Beyond Testing
Greetings from the friendly skies!
I'm writing this at about 30,000 feet headed to the inaugural Skills for the Future State Convening hosted by the Carnegie Foundation. The goal of this convening is to take a deeper look at how we communicate student's knowledge and skills in our school's assessment systems. As stated in the recently released paper, "A new vision for skills-based assessment" the authors state:
"Modern education has been plagued by assessment systems focusing on a limited set of cognitive skills that are easy to measure, misaligned with nonlinear educational pathways, and that miss opportunities to offer insights that are valuable for learners, educators, and policymakers."
My premise has long been that No measurement system in the world can assess what most matters in life:
Integrity.
Determination.
Empathy.
Resourcefulness.
Connectedness.
A Thirst for knowledge.
Passion.
Creativity.
Adaptability.
The aptitude to read not just books but also faces.
Confidence and kindness.
Respect.
These are the qualities that adults who are truly prepared and engaged possess and they are beyond testing. I believe that the educational world is becoming more aware of student's capacities and the limitations of our current outdated assessment system. In order to meet the needs of an exciting but uncertain future we must embrace and nuture the diverse and distinct capacities already within our children and find better ways to accurately communicate them.
I'm excited for this convening as I believe these are positive steps in the right direction.
With an abundance of curiosity, hope, and a few pretzels,
Chris
Source:
Liu, O. L., Kell, H. J., Liu, L., Ling, G., Wang, Y., Wylie, C., Sevak, A., Sherer, D., LeMahieu, P., & Knowles, T. (2023). A new vision for skills-based assessment. Princeton, NJ: Educational Testing Service.
SPECIAL INTERVIEW with Mel Pontious
Those who had the good fortune to work with Mel remember his thoughtful, forward-thinking articles and talks. His passion for recentering education on the learner versus the teacher and/or the content was, and still is, progressive and impactful. I cherish every time I get to speak to Mel as I learn something new about education or myself.
I asked Mel if he would be willing to answer a few questions, share a bit about himself, and let us know what he has been up to. Enjoy!
CHRIS: What years were you at DPI and in what capacity?
MEL: 1985-2010. For the first few years I was the Educational Consultant for Music for the Wisconsin Dept. of Public Instruction. After about four years there was a confusing series of changes as the state government tried to cut expenses. The upshot of it was that the consultant positions for music, art, dance, and theatre were combined into one consultancy. Marty Rayala, the Art Consultant, had seniority and became the “Arts” Consultant for a brief period before he left to pursue a career at the national level in art education. I then became the Arts Consultant for the DPI. I remained in that position until 2010.
CHRIS: What accomplishment are you most proud of during your time at DPI?
MEL: This will take a bit of time – but you asked! During my 27 years of teaching that preceded my time at DPI, I gradually moved from the usual ‘teach, drill, and test’ approach to teaching to one that involved the students more actively in their own learning. Howard Gardner’s work with the Arts PROPEL initiative was a major influence in this effort. When I became the Arts Consultant at DPI, the ‘teach, drill, test’ approach was the accepted norm for all subjects. My challenge was to introduce this different approach to teachers. I began a one-year research project involving all the arts – music, art, theatre, and dance as well as creative writing. Each of the five groups contained all grades, including university level; and a practicing artist. The result was is generally successful, with enthusiastic students and teachers. The next step was to recruit teachers to adopt this approach on an ongoing basis. Because I had other responsibilities, I centered my recruitment on only music and art teachers.
After a few years, two groups of about six teachers emerged, one in art and one in music. Over the years some have retired and others have joined, but they have effectively developed strategies to engage students more actively in their own learning. An important aspect of this work is helping students develop a degree of expertise in evaluating their own work. As an example, a middle choral teacher in the music group was faced with her seventh grade choir divided into two sections at different times during the day, with no regard for voicing, gender, or ability. She decided to give this different approach to teaching the acid test. Each week she videoed two minutes of one of the selections both groups were rehearsing and showed both groups both videos. Students assessed their performance and that of their peers on a sheet of paper, with one side marked “us” and the other side marked “them.” They were to give ‘two stars and a wish,’ using polite, academic language. At the next rehearsal they briefly discussed their assessments and planned outcomes for the week, addressing the areas to improve. “Although it takes five to ten minutes from rehearsal, such higher level thinking makes rehearsals more efficient.”
The benefits to the students’ critical and creative thinking occurred on the sixth grade choir’s spring field trip, a concert tour to the feeder schools. The first concert wasn’t up to what they could do, and on the way to the second school the teacher asked them to rate their performance on their fingers. Most gave it a 2 or 3 – no 1’s, the top score. When she asked them if they knew how to fix their next performance, they assured her they did. Using only the students’ feedback, the next performance was greatly improved. “They had no right to perform that well!” Even the chaperone, a retired classroom teacher, said if she hadn’t seen and heard it, she wouldn’t have believed it! In both of the above examples, asking students’ opinions and respecting them gave students a degree of control and ownership, a large factor in their motivation, pride, and ability.
