Five Tips for Using The Arts and Special Education: A Map for Research

By Jenna Gabriel, Ed.M. and Don Glass, Ph.D.

The Kennedy Center’s recent publication, The Arts and Special Education: A Map for Research, is meant to be a living document that sparks conversation and incites action to support a shared, ambitious agenda around growing the field of the arts and special education. Thus, this resource should not be considered a “be-all-end-all” answer to large questions about the impact of arts learning on students with disabilities. Rather, it proposes priority areas for the field to focus new research, offers suggestions around the field’s responsibility to rigorous research design and methodologies, and charts a course of milestones by which we can measure our shared progress toward these goals.

Whether you are an individual researcher, a program evaluator, a funder, or a practitioner; whether you are working alone, as a program consultant, or with a large institution, there is a place for your work in this map. To get the most out of this resource, we recommend you consider the following:

1. This is not a prescriptive plan. This research map is far from comprehensive, and is not meant to be an exhaustive list of research questions to pursue or literature to reference. Rather, this is meant to be a jumping off point. The three priority areas proposed might help to frame your work or provide direction in a next step. The research questions could be investigated, and might also inspire other rich questions. The milestones are benchmarks by which the field might measure progress.

2. Contextualize your work to identify where you can contribute to this agenda. Just as this map is not exhaustive, it is impossible to think any one researcher or organizations could take on all of these action steps. Don’t think about how you can pursue everything in the map. Rather, think about where your work fits: Do you work with an organization that offers innovative programs for students? Perhaps you could consider how your work helps to contribute to a body of literature in Priority Area 2: Instructional Design and Innovation. Do you work at a large school district or state-level department of education? Perhaps you can look at large data sets that help us understand how students with disabilities participate in arts education in your area (Priority Area 1: Access and Equity). This work will grow and succeed when our efforts are aligned, not when all of us try to do a little bit of everything in isolation.

3. Look to other, more established fields as exemplars. The arts and special education is a young field, and the representative body of literature is still growing. However, this field draws on larger, established fields like arts education, special education, human development, curriculum and instruction, improvement sciences, developmental psychology, disability studies, and more. These fields have rich bodies of research literature that can offer theoretical foundations for our work as well as useful models of rigorous research methodologies.

4. Connect your work to practice and to policy. Remember—research can’t happen in a vacuum. Across the field, we work with real students in real classrooms; research should inform practice, and experiences in our classrooms should drive the next research questions we pursue. Findings should further inform policy decisions, so consider how your work (whether as a researcher or in the classroom/community) can influence systems-level ideas.

5. Be comfortable with discomfort. Close, rigorous examination of instructional practices might not show us what we want to see. Sometimes, teaching strategies we feel intuitively should work might not prove to be statistically effective. While that can be disappointing, it’s important to remember that that information helps us to better understand what does work and why—thereby improving instruction for the students we support.

 

Jenna Gabriel, Ed.M., is Manager of Special Education at the Kennedy Center. Don Glass, Ph.D., is Research Manager at the Kennedy Center. They are both editors of The Arts and Special Education: A Map for Research.

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Growing a Field of Study in the Arts and Special Education

Image of a boy leaning over a paper and holding a pen; text: The Arts and Special education; a Map for ResearchWhen the Kennedy Center’s Office of VSA and Accessibility convened thought leaders from the arts education and special education communities at a forum in 2012, attendees identified a need to name and grow the relatively new field of arts and special education. This conversation has continued at the annual VSA Intersections: Arts and Special Education conferences, with participants stating the need to both quantify the work of the field and get a handle on the literature and data that already exists.

In 2016, with these needs in mind, the Kennedy Center again brought together field leaders and asked them to envision how an action plan for research in the arts and special education might look. Seeking to create a series of guideposts for scholars, researchers, and practitioners, the group created The Arts and Special Education: A Map for Research, a new publication from the Kennedy Center.

According to Jenna Gabriel, Manager of Special Education at the Kennedy Center and co-editor of A Map for Research, three areas of focus emerged from those conversations in 2016: access and equity; instructional design and innovation; and effectiveness, efficacy, and scale-up. These topics became the three priority areas for the research map.

