Arts as a Lens
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Arts as a Lens
- 1. Carissa Johnson, Program Manager World Savvy, NYC
- 2. World Savvy’s mission is to educate and engage youth in community and world affairs to prepare them to learn, work, and live as responsible global citizens in the 21 st century.
- 4. World Savvy’s Core Programming Youth Engagement World Affairs Challenge (WAC) (San Francisco and Minneapolis) Global Youth Media and Arts Program (MAP) (New York and San Francisco) Professional Development Workshops designed to support incorporation of global themes (offered nationally) Education Resources World Savvy Monitor Online Curriculum Resource Library Online Educators’ Network Customized Consulting Curriculum Design and Customized Support (offered nationally)
- 9. Art as a Lens Experiential Learning Lower East Side Immigration History Scavenger Hunt
- 10. Create Your Own Global-Themed Community Tour Step 1- Brainstorm : Think about your community. What events have happened in recent history (or are currently happening) that have brought up issues of global significance? This could relate to issues of immigration, cultural heritage, diversity, trade, communication, environment, etc. Try to think of at least five. Step 2 : Choose one event or topic from your list above (you may choose two or more if they are related). What are the historical and cultural influences in your community that connect to this event or theme? What are the institutions, monuments, landmarks and places that have held some role in the story of your community from this global perspective? Try to come up with at least five.
- 11. Create Your Own Global-Themed Community Tour Step 3 - Plan: How could you map a conversation around these issues and places?
- 13. Share out! Questions ?
Notas do Editor
- Good Morning. Thank you for joining us for the Arts as a Lens on the World Panel this morning. As Don said, my name is Carissa Johnson and I am the Program Manager for World Savvy’s Global Youth Media and Arts Program, which you’ll hear me refer to as the MAP for short. I’m based in our New York City Office, and the MAP currently runs in New York and San Francisco, with plans to launch in our Minneapolis-St. Paul office in the next two years. I’ll begin by introducing World Savvy’s work a bit broadly and then we’ll hone in on the arts-learning and professional development practices from the MAP.
- World Savvy's mission is to educate and engage youth in community and world affairs. We were founded in San Francisco in 2002 in response to a critical need for youth to acquire global knowledge and 21 st century skills, but a conspicuous absence of global education programs in K-12 education in the United States. In a world that is increasingly interconnected and interdependent, the need for informed global citizenship and leadership has never been greater. Today’s youth will face many issues that are global in scope, including conflict, public health, global economics and trade, and climate change. Resolving these challenges requires cooperation across boundaries. The current global economic crisis is a sobering reminder of how globalization has reached every corner of our lives and quality global education programs have become imperative. This growing need for truly 'global' citizenship skills in increasingly diverse local communities has helped to inform World Savvy’s core programs. These dynamic programs and services help youth in middle and high school learn how to think rather than what to think about critical global and community issues, which are often complex and unaddressed in school, and have enormous implications for their local community. Since founding in 2002, World Savvy has been providing direct programs for youth ages 10-18 and professional development for 6th-12th grade teachers. We have grown substantially in the last few years, with new offices in New York, opened in 2007, and Minneapolis-St. Pau, opened in 2008, serving more than 6,000 students and 750 educators nationally. This national growth demonstrates the increasing demand for global education in K-12, and World Savvy’s ability to engage teachers, school leaders, students and community members in dialogue about these critical issues. World Savvy has a base of nearly 300 dedicated volunteers for program delivery and operations, which has contributed greatly to our efforts to create systemic change in K-12 education. Our Vision World Savvy's vision for the future is one in which all members of society are well informed about contemporary international affairs and act as responsible global citizens. We believe, as I’m sure many of you do, that change will occur if youth are knowledgeable about international affairs and are given the tools to think critically about such issues. Additionally, we believe that we must inform and empower youth to see themselves as lifelong global citizens and recognize their related rights and responsibilities.
- During today’s session, Click 1: I’ll give you a brief overview of World Savvy’s four global education programs. Click 2: We’ll then take a deeper dive into the Global Youth Media and Arts Program and look at some specific examples of how World Savvy brings arts and global education together for both teachers and students, in our professional development model and Click 3: our experiential learning example. Click 4: As Don mentioned, I have a background in dance and yoga, so I’m a big fan of getting folks on their feet and learning in action, so we’ll close the session with a short activity to get you thinking about how to make these same kinds of connections in your own home community. I’ll save some time for questions and comments at the end. Any questions about our path before we embark?