A visual art teacher engaged her students in daily reflections, guided by a series of questions: What’s working? What’s not working? What did you notice? What needs to change? What are your next steps? What do you need to practice or experiment with?
Besides self-evaluation during the semester, the students did an end of semester evaluation. 1. What have you noticed about the progress/process of your work over the semester? Be specific, reference specific pieces/reflections/processes. 2. What did you notice about the decisions you made over the semester? (Thought-provoking? Better planned? Did you reference past reflections, evaluations, assignments?) 3. What have you learned from this class that can inform your other classes?
This art teacher, like others in the action research groups, has found that involving students in directing their own learning is effective in enhancing their learning, as well as motivating them to take on that role!
CHRIS: Tell us about your childhood - when did you first get involved with the arts?
MEL: I grew up on a farm in Southeastern Kansas during the Depression, in a family of four boys. Our school was a one-room school house (no music, of course). The folks really couldn’t afford it, but they paid for private music lessons starting when we were in the 7th grade with a teacher in a nearby town. We attended high school in that town and continued private lessons. That was our involvement in the arts. Early on I decided I was going to be in music – trombone was my instrument. I went through the local junior college – no music courses outside of band, and pursued a music degree at the University of Wichita in Kansas. I enlisted in the army to avoid the draft in order to be a member of the Ft. Riley band. I attended the Navy School of Music in DC and while there auditioned for the Army Field Band headquartered in Ft. Meade, MD. I was a member of that group until my three-year enlistment was up, when I returned to Wichita to finish my bachelors degree. Then, using funds available because of my army service, I spent two years at Oberlin (Ohio) Conservatory getting my masters. I then spent 27 years teaching music, mainly band, at all levels, including college. Then I had an opportunity to apply for the music ed consultant position at the Wisconsin Dept. of Public Instruction, where I worked for 25 years.
CHRIS: What have you been doing after retiring from DPI?
MEL: Since ‘retirement’ I’ve been working with the action research groups I started back in 2001, even though my ‘retirement’ began in 2010. I’ve also been writing a book based on the research we’ve been doing, and I’m looking for a publisher. Presently I’m waiting for a response from a publishing company, and I’m about through waiting. I’m in the process of sending it to another publisher on my list.
CHRIS: What were the most significant changes that you saw in education over your years of service?
MEL: In the latter years of the 19th Century and the early years of the 20th, John Dewey pioneered a model of teaching that involved students as active learning agents, as opposed the ‘teach, drill, and test’ paradigm of the master/apprentice model, still basically unchanged from ancient times. Although Dewey’s approach was revolutionary and productive, it unfortunately did not survive his lifetime and the prevailing teach, drill, test system has continued its dominance, even to this day in some form. Presently there is a resurgence to this student-centered model of teaching. After many years of following the teacher-centric model presented in virtually all teacher-training institutions, I began working to involve students as active agents in their learning, borrowing from the works of Dewey, Howard Gardner (Arts PROPEL), Dr. Corinne Seeds of UCLA’s Lab school, and others. This has been the subject of the action research groups of art and music teachers I began working with in 2009. Their work is described in the (unpublished) book mentioned above, Student-Centered Learning in the Arts.
CHRIS: What is one thing that educators could do to improve learning in their classrooms?
MEL: Involve students in directing their own learning. This sounds counter-intuitive, I know, but the teachers I’ve been working with have succeeded in doing just that, with impressive results in student attitude and learning.
CHRIS: What is the most promising thing you see in education today?
MEL: A greater awareness of the necessity of involving students actively in their own learning.
CHRIS: Will the Packers win the Super Bowl in 2025?
MEL: That would be great!!
The Wisconsin Department of Public Instruction is proud to announce a new project that will annually collect high quality digital images of student artwork from across the state. The images will be printed, framed, and hung in the new home for DPI in the Tommy G Thompson Center near the capitol building in Madison for one year beginning the summer of 2024. In addition, the artwork will also be displayed on the Arts & Creativity page of the DPI Website.
Quick Overview:
- Entries are open to all K-12 aged students in Wisconsin.
- Each Wisconsin art educator can submit up to 5 works of art from their school’s current work.
- Submission of the student art is done 100% digitally via the project Google Form.
- To be considered for this year, artwork and accompanying information must be submitted no later than May 15, 2024.
- Project Details and the Submission Form can at the button below!