Image: a man helps a boy who is holding a pencil; text: "There is a need to develop and test new research methodologies which are more compatible with inquiry in arts education and special education."Gabriel says that while the group initially set out to create a five-year strategic action plan for research in arts and special education, they realized during their conversations “…that what we needed was more of a call to action, which the map provides.” Dr. Don Glass, Research Manager at the Kennedy Center and co-editor of A Map for Research, adds, “Some of the types of research we are advocating will take time to get going, so what we are saying here is the direction we want to move and the time frame is more flexible than just five years.”

Some of the goals articulated in the map are long-term and ambitious, especially those in Priority Area 3: Effectiveness, Efficacy, and Scale-Up. This section challenges researchers to study best practices on a larger scale, across sites and contexts. But Gabriel and Glass say members of the VSA network can incorporate every priority area into their evaluation designs through thoughtful planning and consideration of the research questions.

Glass notes that for organizations just beginning their research and evaluation efforts, the map can offer some starting points. “Research can be very overwhelming, and the map is providing some focal points and guide beams. For instance, in Priority Area 1: Access and Equity, we want to make sure we are counting students with disabilities in some way and not forgetting to do so. Collect data to see who you are serving; that’s a great place to start,” offers Glass.

For those already conducting research, Gabriel says the map can support what is being done. “When an organization is assessing their program, there is a way to situate that evaluation in support of the map’s priorities. If you are implementing instructional design or innovation and have studied its success as we discuss in Priority Area 2, start thinking about how it can be scaled up and ask the bigger questions addressed in Priority Area 3.”

Image: a girl with braids in her hair looks at an art lesson; Text: "There is a need to explore the development of more targeted research questions that focus on the arts and learning for all students, including those with disabilities."Both Glass and Gabriel emphasize the importance of not just studying program outcomes, but also how a program works for a group of students as discussed in Priority Area 2. “We want to see how diverse learners are supported by different kinds of instructional strategies,” says Glass, adding that many current program evaluations share information about the impact of a program, but not why or how it works for different groups or what adaptations were needed.

Gabriel notes that to conduct the rigorous and meaningful research prescribed in the map, the field has to be willing to look at results that are not pleasing to us. “We need to hold ourselves accountable to the standards of fields with which we want to be associated,” she explains. Glass adds, “When we see evaluation reports, what often gets featured are best case examples. They are informative, but it is equally helpful to learn how an approach that is successful for one child may present a barrier to another.”

Looking to the future, Gabriel and Glass urge researchers who are doing work in arts and special education to get their work out there so others can learn from it. They note that the VSA professional papers series is a great way to share information about practice and research, and hope to see more articles on arts education for students with disabilities in special education journals in the future.

Glass and Gabriel say the Kennedy Center is eager to contribute to the map, but emphasize that it is not a checklist they can accomplish alone. “The map is not a Kennedy Center plan, but a call to action for a broad field. We hope others want to join our effort,” explains Gabriel. Glass adds, “It is reflective of our internal thinking, but also an invitation to collaborate and help us advance the arts and special education.”

Five Tips for Using Universal Design for Learning to Promote Arts Integrated Literacy Instruction

By Heather Francis

Universal Design for Learning (UDL) is a framework for curriculum design that supports students with and without disabilities in becoming expert learners.1,2 By proactively applying UDL, teachers can better support diverse learners in their classrooms as they engage with arts integrated literacy curricula. 