- I’m now going to give you a brief look at the global education programs that World Savvy offers. Click 1: The World Affairs Challenge, currently run in San Francisco and Minneapolis, is an innovative academic program and competition for middle and high school students that focuses on an annual global theme. The WAC, as we call it, ties global awareness to state content standards and is a fun way for students to learn about current world issues. With the support of an adult coach, students work in teams to research a topic related to the theme and prepare for Challenge Day. WAC teams can be formed around an in-class project linked to the curriculum or as an extracurricular activity. On Challenge Day, students participate in four events involving presentation, collaborative decision making, visual art and content knowledge. Through the WAC, students gain skills in research, public speaking and collaborative work. Students with a variety of skills and backgrounds can participate and succeed in this program. Last year’s theme was Water Around the World, and this year, students will be diving into Food and Sustainability. Click 2:The Global Educators Program, currently offered through our San Francisco office, builds educators' content knowledge, skills, and capacity to consistently integrate contemporary world affairs into teaching, in all subject areas. We provide direct services to middle and high schools throughout the Bay Area, and leverage this work to promote systemic change in education so that every classroom, in every school, can prepare youth for success and engagement in the global community in the 21st century. In addition, we provide online resources for global education that can be used by any teacher. Click 3: The World Savvy Monitor is a free online service of World Savvy . The World Savvy Monitor is designed and written for educators, but is a universal tool for deepening content knowledge of world issues. It provides background, context, and perspectives to help understand the conversation in the global community. Click 4: And finally, The Global Youth Media and Arts Program, or the MAP, is an arts education program for youth ages 10-18 in New York and San Francisco. I’m going to take a moment here to share a short video about the MAP with you, to give you a little extra background info. Our most recent theme for the MAP was Immigration and Identity, and this year we are launching our new Sustainable Communities theme. This program illuminates the connections between community and world affairs and helps young people learn to use art and media as tools for self-expression, dialogue, and community engagement. Demographics??
- What you just saw was a glimpse into the MAP. We have a lot of fun and engage a lot of youth and educators in some incredible conversations using art and media as a lens on a global theme. The MAP is a unique program in that it is not simply professional development or an artist-in-residence program. We think of the MAP as a “constant contact” professional development program that has several components: Click 1: Professional Development Institutes for middle and high school teachers – these professional development workshops offer teachers the opportunity to explore using the arts as a teaching tool and play with ways to integrate the global theme across disciplines. Last year in the MAP, we had art and media teachers, Spanish teachers, geometry teachers, science teachers and ELA teachers. Click 2: The PDs create a cohort of educators working towards a similar goal – to bring global education through the arts into classrooms across their cities. Click 3: In addition to the PD, teachers enrolled in the MAP receive ongoing curriculum development and instructional coaching support from World Savvy staff. Our MAP Program Associates are teaching artists of various artistic disciplines and can provide strong support and unique perspectives on integrating global themes and the arts into curricula to align work with state education standards. We have found that this support is invaluable to our MAP teachers, some of whom have said World Savvy offers the most high quality PD of their career. Click 4: In addition to supporting educators’ growth in using arts and global themes in their classroom, the MAP supports youth exploration by providing up to four customized workshops and/or fieldtrips that bring in guest artists, special projects or trips to local areas of interest that align specifically with an educator’s goals for their students. These workshops and fieldtrips can add depth and breadth to an exploration of the global theme, and bring in experiential learning opportunities that fit multiple learning styles. Click 5: At the close of our program year, we host the Global Youth Media and Arts Festival in each participating city. This festival is an opportunity for students and teachers to showcase the amazing art they have created in dialogue with the global theme. The Festival includes visual and performance art. This past year in New York City, students submitted songs about the Immigration & Identity theme into competition to be included on the first World Savvy album, available on iTunes, called Sounds of Identity: Voices of World Savvy Youth. It is well-worth the download!
- With the MAP we strive to empower educators to bring arts learning around global themes into their classrooms in a way that is totally integrated with their core subject matter. This presents a challenge for us in terms of developing trainings that can appeal to and serve a diverse population of educators. The arts represent a powerful tool for achieving this, and we use the arts in every step of our process. Educators at the MAP PD will: Click 1: Expand their content knowledge around the global theme – through expert panels and presentations and interactive workshops and exhibits. Click 2: Interact with World Savvy’s global theme curriculum, which I have here and there are a few that I can pass around for you to have a look at. The curriculum, as you can see, is a dynamic collection of workshops aimed at addressing the global theme that can be easily incorporated into any classroom. There are also several sections of resources for artist in conversation with the theme, and ideas for experiential learning and art projects to deepen the conversation. At the end of our session today we’ll be raffling off one of these curriculum books, so if you haven’t already dropped your business card into the box on the table, please be sure to do so before the session ends! Click 3: We do our best to practice what we preach, so teachers in our PDs are on their feet, interacting with each other, and with art and theme-related materials. A sense of play is very important – and tends to get lost as we work with older students. Click 4:We always make sure there is plenty of time for teachers to brainstorm ideas for their own classroom during our PDs. We often have opportunities for educators to break off into subject matter or grade level groups, and we encourage educators from the same school to work together to create a coherent curriculum across subject areas using the global theme.
