Workshops & Trainings
KID smART offers a variety of workshops & training opportunities for artists, teachers, administrators, and cultural workers interested in integrating the arts into the classroom. Upcoming public educational opportunities are listed below.
Puppet City: with Karen Konnerth & KID smART
January 24 | 4:30pm-7:30pm
1024 Elysian Fields Ave.
Join Karen Konnerth, internationally touring puppeteer and arts integration specialist, to experience a fun, core standards based social studies unit! Karen has countless hours of classroom experience creating and implementing arts integrated projects across the curriculum. She shares her experience through workshops for educators as well as through her book: THE SOPHISTICATED SOCK: Project Based Learning Through Puppetry.
This hands-on workshop leads 1st-4th grade teachers through specific steps using simple, creative puppetry to study:
What is a map?
What do we learn from the map key?
How does a community provide what people need to live?
How do citizens in a community work together?
What are goods and services?
Why do communities need rules and laws?
What is a democracy?
Attendees will be able to purchase a discounted copy of Karen’s book, which includes the focus project, plus many more with connections to Language Arts, Science, Visual Art, and Conflict Resolution.
Karen Konnerth is based in New Orleans and tours extensively as Calliope Puppets. Her educator workshops include presentations for the National Art Education Association, The John F. Kennedy Center for the Performing Arts, and for the U.S. Embassy English Language Specialist Program in Central America, Asia, and the Middle East. Karen was awarded the 2011 Puppeteers of America Marjorie Batcheldor McFarlin award for contributions in the field of education. www.karenkonnerth.com
Mapping the Journey: Planning Effective Residencies for Students with Sean Layne
For teaching artists
May 22-23 | 9am-5pm
1024 Elysian Fields Ave.
To be a responsible and respected member of the school community, a teaching artist must have a residency plan that identifies the objectives, scope, and sequence of their residency. Plans establish a common vocabulary and planning approach between teaching artists and the sponsoring organization and also serve as an excellent marketing tool. In this Seminar, participants consider a residency’s purpose, examine options for design, and select and organize residency components. After the Seminar, the sponsor provides next steps such as feedback on residency plans and arrangements for piloting exemplary residencies in schools.
Sean Layne is the founder of Focus 5 Inc, a national arts education consulting company. He holds a B.F.A. degree in acting and studied acting in London, England. Sean has worked in the field of arts integration for 25 years. He leads residencies for students K-8, presents workshops for teachers, and has designed training seminars for teaching artists nationwide for The John F. Kennedy Center for the Performing Arts. He is also an Arts Coach for the Kennedy Center’s Changing Education Through the Arts program.
May 16 + 17, 2017
Homegrown Teaching Artist Institute for Cultural Equity
The Homegrown TA Institute is a comprehensive training program with a focus on supporting artists of color and artists born and raised in southeast Louisiana in accessing employment opportunities as teaching artists.
This two-day institute is designed to support artists as they build their skill sets to work in formalized educational settings (in-school, after school, summer camps, museums, etc.). Participants will have opportunities to develop effective lesson plans, learn about childhood development through a cultural lens, and craft an arts education residency proposal. A second phase of the Teaching Artist Institute includes opportunities to connect with employers, learn about funding opportunities and apply for paid fellowships.
-Crafting an Effective Lesson Plan
-Objectives and Assessment
-Childhood Growth and Development Through a Cultural Lens
-Helping Children Understand Themselves and Others
-Visual Arts and Performance Arts Demo Lessons
-Stephanie McKee, Junebug Productions
-Aminisha Ferdinand, KID smART
-Ron McClain, Ashé Cultural Arts Center
-Sheila Webb, Ashé Cultural Arts Center
Kurt Wootton, ArtsLiteracy Project
Linking Literacy and the Arts: Building the Global Classroom (All grades)
March 14, 4:30-7:30pm | 1024 Elysian Fields Ave.
Our students come from a diverse range of backgrounds, speak many languages, and have vast funds of cultural knowledge. How, as teachers, do we capitalize on all the resources students bring into the classroom while helping them to gain the kinds of literacies necessary for academic and work success? This workshop will provide concrete practices for integrating the arts, literacies, and languages in a way that welcomes, and challenges, all students.