  • Integrate the arts into the representation. Through drama-based pedagogies (DBP), students represent shared stories by acting them out in class. DBP is a research-informed practice that supports the development of reading, social skills, expressive/receptive language, and creative thinking.3,4 Students take the lead as they use gestures, movement, and visual cues to convey meaning. This representation provides students with and without disabilities with additional opportunities to develop oral language and vocabulary skills.5
  • Use the arts to drive purposeful learning. Teachers can guide students as they engage in dance or movement activities to build both their social and academic vocabularies by incorporating movement into the heart of any lesson.5 Rather than using decontextualized movement breaks to promote self-regulation for students with and without disabilities, teachers can help all learners to develop foundational literacy skills while supporting their persistence across the school day.
  • Move beyond action and expression. The visual and performing arts may be logically added on to the end of a lesson or unit. After students have engaged with traditional approaches to literacy learning, teachers may support students in the dramatization or visual representation of what they have read. However, by proactively integrating the arts into how they engage students and represent literacy content throughout the lesson, teachers help students with and without disabilities to make more substantial academic gains toward their individual and grade level goals.3,4
  • Enlist local support. General and special educators may not think they know enough about the arts to integrate practices into their literacy curriculum. By collaborating with local theater groups, businesses, and parents who value the arts,3 students with and without disabilities will have opportunities to develop literacy skills in specific contexts while fostering collaboration and community.1
  • Support expert learning. The goal of using the UDL framework is to support expert learning.2 We want to help students become purposeful, motivated, resourceful, knowledgeable, strategic, and goal-directed learners.1 Infusing the arts into literacy instruction provides rich opportunities for interdisciplinary work while helping students with and without disabilities to develop flexibility, critical thinking skills, metacognitive abilities, and self-efficacy.4

 

Photo of a woman with shoulder length blonde hair, smiling and wearing a blue button-down shirt.Heather Francis is an Implementation Specialist at CAST, where she supports educators in infusing Universal Design for Learning (UDL) into their practice. Prior to her work at CAST, Heather worked as a special education teacher, focused on supporting students’ language and literacy development.

 

 

 

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References

1CAST (2014). Universal design for learning guidelines version 3.0. Wakefield, MA.

2Rose, D.H. & Gravel, J.W. (2009). Getting from here to there: UDL, global positioning systems, and lessons for improving education. In D.T. Gordon, J.W. Gravel, & L.A. Shifter (Eds.) A policy reader in universal design for learning (pp. 5–18). Cambridge, MA: Harvard Education Press.

3 Carney, C.L., Weltsek, G.J., Hall, M.L. & Brinn, G. (2016). Arts infusion and literacy achievement within underserved communities: A matter of equity. Arts Education Policy Review, 117(4), 230–243.

4 Robinson, H. (2013). Arts integration and the success of disadvantaged students: A research evaluation. Arts Education Policy Review, 114(4), 191–204.

5 Brouillette, L. (2012). Supporting the Language Development of Limited English Proficient Students through Arts Integration in the Primary Grades. Arts Education Policy Review, 113(2), 68–74.

IRT Theater’s Westside Experiment Offers Career Development Opportunity to Deaf Students

Eight students are standing and stepping to their right while raising their arms to mid-chest level.

Students participate in a movement activity at IRT Theater’s Westside Experiment workshop. Photo credit: Rich Stillwell Photography

In July 2017, New York City’s IRT Theater wrapped up their sixth annual Westside Experiment summer intensive for high school age youth. This two-week career development program pairs experimental theater artists with adolescents working to find to find their identity and voice.

For the first time in 2017, IRT made the Westside Experiment fully accessible for students and theater professionals who are Deaf and have hearing loss. Nine students who are Deaf or have hearing loss joined nine hearing students in the program, and they worked side-by-side for the two weeks under the instruction of lead teachers Monique Holt and Luane Davis Haggerty.

American Sign Language (ASL) interpreters were present throughout the intensive, and ASL was incorporated into the workshops through lessons on ASL poetry and storytelling. Students also spent time studying other theater-making techniques, including movement, improvisation, nonverbal communication, mime, mask work, writing, stage combat, and collaboration. There were also opportunities for students to talk with arts administrators, including Julia C. Levy, Executive Director of New York’s Roundabout Theatre Company.

IRT producing artistic director Kori Rushton says that, in addition to the inclusive group of participating students, the teaching staff also included several theater professionals who are Deaf or have hearing loss. Rushton points to the diversity of the student participants, who came from a variety of socioeconomic backgrounds and with varying levels of experience in the arts and in Deaf culture, as one of the program’s strengths. “We had a goal of crossing linguistic and cultural boundaries,” she explains, adding, “it was thrilling to watch this cohort embrace the challenge and exceed expectations.”