- Perhaps the best way to show how this model can play out in a real-world scenario is to provide a concrete example. I’m passing around now a copy of a field trip plan that is one of our most popular field trips since it was created two and a half years ago. Let’s take a moment to dive into this field trip, and then we’ll walk through the process we would lead our teachers through to develop a similar trip in their own neighborhoods. As you can see, this walking tour of the Lower East Side of Manhattan takes students on a tour of the rich and diverse immigration history of this pivotal neighborhood in NYC. This tour exemplifies the use of Art as a Lens on the World in two very important and different ways. One way to use art as a lens is through the viewing of art and artifacts that tell a global story. On this tour, students wander through the streets of Manhattan’s LES and visit old abandoned school buildings, Ukrainian and Irish Catholic Churches, a mosque, a poet’s café, the old theatre district and the oldest continually operating public house in the city (just from the outside, of course!). Students witness the impact that various waves of immigrants had on this neighborhood and learn from these landmarks about architecture, symbolism, culture, and economic diversity. Graffiti tells a story, signage in different languages tells a story, murals and minarets tell stories. I have so loved walking this tour with middle school students from the Bronx who are venturing to the LES for the first time and watching them discover living history through the art and landmarks of this neighborhood. The second way this tour incorporates art as a lens on the world is through art-making while on the tour. I’ve done this tour with photography classes and creative writing classes, adjusting the prompts on the worksheet you see to align with the teaching goals for their individual classes. The prompts you see encourage students to seek out visuals that resonate with them at each of the stops along the tour. Students have the opportunity to bring their own perspectives into conversation with the history of this city by creating art as they go. Students from the creative writing class composed poems at every stop, and then performed those poems at the Nuyorican Poet’s Café, our final stop for that tour. They also continued performing their poems on the train back to their school and some poems made their way onto the World Savvy album! This tour provides a concrete example of how we strive to incorporate art as a lens on the world into every workshop and field trip we create or support teachers in creating. What can we learn from viewing art and artifacts, and how can we enter into conversation with those global themes? Find out who’s in the room… Next we’ll walk through a short activity to break down the process of creating this experience in your own community. Please pass around this worksheet – one per person. If you are here with friends from your community, please feel free to work together, or make some new friends in the room!
- If you take a look at your worksheet, you’ll see that it has broken down the process of creating an experiential learning opportunity similar to the LES tour in your own community. It begins with Click 1: Step 1 – Brainstorming historical or current events that bring up issues of global significance in your local community. This could also relate to a topic you’d like to cover in your classroom. Take a couple minutes right now to write down at least five topics that could work in your community. Click 2: Everyone have a good list to work from? Now choose one event or topic from the list above (or two or more if they are related), and think of their connection to place in your community. What are the institutions, monuments, landmarks, and places that have held some role in the story of your community from this global perspective? Examples – something from LES field trip, or Open Field Farming fields, or historic bridges, or community center that has gradually become home to a more diverse population. Again, try to write down at leave five places that could relate to your theme.
- Next, if you turn your worksheet over, you’ll see a flow chart there. Click 1: The next step is to sketch out a plan – how could you map a conversation around these issues and places? Notice I didn’t say “tour,” I said, “conversation.” When thinking of which places to choose and how they would fit together, think about some questions you or your students may have about these places? What kinds of prompts, activities, or artistic endeavors could bring students and locations into conversation with one another? Play with different orders and depths for your conversation.
- A few things to remember as you plan: Click 1: Are there multiple relationships between these places and events? Think about your main focus for the trip. Can you deepen the conversation on your tour by highlighting some more complex relationships? Click 2: What types of questions or activities could be matched with each location to engage students? Click 3: Location – Are these sites walkable, or will you need transportation? Sometimes, for school trips, it is easiest if walking tours make a loop, finishing near where they started. Click 4: Time – Can you finish this tour in one school day? Are there any locations that allow guests or visitors? Would spending extra time here enhance students’ exploration of your community/focus?