MCAD Teaching Artists

What Education is for? What is the future focus of education? What should it be?

Quick reminder what we can do when we work with children in and through the arts. We can connect in ways others cannot as the arts have the ability to reveal personality and the unconscious, to make thinking visible, to reveal one person to another. We need to do this work tenderly, carefully, but considering the content of this teachers manifesto.

The power of story through word and moving image is evidence hear through SOS where woman and girls are giving cameras to explore their worlds in photo, video and research of their own communities in Loas.

Holding ideas lightly, the iterative process and design thinking as an artist, leader and teacher.

Not only learning to wait, but wrestling with content creates a fertile learning space for all of us. Think about this content in relationship to the arts. How might slow learning, staving off immediate feedback support learning skills in the arts?

This is an middle and highschool art and design curriculum developed by Oliva Gude and her students in Chicago afterschool programming. It is rich in ideas, content and connects with students interest and aligns with contemporary art issues and thinking.

Understanding the needs of our students with special needs is at the core of our practice. Meeting students were they are and finding ways to connect and grow their self confidence through creative problem solving and making is a key to learning. This source does not focus on the arts but the content suggests deep opportunities and links.

The Science Notebook is a place where arts integration and creative problem solving are core to the practice. Teaching drawing skills, color theory and creative problem solving set the stage for meaningful Science notebooks and student journals of all types.

Ways to craft your language in the classroom for management before you have problems.

An introduction to Whole Brain TEACHING. Worth a read!

"In order to work toward more of a growth mindset, we need to observe ourselves and find our triggers. Just spend several weeks noticing when you enter a more threatened, defensive state. Don't judge yourself. Don't fight it. Just observe. Then, as Susan Mackie advises, give your fixed mindset persona a name. Talk to it, calling it by name, when it shows up. Over time, try to recruit it to collaborate on your challenging goals instead of letting it undermine you with doubts and fears."

Personalized Learning Handbook and content

"Authentic tests are representative challenges within a given discipline. They are designed to emphasize realistic (but fair) complexity; they stress depth more than breadth. In doing so, they must necessarily involve somewhat ambiguous, ill structured tasks or problems."