The students called the program a valuable, enjoyable learning experience, with several noting how sad they were to see the two weeks end. One Deaf student commented that he learned many new things at the Westside Experiment, which “…changed my perspective of what I want to become in the future.” Rushton says IRT hopes to continue to nurture the young theater artists, Deaf and hearing, and make sure they know that they have an artistic home at IRT.

The Musical Theater Project Demonstrates the Value of Building Evaluation into Programs from Day One

One girl and two boys growl like tigers while wearing smock-style costumes.

Students participate in a Kids Love Musicals! residency. Photo credit: Heather Meeker

When leaders at the Musical Theater Project in Northeast Ohio decided they wanted to expand their Kids Love Musicals! residency program to serve students with disabilities, they were deliberate in their planning. They sought out resources and expertise from peer arts organizations already working with students with disabilities, and they attended professional development sessions on arts and special education topics. As they laid out their expansion plan, they identified program assessment as a priority and sought to include comprehensive evaluation strategies as a part of the new residencies.

With this in mind, Heather Meeker, Executive Director of the Musical Theater Project (TMTP), connected with leaders at the Schubert Center for Child Studies at Case Western Reserve University (CWRU), located nearby in Cleveland, Ohio. “CWRU is interested in being deeply involved in their community, so developing a mutually beneficial research project was of great interest to them,” says Meeker.

The Schubert Center introduced Meeker to psychology professor Sandra Russ and doctoral student Olena Zyga, who agreed to work with TMTP to assess the new residencies. TMTP agreed to support the academics’ work by raising money to pay for student researchers and faculty time, and Meeker says funders have been especially interested in supporting this collaborative assessment.

The Kids Love Musicals! residencies for children with disabilities aim to teach social skills and emotional understanding through the stories and characters from classic American musicals such as The Wizard of Oz, The Jungle Book, and You’re a Good Man, Charlie Brown. The multi-year evaluation project with the Schubert Center seeks to better understand if engaging in the residency program impacted participants’ socioemotional skills, including the ability to make eye contact, engage with others, take turns appropriately, and demonstrate emotional understanding. A secondary goal is to understand whether gains seen during the residency program extend to other environments.

Russ and Zyga created a custom measurement scale for the program, using their expertise in the fields of psychology and play. TMTP initiated their new residencies for students with disabilities, collecting multiple forms of data throughout. Residency sessions were videotaped across multiple school sites and to include a range of student ages and ability levels; the videos were then coded and scored according to the measurement scale. Teachers were also asked to report on the same variables that were being coded in each session for every student, both before the residency program began and after it had finished.

Analysis of the first round of data, which specifically focused on The Wizard of Oz residency, suggests that students who participated in the Kids Love Musicals! program did make gains in eye contact, turn taking, engagement, and symbolic flexibility. These results were recently published in the Journal of Intellectual Disabilities. Meeker is thrilled that their collaboration with the Schubert Center led to the research being shared broadly, both through journal publication and in various conference presentations by her and Zyga.

Four children stand in front of two adults, all wearing curly gold ribbon on their heads and making roaring faces.

Teaching artists work with students in the Kids Love Musicals! residencies. Photo credit: Heather Meeker

The research collaboration between TMTP and the Schubert Center continues post-report publication, including a new round of data collection focused on identifying if similar gains are seen across curriculums presented to students. Specifically, they are asking if children made the same gains while learning The Jungle Book as made while learning The Wizard of Oz. Analysis of this data is currently underway, with initial results suggesting that curriculum differences do not significantly impact the student outcomes. A final phase of data collection, completed at the end of the 2016-2017 academic year, focused on comparing the active residency period with a pre-residency control period.

Given the success of their collaboration with the Schubert Center, Meeker encourages organizations interested in conducting robust program evaluations to consider partnering with a college or university in their own community. “If a project can be designed with the idea that both the organization and university students can benefit from it, a collaboration can really be a win-win situation,” she says.

Of course, Meeker also warns of the hard work and complications that come with conducting a large-scale assessment. She explains, “We had to make peace with the fact that we would not get 100% compliance from teachers in our data collection efforts, and that not all of the data we worked so hard to collect would ultimately be used in the study. We also did not anticipate the delays that sometimes come with working with a university, like waiting for internal review board approvals for everything from project proposals to parent permission forms.”

