Posts Tagged 'NAEA'

NAEA 2017 Recap

At the beginning of March, Angela Medrano and I had the privilege to attend the National Art Education Association (NAEA) Annual Conference. While this conference is geared towards a variety of art educators, including elementary, middle, and high school teachers, professors and university students, and museum educators, the Museum Education Division holds a preconference on art museum education.

This year the preconference focused on Diversity and Inclusion in the field and the day was kicked off with a keynote presentation by Dr. Marit Dewhurst, Director of Art Education at City College of New York, and Keonna Hendrick, Cultural Strategist, Educator, and Consultant. Their talk gave an overview of issues of race and racism in the context of museums, defined shared terms to clarify meaning, and established structures for having conversations and creating brave spaces (as opposed to safe spaces) that promote dialogue and discussion.

Whether you are a museum educator, classroom teacher, or home school instructor, Dewhurst and Hendrick’s message is a relevant and important one. Want to hear more? Experience their whole presentation here.

Jessica Fuentes
Manager of Gallery Interpretation and the Center for Creative Connections

Friday Photos: NAEA in NOLA

As part of our McDermott Internship, each intern is able to request funds to use for professional development–this can go towards a language class, visiting other museums to learn more about their practices, or events like conferences. This year, some of us decided to attend the National Art Education Association Conference in New Orleans.

Always on board for some intern bonding, we decided to drive the 8 hours from Dallas to New Orleans. This was a great start to our trip, which has only gotten better since our arrival in the Big Easy! We’ve had a great time attending sessions, visiting local museums (New Orleans Museum of Art, Ogden Museum of Southern Art, and the Contemporary Arts Center) and learning more about the field of museum education. Here are just a few pictures of our trip so far!

We’re looking forward to bringing the knowledge and new ideas we’ve heard at the conference back to the DMA!

Liz Bola
McDermott Graduate Intern for Gallery and Community Teaching

Friday Photos: If the Shoe Fits

This past week, some of our Education staff attended the 2014 National Art Education Association Convention. I’ve had the great fortune to attend this convention annually since 2004. I personally look forward to it every year for a number of reasons: hearing about the great work of museum colleagues around the country, spending time with DMA colleagues outside of our work environment, making friends and connections at other museums, and exploring the host city and all it has to offer.

This year’s conference was in beautiful San Diego. Even though it was a work trip, it still felt like a mini vacation. How could it not, with this view outside of my hotel room?

20140327_150315[1]

I attended many interesting sessions and took a lot of notes. I always make a point of reviewing my notes soon after I return from a conference, knowing that there are great ideas I can apply to my own professional practice.

While speaking with my officemate Amanda Batson after we returned, we discovered that we both bought shoes during our trip.

Amanda and Me 1

This inspired me to hunt for fabulous footwear throughout the DMA. Look for these sweet kicks during your next visit!

Art Beauty Shoppe detail

Find these stylish ladies on the fourth floor

Commodore Trunnion detail

Not a shoe, but still pretty cool: Jack Hatchway is a one-legged veteran of the sea, shown here in a painting inspired by The Adventures of Peregrine Pickle by Tobias Smollett

Reves detail

Look for these delicate shoes in the Belle Chambre of the Wendy and Emery Reves Collection

Japanese figure detail

I love these Japanese sandals, called geta, though I can’t imagine walking in them

Indian dancer detail

This Indian dancer performs barefooted, but with many anklets that make their own music as she dances

Picasso detail

The bust in the lower left of this painting is thought to be a kind of visual signature for this revolutionary Spanish artist

YM detail

A young artist reimagines the high heel, made entirely of pencils and found objects

Happy shoe hunting!

Artworks shown:

  • Isaac Soyer, Art Beauty Shoppe, 1934, Dallas Museum of Art, gift of the Public Works of Art Project
  • Francis William Edmonds, Commodore Trunnion and Jack Hatchway, c. 1839, Dallas Museum of Art, gift of Maxus Energy and Nina B. Super by exchange, the Roberta Coke Camp Fund and the General Acquisitions Fund
  • Belle Chambre, Dallas Museum of Art, Wendy and Emery Reves Collection
  • Figurine, Japan, late 19th century, Dallas Museum of Art, Foundation for the Arts Collection, The John R. Young Collection, Mrs. John B. O’Hara Fund
  • Dancing Figure, India, Probably 12th–13th century, Dallas Museum of Art, gift of the Alvin and Lucy Owsley Foundation
  • Pablo Picasso, The Guitarist, 1965, Dallas Museum of Art, The Art Museum League Fund
  • April Armstrong, Lead Foot, 2013, Plano East Senior High School, featured in Young Masters 2014

Melissa Gonzales
Center for Creative Connections Gallery Manager

What the NAEA Means to ME!

The Mission Statement:
“The National Art Education Association (NAEA) advances visual arts education to fulfill human potential and promote global understanding.”