Roaring, Rolling, and Gnawing: Designing Educational Experiences with the Performance Cycle (All grades)
March 15, 4:30-7:30pm | 1024 Elysian Fields Ave.
For nearly twenty years, The Performance Cycle, developed by the ArtsLiteracy Project at Brown University, has provided a clear structure for integrating performance and various art forms into numerous educational settings in Brazil, Mexico, and the United States. Kurt Wootton, co-founder of the ArtsLiteracy Project and director of Habla, a lab school in Mexico, will introduce the Performance Cycle in a vigorous hands-on workshop. Wootton will focus on ways we can recover our sense of theatrical play with adults and students in schools and workplaces.
To Understand is to Invent: Designing Creative Reading Experiences (PreK-2)
March 16, 4:30-7:30pm | 1024 Elysian Fields Ave.
Students who are not able to read by the third grade are four times as likely to drop out of high school. Much of the nation’s response to this has been to implement more testing and more remedial programs. But is there a way to teach reading for all students that involves a great sense of play and imagination? How can we teach vocabulary, fluency, phonemic awareness, and comprehension in ways that honor the whole child as a complex human being? In this workshop learn about an approach to reading that integrates the arts in ways that holds students at the creative center of the reading process.
Kurt Wootton is the Co-Founder of the ArtsLiteracy Project in the Education Department at Brown University as well as the Co-Founder of Habla, an international education center and school in Mérida, Mexico.
Theatre for Literacy: Educator Workshops with Mary Hall Surface
April 5 & 6 | 5-7:30pm
1024 Elysian Fields Ave.
April 5th:A Playful Approach to Writing
For Teachers of Grades 1-6
Playwriting and improvisation offers a powerful way to interest students in writing or pre-writing processes. Participants examine ways to help students learn how to think like playwrights and to develop a script—written or pictorial—that draws on their improvisations of characters and ideas. Workshop activities are drawn from Judith Viorst’s Alexander and the Terrible, Horrible, No Good, Very Bad Day and from works of visual art from the National Gallery of Art in Washington, DC.
April 6th: Going Global: Building Understanding Through Dramatic Monologues
For English, Social Studies, and Theatre Teachers of Grades 5 – 12
The ability to recognize multiple perspectives around issues of global significance is an essential skill in our ever-increasingly interconnected world. How can we help students build their perspective taking skills around issues such as gender equity, access to education and technology, and the plight of international refugees? Using stories of real people from around the world, learn to guide students to imagine, improvise, and write dramatic monologues that communicate diverse perspectives and help students uncover their own point of view on complex issues. Working collaboratively, participants will take an empathetic journey into the lives of others through an interactive process that integrates social studies, journalism, and drama.
Mary Hall Surface is an internationally recognized playwright and director who specializes in theater for family audiences. Her plays have been produced at major professional theaters, museums, universities, and festivals with fifteen productions with the Kennedy Center’s Theater for Young Audiences and National Symphony Orchestra. For more than fifteen years, Ms. Surface has brought her enthusiasm for the “power of the playwriting-pen” into classrooms throughout the United States, to national arts education conferences, and to teachers nationwide.
Reaching Students with Autism Through the Arts with Ryan Hourigan
Implications for inclusive arts classrooms for teachers of all grades
March 20 | 1024 Elysian Fields Ave. | 5pm-7:30pm | Open to all educators
March 21 | Loyola Music School | 5pm-7:30pm | Geared toward music educators
Many teachers have noticed an increase in the number of students on the autism spectrum included in their classrooms. In this session, participants explore questions about what autism is, how it affects people, and how some strategies are utilized to help students with autism learn and experience the arts. Ryan Hourigan, Associate Director of the School of Music at Ball State University, addresses communication, emotional, socialization, cognitive, and sensory challenges faced when working with students with autism in music, art, theater, and dance classrooms and offers practical suggestions for teachers to use.
This session is not a participatory workshop; it is designed as a lecture and discussion session.
