Heatherwick studio’s Post

The rise in advocacy for arts programming is growing due to changes in school budgets. One of the reasons that state government funding needs are shifting is due to employment trends. With new initiatives towards career readiness, early college credit, and STEM requirements, arts programming continues to diminish in our schools. Create CA designed a tool called the ‘Advocate’s North Star’ document to guide schools in securing #arts for students! “Understand current arts data, make recommendations to your school #leadership, offer solutions, work with your #community, and provide our ample resources to decision-makers to develop sustainable plans for visual and performing arts courses.” Some of the documents are specific to California, however most like the one below, can be used universally. Download the larger document and use the guide using through link https://lnkd.in/dUYnXgV7

In today’s fast-paced world, independent thinking is an essential skill for students. Click the link below to learn the importance of your child's independents thinking capability. https://lnkd.in/dgUVPcC5

Race and inclusion in Art education… As art teachers we do have autonomy to develop a curriculum that reflects the cultural needs of our students. In addressing the lack of representation of Black and Brown artists in the curriculum, it's important to actively seek out and incorporate diverse perspectives within the curriculum. Through my own research, I aim to highlight the rich contributions of artists from underrepresented communities, ensuring that students are exposed to a more inclusive and comprehensive understanding of art and design. By integrating works by Black and Brown artists into the curriculum, we not only honour their artistic achievements but also provide students with an understanding of cultural expression and identity. Our exam boards need to consider a plethora of cultural diverse art forms and artists. #DiverseArtists #InclusiveCurriculum #CulturalRepresentation

:: Herring (2011) highlights that the difficult conditions teachers face in some less developed countries are also present in the U.S., including dilapidated classrooms, poor lighting, limited furniture, overcrowding, rising student violence, and diverse learning needs among students. According to the Southeastern Center for Teaching Quality (2004), the work environment for art teachers significantly influences students’ learning experiences. Yet, art teachers are often overburdened, with minimal time to connect with students individually. Unlike other fields, such as social work and special education, working conditions in art education remain largely unexamined. For art teachers working across multiple schools, this lack of belonging to a single community adds to their sense of isolation. Herring, Ava C.(2011). Work/Life: elementary visual art teachers talk about their workplace conditions. Retrieved from the University Digital Conservancy, https://lnkd.in/gqqJiutg. In my research thesis, I believe I addressed this topic, drawing on field observations that were neither explored nor discussed in class. Only by fully immersing yourself—asking questions, seeking answers, and growing curious about particular issues—do you begin to see the realities directly. By that point, you’re heavily invested in time, effort, and resources, making it difficult to step away. Despite my attempts to avoid ending up in an art classroom within a school setting, here I am, working toward certifications I never intended to pursue. I hope that my experience in the school environment will help shape future decisions, as it’s clear that experiencing these conditions firsthand is crucial to understanding and accurately representing the working realities of art teachers (future PhD talk, and I will approach it fearlessly!). In the meantime, that’s me in what will soon be my new art classroom for the upcoming year, as I’ve signed up to be an itinerant teacher. I’m uncertain whether to view this as a form of isolation or as another opportunity to become part of this community. One thing is certain: I can currently recognize only 12 students out of 350 by name at this school, and I still occasionally mix them up. I’m looking forward to seeing how things unfold here! #NewMexico #Art #ArtEducation #ArtEd #ArtTeacher #ARTe

This is the first in a series of articles about universal design. In this article, learn the basics about universal design. https://aasr.news/kbg6 #endseclusion

My first TOI article examines the encampment trend happening across college campuses, offering viable solutions to this institutionalized problem…of course, in a very “me” aesthetic:

Did you catch the new ground-breaking report about arts education from Royal Shakespeare Company? ---------------------- It found that children's academic, social and emotional development was significantly impacted by exposure to the Arts; the difference in children who were enabled to take part in arts learning vs children who didn't have access was astounding. RSC Director of Creative Learning, Jacqui O’Hanlon, made it clear. "Arts education plays a significant role in improving the life-chances of young people." She also mentioned the importance of equal access. "We know that talent is everywhere, but opportunity is not. We want all young people to be resilient and feel confident in their ability to overcome challenges and solve problems." ---------------------- This is why we do what we do at ERIC. We need to make sure there is enough creative education out there for everyone and we need to also make sure everyone knows where to find it. Read the full report via the link in the comments below 👇

This is the first in a series of articles about universal design. In this article, learn the basics about universal design. https://aasr.news/kbg6 #endseclusion

Want to see the latest evidence on designing cities for play? Just published: paper by the accomplished experts Tim Gill & Emily Gemmell breaks it down for us.

Spoiler alert: if you don't read the whole article read this: "...The most robust findings indicate that play-friendly neighbourhoods are green, provide safe and pleasant routes for active travel to everyday destinations, facilitate social connections, and are not dominated by vehicle traffic.7,26,28,38 Hence measures that reduce traffic flows within neighbourhoods are likely to be effective in increasing levels of outdoor play. Nearby spaces for play (e.g., gardens, yards, courtyards, low or no-traffic streets, vacant land) are likely to support outdoor play, especially where unmediated, traffic-free access to these spaces is possible. In addition, safe and pleasant walking and cycling routes may also support outdoor play.26,28,30 Quantitative and qualitative results across contexts indicate that formal or informal play space, close to home, low-traffic neighbourhoods, other children to play with and natural environments support outdoor play across diverse urban settings.7,26,28"