“Founded in 1947, The National Art Education Association is the leading professional membership organization exclusively for visual arts educators. Members include elementary, middle and high school visual arts educators, college and university professors, researchers and scholars, teaching artists, administrators and supervisors, and art museum educators, as well as more than 45,000 students who are members of the National Art Honor Society or are university students preparing to be art educators. We represent members in all fifty states plus the District of Columbia, U.S. Possessions, most Canadian Provinces, U.S. military bases around the world, and twenty-five foreign countries.”

[quotes from the NAEA Website]


The NAEA Student Chapter

I joined the National Art Education Association in 2007 when I was an art education student at the University of North Texas and was instantly welcomed into a membership of 17,170 art educators who would mentor me along my educational journey. Membership and attendance to the national conventions truly made an impact on who I am today. By constantly being filled with current research, discovering the various ways to put educational theory to practice, giving presentations, hosting students, having numerous networking opportunities and by creating countless friendships—I became a stronger art educator. As I became more active in the organization, I was granted the opportunity to hold two leadership roles within the NAEA structure and just recently concluded my term as the NAEA Student Chapter President this past March at the 2013 Annual Convention in Fort Worth.

As of June 2012, 2,633 members classified themselves as students and testified to the need for an active voice in the organization. It was my duty over the past four years to serve the university student population to make their voices heard to the board of directors and to be an advocate for pre-professionals.

NAEA Governance Structure

NAEA Governance Structure

At the beginning of the 2013 NAEA Convention, Past-President Dr. Bob Sabol addressed the Delegates Assembly to propose a change to the current governance structure.  That change was voted on unanimously and can be seen in the following video. Some new and exciting things are in the works, and Bob can express it better than I can. I am still speechless!

NAEA from amanda Batson on Vimeo.

Don’t miss out on an opportunity to be a part of the NAEA and the 2014 National Convention in San Diego, CA. The NAEA is currently accepting applications for proposals. See you there!

naea5

Amanda Batson
C3 Program Coordinator

Staff Highlights from the 2012 NAEA Conference

Over 6,500 arts educators from museums, classrooms, and universities across the United States and around the world converged on New York City from March 1 – 4, 2012 for the annual National Art Education Association Conference.  Museum educators spent an extra day together on February 29 for a Pre-conference focused on exploring the implications of the digital age on our work in art museums.  The Museum Educator Pre-conference also includes time spent in art museums.  This year, the day took us to the Metropolitan Museum of Art, MoMA, the Guggenheim, and the Museum of Arts and Design.  Many of us stole time later in the conference week and scurried back to these museums as well as others.

The DMA was well represented at the NAEA conference with eight educators attending and presenting.  We are fortunate to send so many staff — conferences are a great place to recharge and be inspired. We do our best to “divide and conquer,” splitting up to participate in as many diverse discussions, demonstrations, and presentations as possible.  During the 2012 conference, there were over 1,000 presentations and workshops!  I asked my colleagues to share a few highlights from their NAEA conference experiences.   What follows is a compilation of voices, notes, ideas, and resources.  Add your voice in a comment, and help us to expand this record of ideas.

A few provocations from the Museum Educator Pre-Conference:

  • What is the role of physical space in digital learning?
  • Museums are intermediary spaces for informal and participatory learning, primed for blended and cross-generational learning experiences
  • Museums should actively support “do-it-together” learning
  • We need social instigators rather than authoritative professionals to lead communities in the co-creation of museum experiences
  • We need to turn online spaces into nodes, not end points — making sure they are part of a well-conceived network
  • Institutions don’t have “openness” in their DNA.  How can we (art museum educators) be a part of changing this?
  • Be careful how you use technology — don’t think of it as a means to keep the status quo in the galleries.  Use technology to enter into dialogue with visitors on site and online.
  • In his closing keynote, Peter Samis from SFMOMA emphasized the importance of listening, and he referenced Design Thinking (Empathize, Design, Ideate, Prototype, and Test). Refine the problem, not just the solution.

Notable ideas and highlight from the Conference:

  • The BMW Guggenheim Lab is very cool and low tech.  The emphasis is on people discussing urban life face-to-face.
  • Amy Kirschke from the Milwaukee Art Museum said something to provoke thinking about docents in a new way.  “Not only are docents a Museum’s best advocates, but they’re also our largest multi-visit program.”  Since they’re here every Monday, how can we structure their training to make it fresh and exciting from one year to the next?
  • The importance of listening was stressed in several sessions.  How can we all be better listeners in our work with museum visitors of all ages?  How can we help docents and volunteers become better listeners?
  • Professor Olga Hubard from Teacher’s College at Columbia University led a session, To Theme or Not To Theme, which left me questioning some of the themes we use to promote our K-12 docent-guided tours.  I have observed several 4th grade tours recently where a docent will say “Our tour is called A Looking Journey,” but never says what that means.  I wonder: what does A Looking Journey mean to me?  What does it mean to teachers?  And most importantly, what does it mean to the 4th graders taking an A Looking Journey tour?
  • John Maeda, President of Rhode Island School of Design, presented about STEAM initiatives at RISD, such as a $20M NSF project focused on climate change.  Throughout his talk, Maeda emphasized the significance of an arts education and the importance of designers and artists in society.  Artists and designers have what the world needs: “visioning, understanding, clarity, and agility.”  Maeda also referenced an article by Fareed Zakaria in his talk.
  • Educators from the National Gallery of Art shared their experience in creating family programs focused on curiosity. Using the Artful Thinking strategies from Harvard’s Project Zero, they designed Artful Conversations, a program that is all about wonder. Families share what questions a work of art sparks for them and these questions shape the ensuing discussion.
  • Art teacher Kristen Kowalski discussed the sensory needs of children with autism and shared research about minimizing the symptoms of the disorder by integrating iPads into the art curriculum. For children with autism, art apps on the iPad help them to deal with sensory overload and allow them to create artwork that they previously hadn’t been able to do. Check out Doodle KidsFaces I Make and BrainPOP apps.
  • Two educators from the Portland Museum of Art shared about new opportunities they created for families to explore the PMA. They designed a rubric and observed the interactions of sixty families in their galleries throughout one summer, and used the data from these observations to transform and create program offerings, including a cell phone tours for kids, family gallery labels, and a new family brochure.
  • Colleagues from the The Brooklyn Museum shared information about their Teaching Lab.  The Lab is a bi-monthly professional development gathering of education staff that serves to (1) define and extend their teaching practice, and (2) encourage “reflective and reflexive practice”.  Lab sessions focus on Object Observations (investigation of a museum object while experimenting with ways of seeing, visual analysis, critical thinking, and the nature of responding to a work of art), Roundtables (discussions about issues related to teaching), Workshops (exploring issues in-depth, occurring in galleries when possible), and Fieldtrips (to explore educational content and process).  The focus is on teaching, not programming.
  • The conference proved to be a huge success for early career professionals. The Student Chapter population ranges from undergraduate to doctoral students who attend conference sessions to aid them in their educational path. There were over 900 students in attendance this year! The conference is the culminating annual event where students come together to share their passion for arts education and grow in their experiences as a collective group.

In the April newsletter, NAEA President F. Robert Sabol shares a few of his reflections about the 2012 conference and looks ahead to next year.  The 2013 NAEA Annual Conference will be in Fort Worth, Texas!

Nicole Stutzman
Director of Teaching Programs and Partnerships

Friday Photos: NAEA in Seattle

Last week, Nicole, Jenny, Melissa, and I spent Spring Break attending the National Art Education Association convention in Seattle.  This was my first time attending NAEA, and I returned to Dallas energized, excited, and filled with new ideas for the teaching we do in our galleries. 

Although we all attended a lot of sessions at the convention, we also found time to get out and explore Seattle.  I especially enjoyed Pike Place Market and the Seattle Art Museum (their African galleries are amazing).  Below are just a few of the photos from my week at NAEA! 

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Shannon Karol
Manager of Docent Programs and Gallery Teaching

Arts & Learning

In my daily life as an educator at an art museum, I can easily be caught up in the administrative aspects of my job.  With this post, I would like to step back and reflect on the importance of our jobs as art educators – whether in the classroom or at an art museum – and why learning through the arts is so important.

The Partnership for 21st Century Skills is a national organization that “advocates for 21st century readiness for every student.  As the United States continues to compete in a global economy that demands innovation, P21 and its members provide tools and resources to help the U.S. education system keep up by fusing the three Rs and four Cs (critical thinking and problem solving, communication, collaboration, and creativity and innovation).”  Learning through the arts plays an important role in the development of these skills.  “…the arts promote work habits that cultivate curiosity, imagination, creativity, and evaluation skills.  Students who possess these skills are better able to tolerate ambiguity, explore new realms of possibility, express their own thoughts and feelings, and understand the perspective of others.”  View a map for the arts and 21st century skills.

A four-year research initiative at the Guggenheim evaluated the impact of its pioneering arts education program Learning Through Art (LTA) on students’ problem-solving abilities and creativity.  “With this study of the Learning Through Art program, we are pleased to demonstrate that arts education helps develop the skills necessary to persistently and adaptively work through problems,” said Kim Kanatani, Deputy Director and Gail Engelberg Director of Education, Solomon R. Guggenheim Foundation. “By asking students to think like artists, we are imparting 21st-century skills in encouraging them to approach problems with creativity and analytic thought rather than just recitation of facts.”

Finally, the National Art Education Association website has a list of Ten Lessons the Arts Teach, which include “the arts celebrate multiple perspectives” and “”the arts enable us to have experience we can have from no other source.” 

I believe that experiences with works of art can be transformative, and the DMA Teaching Programs & Partnerships department values and supports the work of classroom teachers who are providing these learning experiences for students.  Thank you for the work that you do!

Molly Kysar
Head of Teaching Programs


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