management and organizational experience with governmental and nonprofit institutions. Through her efforts, ICI has grown from presenting six lectures in 2007, to successfully sustaining a ten-member volunteer staff and eleven major programs.

    Emily Aguilar Thomas

    Emily Aguilar Thomas is a teaching artist and theatre-maker working to ignite social action around race, culture and gender justice. She earned her MFA in Drama and Theatre for Youth and Communities from the University of Texas at Austin, and her BFA in Theatre Performance and in English Studies, summa cum laude, from Niagara University. As a teaching artist, she has worked with the Indigenous Cultures Institute, the Performing Justice Project, Camp Mosaic for Isma'ili Muslim youth, Con Mi Madre, ZACH Theatre, Teatro Vivo, Voices Against Violence, and Shea's Performing Arts Center. She has also led workshops and courses in acting, improvisation, devising, dialects, and Applied Theatre with young people and adults in community and university settings. Most recently, Emily has served as a director and dramaturg for new Latin@ theatre for young audiences with Teatro Vivo.

    As an artist-practitioner, she is an advocate for new Latin@ Theatre for Young Audiences, socially-engaged theatre, and feminist pedagogies nationally. Her original interactive theatre program Tell premiered in the 2015 Cohen New Works Festival in Austin, for which it also received a Go! Grant. Emily is certified in Women's and Gender Studies from the Center for Women's and Gender Studies and in Arts and Cultural Management and Entrepreneurship from the LBJ School of Public Affairs. As the Education and Outreach Director for the Indigenous Cultures Institute, she is developing decolonized arts education programming for young people in Central Texas.

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  • TECHNOLOGY in MUSIC INSTRUCTION
    presented by Cayla Cardiff, Andre Clark, Becky Knox, Rachel Walker
    Technology in music instruction : Go BIG or go SMALL, but just GO! This Pre-summit session will address:
    • simple technology integration strategies with usable cross-curricular connections
    • setting up your first section of Music & Media Communications,
    • digital assessment and portfolios.
    Come learn with other music teachers (elementary through high school) about strategies that integrate technology authentically into music instruction.
    Cayla Cardiff
    Cayla Cardiff is in her 13th year of teaching in the Round Rock ISD and currently teaches piano and music studies in the Visual and Performing Arts Academy at Cedar Ridge High School. She holds a Bachelor of Arts in Music and a Master of Music Education with Choral Emphasis both from the University of Texas at Austin. She appears as a vocalist regularly with the Texas Early Music Project.
    Andre Clark
    Andre Clark is starting his 15th year of teaching choral music in Texas, and fourth at Stony Point High School, where he serves as the Head Choral Director and Visual and Performing Arts Academy Lead. Prior to teaching in Round Rock, Mr. Clark taught in similar positions in Georgetown ISD, Leander ISD, and Victoria ISD. Mr. Clark has served TMEA Regions 18 and 26 in several capacities: Vocal Division Secretary, Treasurer, Region Secretary, and is currently the Tabulations Chair and Region 26 Vocal Chair-Elect in addition to providing technical integration and support for UIL Music Region 26.
    Becky Knox
    Becky Knox is the elementary music specialist at Live Oak Elementary School in Round Rock. She earned a Bachelor of Music in Vocal Performance from the University of Texas at Austin, a Master of Music in Voice from the University of Colorado and a Master of Music in Choral Conducting from Texas State University, where she studied with Dr. Joey Martin. Additionally, she has her Kodály certification from Texas State, where she studied with Dr. Philip Tacka and Dr. Mícháel Houlahan.
    Rachel Walker
    Rachel Walker will begin her 12th year teaching elementary music in Round Rock ISD. She received her Bachelor of Music Education degree from Baylor University and received her Kodály certification from Texas State University. Currently she is involved in the NextGen initiative set in Round Rock I.S.D. for one-to-one technology-to-student integration.
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  • Movement and Educational Dance
    presented by Dr. Tina Curran

    Are you a fine arts educator who wants to engage your students in physical thinking? Do you want them to explore ideas and to foster different ways of understanding? Are you a dance educator who wants extend your teaching strategies and deepen your students' learning in, about and through dance as a fine art?

    This workshop provides the opportunity to:

    • playfully explore a universal framework of dance elements and vocabulary for movement;
    • think critically about ways that movement creates meaning;
    • create movement sentence dances
    • collaborate on approaches for creating, performing, responding, and connecting in and through dance;
    • explore strategies to provide access for all learners to experience dance as an art form;
    • provide student experiences that are comprehensive, sequential, aesthetically driven, substantive, contextually coherent, and inquiry-based;

    We will discover multiple ways of using an accessible approach for making dances that engage collaborative learning and foster creative thinking. We will explore strategies for making intra- and inter-disciplinary connections for substantive learning in and beyond dance that can be used across the K-12 spectrum.

    Dr. Tina Curran
    Tina Curran, MFA, Ph.D teaches at the University of Texas at Austin in the Department of Theater and Dance where she is co-developing a BFA in dance education leading to Texas State dance teacher certification. Tina is a cofounder, with Ann Hutchison Guest, of the Language of Dance Center (USA). She has conducted LOD certification courses and workshops across the United States and in Mexico, Taiwan and the United Kingdom. Tina also serves on the faculty of the Dance Education Laboratory at the 92nd Street Y - Harkness Dance Center to provides professional development courses for pre-service and in-service dance educators in K-12, higher education, community, and cultural organizations. As a consultant to the New York City Department of Education Project Arts Office, Tina first participated in the writing of the Blueprint for Teaching and Learning in Dance PreK-12 and afterward delivering professional development workshops for certified dance specialists. As an artist, educator and scholar, Curran’s focus is on developing dance literacy and promoting dance legacy. Tina has restaged dances from Labanotation score including: L'Après Midi d'un Faune by Vaslav Nijinsky; How Long, Brethren? by Helen Tamiris; Desperate Heart by Valerie Bettis; and both Gossip and Life Continues by Maggie Grippenberg. Her book credit include: Your Move: The Language of Dance Approach to the Study of Movement and Dance, 2nd ed. co-author with Ann Hutchinson Guest, George Balanchine Critical Editions: Concerto Barocco co-authored with Christian Matjias and The Experience of Staging Vaslav Nijinky’s L’Apres-midi d’un Faune in Higher Education.
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