But the reward for that hard work is great, Meeker says, as their research has clarified so much for TMTP about the program internally. She concludes, “If you are constantly looking to improve your work, then thorough evaluation is crucial. This project has empowered us to do even more with our programming.”

10 Tips on How to Get the Most Out of the LEAD® Conference

LEAD 3 photosThe 17th annual Leadership Exchange in Arts and Disability (LEAD®) Conference is just a few weeks away! Whether you’re attending for the 1st or 17th time, you’ll want to get the most out of your time at the conference.

Here are tips from past participants on how to make the most of your time at LEADⓇ: 

  1. What to pack: Business cards, collateral from your organization, device chargers, light layers, comfy shoes, an open mind, and a willingness to learn. The conference hotel has an outdoor pool and 24 hour fitness center, if you want to pack swimming or work out attire.
  2. What to wear: Business casual, with an emphasis on casual. Some people choose to dress up a little for the Opening Night Party and LEAD® Awards Evening. Remember that you’ll be in Texas in August, but also inside an air conditioned building for most of the day and it can get cold.
  3. Plan your day in advance. Review the schedule and plan out which sessions you want to attend. Find the schedule online, in the conference app, or pick up a printed agenda at the registration table.
  4. But also be flexible. If a session you originally picked isn’t what you expected, quietly slip out and join another. It’s ok to switch sessions. It’s also ok to skip sessions. There’s a lot to take in and your brain might need a rest.
  5. Meet people in other fields. If you work in museums, make friends with theater people and vice versa. We all have a lot to learn from each other and our accessibility experiences and challenges may be similar.
  6. Don’t be afraid to ask questions! There is a good chance someone else has been through a similar situation or is pondering the same question as you. Ask a presenter, a LEADⓇ staff member, or a frequent-attender wearing a “Tipster” button (these folks have been coming for a while and can answer a lot of questions about making the most of the conference).
  7. Take notes. Everyone has a different style that works best for them (you’ll see laptops, tablets, notepads, journals, etc); there is a lot of information to absorb. Taking notes – whether extensively or in shorthand – will give you a reference when you get home.
  8. Attend affinity groups at the end of each day. Discuss what you’ve learned so far, ask questions, and connect with others.  
  9. Engage on social media. Hear what others have to share about sessions and meet people you already follow online. Use #kclead for conference updates and to connect with other attendees. Or follow LEAD on Twitter and Instagram.
  10. Engage in person. Try to talk to as many new people as possible! It helps to know that we’re not alone in trying to make the arts more accessible. Past attendees have commented that meeting new people they can connect with after the conference helps them meet their accessibility goals throughout the year.

Using Art Education Effectively with Students who have Experienced Trauma

A photo of a woman with long, brown hair and dark rimmed glasses, wearing a short sleeved lavender shirt and chunky beaded necklace.

Donalyn Heise

In over 30 years of teaching visual art classes in K-12 settings, one student from early in Donalyn Heise’s career continues to drive her work. “This student made the top grade in every art assignment I gave, but I failed him as a teacher because I had no idea he was flunking out of school,” says Heise. She later learned that the student’s sister had committed suicide, and that he seldom attended classes or handed in assignments outside of art. This experience drove Heise to focus her own pedagogy on what she calls a “resilience framework,” using art education as a platform to help students thrive.

Many children experience psychological trauma, to include natural or environmental disasters, domestic or societal violence, bullying, homelessness, human trafficking, or rejection of sexual identity. Heise cites research by William Steele (2002), who found that youth who experience trauma may have emotional, mental, behavioral, and physical challenges that make them less likely to succeed in school.

Inspired by her early-career experience, Heise began to search for ways to use art education to help students who have experienced trauma thrive. She focused her classes not on the students’ trauma, but on ways to strengthen their resilience. Heise is quick to point out that her work is not art therapy, but teaching the content of the art project along with mastery of the technique. She explains, “We can teach landscape, shading, other artistic techniques along with how to use art to be a student’s visual voice.”