Ryan Hourigan, 2010 Indiana Music Educators Association Outstanding University Music Educator of the Year, joined the faculty at Ball State University in the fall of 2006 after nine years of teaching instrumental and vocal music at the secondary and university level. He currently teaches music education and is the associate director of the School of Music at Ball State University. Dr. Hourigan is the co-author of Teaching Music to Students with Special Needs: A Label-free Approach. Dr. Hourigan co-founded the Prism Project, which provides an opportunity for Ball State University students to gain skills in the area of teaching students with special needs.
Differentiated Instruction: Meeting the Needs of All Learners with Dr. Rhonda Bondie
Thursday, January 12 | 5-7:30pm
1024 Elysian Fields Ave.
Differentiated instruction is a continuous decision-making process where teachers search for academic diversity that will either strengthen or impede effective learning and then respond through specific instructional strategies. Learn how self-regulated learning and group learning provide opportunities for teachers to formatively assess student learning enabling teachers to make decisions regarding differentiated instruction. Plan instruction using a CARR test (clear, accessible, rigorous, and relevant). Practice using differentiated instruction strategies including multiple pathways, structured choice, targeted practice, scaffolds, supports, and extensions to ensure all learners are learning.
Jamin Carter, Focus Five
Lines and Shapes: Integrating Visual Art and Geometry
Pre K-2nd: Lines and shapes, concepts central to pre K-2nd grade mathematical understanding, are also building blocks of visual art. In this workshop, explore how students can construct and demonstrate their understanding of geometry through visual art. Teachers learn the basic vocabulary for identifying and describing various types of lines and 2-D shapes in works of art and create abstract drawings and cut-paper compositions that allow all types of learners to be creative and successful.
Cut Paper: A Pathway to Creative Writing
2nd- 8th: The process of writing stories can be challenging for young authors. In this workshop, explore how students can use scissors, glue, and construction paper to create artwork that becomes the bridge between an unformed idea and a unique, descriptive story. Learn to use selected elements of art, such as shape, color, and space, to connect to story components (e.g., character, setting, events, main idea, and details). Participants will leave with workable, accessible tools for students to create ideas, think divergently and write creatively.
Think Like A Scientist: Developing Science Practices Through Visual Art
3rd-8th: In this workshop, explore ways to help students read visual art to develop their use of several science practices, such as careful observation, analyzing and interpreting data, and developing an explanation based on evidence. Learn a process that takes you from STEM to STEAM!
Teaching Animation in the Classroom
Wednesday, April 27 | 5pm–7:30pm
1024 Elysian Fields Ave., New Orleans, LA 70117
Limit of 25 seats available | $12 registration fee
Learn how to engage your students using an incredibly creative, imaginative and expressive form of media production. This three-hour (two and a half hour) professional development workshop focuses on easy-to-use Stop-Motion techniques for the classroom, and can be used to bring any topic or theme alive. Educators will leave with practical, hands-on experience, including animation-station set-up, sound design and story-boarding techniques to use with their students.
An experienced, passionate and committed Media Educator for the past 12 years, Jessie Curell has been teaching dynamic, production-based Media Literacy workshops for maximum impact across Canada and India with the National Film Board of Canada and a wide variety of schools, museums, non-profit organizations and film festivals. She has met thousands of Canadian teachers and students, and has first-hand knowledge of specific needs and interests, which have helped shape the way she works with each group in any province or territory.
Mapping the Journey: Planning Effective Residencies for Students with Kimberli Boyd
To be a responsible and respected member of the school community, a teaching artist must have a residency plan that identifies the objectives, scope, and sequence of their residency. Plans establish a common vocabulary and planning approach between teaching artists and the sponsoring organization, and also serves as an excellent marketing tool. In this Seminar, participants consider a residency’s purpose, examine options for design, and select and organize residency components. After the Seminar, the Sponsor provides Next Steps such as feedback on residency plans and arrangements for piloting exemplary residencies in schools. This Seminar is appropriate for both novice and experienced teaching artists who are teaching students in classroom settings.