VSA Emerging Young Artists Award Winner Reflects on His Experience

Rowan Di Ioia was encouraged to apply for the 2017 VSA Emerging Young Artists Competition by a teacher at California College of the Arts, who told him, “I know you will win!” Di Ioia, a furniture designer who entered a hanging piece entitled Teardrop Cabinet, says, “…the next thing I know, I was at the … Continue reading VSA Emerging Young Artists Award Winner Reflects on His Experience

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Asheville Art Museum Offers Valuable Career Development Opportunities for Youth with Disabilities

The Asheville Art Museum in Asheville, North Carolina, offers university and high school students with disabilities the opportunity to explore careers in the arts, arts management, and arts education through its inclusive internship program. The internships, which last between three and six months, teach interns professional and life skills that help prepare them for future … Continue reading Asheville Art Museum Offers Valuable Career Development Opportunities for Youth with Disabilities

Meet the Winners of the 2018 VSA Emerging Young Artists Competition

Since 2002, the Kennedy Center and Volkswagen Group of America have teamed up for the VSA Emerging Young Artists Program, a Jean Kennedy Smith Arts and Disability Program, to recognize and showcase the work of emerging young artists living with disabilities, ages 16-25, who are currently residing in the United States. Detour, the 17th exhibition … Continue reading Meet the Winners of the 2018 VSA Emerging Young Artists Competition

Communication is Key to Effective Collaboration Between Arts Educators and Instructional Assistants

When working with students with disabilities, arts educators frequently encounter other adults in the classroom. Instructional assistants, also called paraprofessionals, work as part of the educational team and often focus on supporting students with disabilities. Will Houchin and Zoe Gelinas, both students in Boston Conservatory at Berklee’s Master of Music in music education (autism concentration) … Continue reading Communication is Key to Effective Collaboration Between Arts Educators and Instructional Assistants

Peer Partners in the Elementary Art Classroom Lead to Growth for Students With and Without Disabilities

Jonathan Hale was teaching art at both Jordan Valley School, a school for students with severe and multiple disabilities, and Sprucewood Elementary School in Utah’s Canyons School District when he had an idea—what if he brought students from Jordan Valley into the art classroom at Sprucewood to work in grade level peer pairs? Hale, an … Continue reading Peer Partners in the Elementary Art Classroom Lead to Growth for Students With and Without Disabilities

Intersections Preview: An Interview with Presenter Sunnylee Mowery

In this issue and in upcoming VSA Updates, we are highlighting presenters that will be at the 2018 VSA Intersections: Arts and Special Education Conference and sharing information about their sessions. Art educator Sunnylee Mowery leads the preconference workshop “Classroom Comics: Reflecting on Teacher/Student Experience through Comic Art” on Sunday, August 5, 2018. Here, Mowery … Continue reading Intersections Preview: An Interview with Presenter Sunnylee Mowery

Making Arts Learning Accessible for Students Who Are Blind or Have Low Vision: Part 4 – Clay

Visual arts education has historically presented challenges for both individuals who are blind or have low vision and for art educators who are not always equipped with the knowledge of how to successfully adapt their courses for students with disabilities. Dr. Jeremy Johnson of the University of Nebraska at Omaha set out to challenge the … Continue reading Making Arts Learning Accessible for Students Who Are Blind or Have Low Vision: Part 4 – Clay

Making Arts Learning Accessible for Students Who Are Blind or Have Low Vision: Part 3 – Approximate Perspective

Visual arts education has historically presented challenges for both individuals who are blind or have low vision and for art educators who are not always equipped with the knowledge of how to successfully adapt their courses for students with disabilities. Dr. Jeremy Johnson of the University of Nebraska at Omaha set out to challenge the … Continue reading Making Arts Learning Accessible for Students Who Are Blind or Have Low Vision: Part 3 – Approximate Perspective

Making Arts Learning Accessible for Students Who Are Blind or Have Low Vision: Part 2 – Weaving

Visual arts education has historically presented challenges for both individuals who are blind or have low vision and for art educators who are not always equipped with the knowledge of how to successfully adapt their courses for students with disabilities. Dr. Jeremy Johnson of the University of Nebraska at Omaha set out to challenge the … Continue reading Making Arts Learning Accessible for Students Who Are Blind or Have Low Vision: Part 2 – Weaving