35 paper quilts are lined up together in 4 rows (3 rows of 9, 1 row of 8). The quilts are many colors, but mostly blue, yellow, pink, purple, and orange.

A display of paper quilts created in one of Donalyn Heise’s art classes.

One visual art activity Heise uses within her resilience framework is making paper quilts. In the lesson, students draw or paint 3”x3” paper squares while listening to different pieces of music. They discuss repetition in terms of the quilt patterns, and also reflect on the things in our lives that need to be repeated and those which do not.

After creating many squares, the students exchange them with their classmates; the squares which are exchanged form the outside border of each person’s quilt. For their center square, Heise asks students to think about a challenging time in their life (but not to draw it or say it aloud), then tells them to draw their source of strength in that challenging time. “Their strength is at the center of the quilt, and they are surrounded by their community, through the classmates’ squares,” she says, adding that the quilts can be brought together for a large display, but can also be taken apart so that students can take their individual quilt home.

Heise emphasizes the importance of trying to structure one’s art education practice to reach every student, regardless of his or her ability level or personal experience. One method she suggests is to offer many choice-based adaptations in the art classroom, and to offer the adaptations to every student. “I recommend having all the students try out adaptive tools, then allow them to opt in or out of using them. The same goes for other types of scaffolds: I make sure they are offered to every student. This helps reduce judgments and blurs the lines of disability,” says Heise.

Ultimately, Heise aims to help students feel safe and successful in the routines and materials found in the visual art classroom. She says, “By teaching flexibility, mastery of something, and a vision of the future throughout our art lessons, we help students articulate and celebrate their strengths and points of joy.” Through the resilience framework, Heise hopes to teach students both artistic technique and the valuable, intangible properties of the arts.

 

Donalyn Heise will co-present a session entitled “Using Art to Reach Students Who Have Experienced Trauma” with Adrienne D. Hunter and Beverley Holden Johns at the 2017 VSA Intersections: Art and Special Education Conference.

Five Activities to Help Students Build Empathy Through the Arts

By Miko Lee and Suzanne Joyal, Youth in Arts

The arts are a great way to help students with and without disabilities learn more about their own feelings and the emotions of others. We like combining a visual arts lesson on photography or portraiture with an opportunity to build empathy by making “Emotional Trading Cards,” which feature students expressing their emotions. The activities listed below offer ways to extend the visual art-making experience for students.

1. Look in a mirror: how does a SAD mouth look? What about HAPPY eyes, a SCARED nose, or ANGRY eyebrows? Now try to draw what you see.

2. Draw your face two times showing two different feelings. What is the difference? Did you draw the eyes or the mouths differently? How so?

3. Draw a picture of a time when you were SURPRISED. What happened that surprised you?

4. Draw lines that show FEELINGS: happy, sad, surprised, angry, scared, etc. How does your hand move when you think about things that make you feel each emotion?

5. How does the color RED make you feel? What about ORANGE? YELLOW? BLUE?

 

The Youth in Arts logo, a black square with the letters YiA in red and white.Youth in Arts provides students in the North San Francisco Bay Area with high-quality experiences and instruction in the visual and performing arts, directly serving over 20,000 pre-K–12 students annually. Miko Lee is executive director of Youth in Arts, and Suzanne Joyal is the organization’s visual arts director.

Intersections Preview: Examining Blackness, Disability, and Higher Education with Presenter Adrianna Matthews

A photograph of a woman with shoulder length, straight dark hair and a sleeveless purple top, resting her head on her left hand.

Adrianna Matthews

Adrianna Matthews has done a lot of self-discovery in graduate school, and she is ready to share what she has learned with educators and peers. A student at the University of Texas at Austin’s MFA program in Drama and Theatre for Youth and Communities, Matthews used a research assignment as an opportunity to address her experience as a black student with three disabilities. The resulting performative essay, from which she will present an excerpt at the 2017 VSA Intersections: Arts and Special Education Conference, both examines her journey and provides facts and tips for educators on how to effectively engage minority students with disabilities.

Matthews decided to research the topic of blackness, disability, and education after facing issues of exclusion, discrimination, and systematic oppression in her graduate program. Her background as a playwright, actress, and educator inspired her decision to turn the research paper into what she calls a “performative, musical essay.” The one-woman piece features three characters: Black Graduate Student, the protagonist; Research, who provides facts and insight throughout; and Avatar for Black Graduate Student, the protagonist’s alter ego.

The essay was created for Matthews’ Performing Blackness class, where it was enthusiastically received by her peers and professor. “The class was blown away by the structure of my research presentation and the content,” says Matthews, continuing, “…many of them were surprised to learn I have invisible disabilities, or that I experience struggles because of my blackness. The positive feedback I received really boosted my confidence as a scholar and artist.”

Attendees at her Intersections session will see part of her performance piece and will also participate in what Matthews hopes will be an active dialogue on what people with disabilities experience in higher education settings, what black students experience, and what it may mean when students have both of those identity markers. She plans to explore questions like, how does white privilege play a role in disability discrimination? How does blackness play a role in school curriculum? And how does one’s cultural upbringing shape the way they identify with class and difference?

Matthews will also share suggestions for educators on working with students of color with disabilities. She strongly advises organizations and schools to provide training opportunities for educators on engaging and understanding student identity markers. “I love using drama strategies in community-building workshops to help build a better understanding of individuals,” recommends Matthews, adding, “Performing arts exercises can help a teacher and student build a relationship in a way they could not in a normal academic setting.”

 

Adrianna Matthews will present “ Blackness, Disability, and Higher Education” at the 2017 VSA Intersections: Arts and Special Education Conference on Sunday, August 6, 2017, at 3:15 p.m.

5 Reasons to Attend the 2017 VSA Intersections Conference

There are lots of reasons to attend the Kennedy Center’s VSA Intersections: Arts and Special Education Conference. Here are a few of our favorites:

1. Brand New Content

We have tons of new sessions that you won’t want to miss! Here is sampling of what we have planned:

  • It Takes a Village: Inclusive Community Music Programming
  • Teaching Students with Disabilities Using Puppets
  • Blackness, Disability, and Higher Education
  • Using Art to Reach Students Who Have Experienced Trauma
  • The Power Of West African Drumming For Students With Disabilities
  • What’s New? A Fresh Look At Paraprofessionals And Peers As Support For Students With Disabilities

Browse the full schedule here.

Close up of microphone in concert hall or conference room

2. Keynote Speaker: Antoine Hunter

The Keynote address will challenge attendees to question how teacher perception of disability affects student expectations and to envision a classroom environment in which every student is empowered to achieve at high levels. In this address, Mr. Antoine Hunter—an award-winning African-American Deaf producer, choreographer, film/theater actor, dancer, dance instructor, model, poet, speaker, mentor, Deaf advocate, and the 2017 King of San Francisco Carnaval—will offer perspective from his own experiences as a Deaf artist and provide insights into how those experiences have shaped his current teaching practice.

Antione Hunter 33 cropped

3. Get Inspired Before the New Year Begins

It’s the beginning of summer break and you just want to lay at the pool, spend time with your family, and rest your mind before the new school year begins. We know it’s hard to think ahead to the end of summer. But the VSA Intersections Conference is a great way to get re-energized and inspired, so you can bring new creative ideas to the 2017-2018 year.

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4. Grow Your Peer and Resources Network

Meet experts and newcomers to the field and grow your relationships with other educators passionate about arts education for students with disabilities. Everyone conference is a different experience and there are plenty of opportunities to mingle with other participants.

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5. Explore all that Austin has to Offer

A change of location can inspire you to think differently. Join us in Texas and explore all the art and creativity that it’s capital city has to offer. During the conference, you’ll hear from Austin-based arts organizations such as MINDPOP and VSA Texas.

Austin skyline low

We hope you’ll be able to join us as we dig deeper into the critical relationship of arts and education through new content, an amazing keynote speaker, and plenty of learning and fun.  The 2017 VSA Intersections: Arts and Special Education Conference is taking place August 6-7, 2017 in Austin, Texas. Register by June 30 for the lowest rate.

VSA Intersections is a Jean Kennedy Smith Arts and Disability Program.