First Nations Studies 2023-2024 Webinar Lecture Series: Songs, Stories, & Lessons Of The Black Wolf
The Wisconsin Department of Public Instruction (DPI) - American Indian Studies Program in partnership with CESA 12 is offering a unique opportunity to participate in a series of webinars to continue your journey of personal and professional development around First Nations Studies.
Date and Time: Wednesday, June 12, 2024 - 4:30pm -6:00pm | Zoom Video Conference Opens at 4:00pm (Pre-registration Required)
Presenter: Wade Fernandez / Wicīwen Apīs-Mahwaew or Black Wolf (Menominee Indian Tribe of Wisconsin), Musical Artist, Educator
Title: Songs, Stories, & Lessons Of The Black Wolf
Description: Join us as Wade Fernandez / Wicīwen Apīs-Mahwaew or Black Wolf willsession will address life lessons and stories learned from Menominee musician and educator, whose career continually takes him internationally from classrooms to concert halls to homes. There will be an emphasis on healing, sharing our gifts freely, and how to influence our students to do the same. The session will also include the creation of a song with participants.
First Nations Studies 2023-2024 Webinar Lecture Series: Haudenosaunee Art - What Can We Learn?
The Wisconsin Department of Public Instruction (DPI) - American Indian Studies Program in partnership with CESA 12 is offering a unique opportunity to participate in a series of webinars to continue your journey of personal and professional development around First Nations Studies.
Date and Time: Wednesday, May 15, 2024 - 4:30pm -6:00pm | Zoom Video Conference Opens at 4:00pm (Pre-registration Required)
Presenter: Karen Ann Hoffman (Oneida Nation), Artist
Title: Haudenosaunee Art - What Can We Learn?
Description: Karen Ann Hoffman believes in the power of Art. She have witnessed the power of Native Arts in particular. The power to remember and to look forward. The power to stare deeply into wounds and make spaces for conversation and healing. She believes in Native Art.
Join her for a conversation about the long history, bright future and contemporary impact of Haudenosaunee art. Bring your questions. Let’s learn from one another.
2024 Summer Institute: A three-day retreat for school teams on Transforming Systems for Innovation
When: July 15–18, 2024
Where: Land O'Lakes (tentative)
Who: School teams of between 4–6 people, including (but not limited to) administrators, educators, and instructional leaders.
What: Through hands-on experiences, concurrent sessions, small-group discussion, networking, and reflection, school teams can joyfully explore ways to create their own pathways to hope. Participants will also receive implementation support throughout the 2024-25 school year through online sessions.
Topics include:
- Alternatives to Traditional Grading
- Culturally Relevant Instruction
- Flexibility within the Law
- Growing Hope
- Personalized, Competency-based learning
- and more…
Registration includes food and lodging. Limited to 60 participants. Registration priority will be given to school teams of between 4–6 people.
Please complete the application HERE. Download the application PDF to preview questions (For planning only. Applications must be submitted through the online form.)
Apply to bring your school team by April 24.
Learn more: https://dpi.wi.gov/cal/2024-summer-institute
Wisconsin Well Represented At NAEA Conference
The NAEA National Convention is the largest gathering of visual arts educators in the world, featuring opportunities for professional learning, connectivity, and creativity. Wisconsin had a large contigent of arts educators in attendance. Special congratulations to Jen Dahl and Kathryn Rulien-Bareis who received the Claire Flanagan Grand Award (highest honor) in recognition for their work with the Wisconsin Youth Arts Month Program. Congratulations!! Photo Credit: WAEA Facebook Page
2024 NAMM Awards - Congratulations!
Congratulations to the Wisconsin districts: Beaver Dam Unified School District; Chilton Public Schools; Deerfield Community School District; Delavan-Darien School District; Elmbrook Schools; Fond du Lac School District; Glenwood City School District; Greendale Schools; Hortonville Area School District; Howard-Suamico School District; Hudson School District; Kaukauna Area School District; Kenosha Unified School District; Kettle Moraine School District; Kimberly Area School District; Lake Country School District; Lake Mills Area School District; Milwaukee Public Schools; Neenah Joint School District; Oshkosh Area School District; Platteville School District; Port Washington - Saukville School District; Pulaski Community School District; Rosholt School District; School District of Beloit; School District of Fort Atkinson; School District of Jefferson; School District of La Crosse; School District of River Falls; Slinger School District; St. Croix Falls School District; The Prairie School (Racine); Watertown Unified School District; Wauwatosa School District; West Allis-West Milwaukee School District; Whitewater Unified School District; and Williams Bay School District.
Congratulations to the Wisconsin schools: Bayside Middle School, Bayside; Middleton High School; Richland Center High School; St. Bruno Parish School (Dousman); Trevor-Wilmot School (Trevor); and Westosha Central High School (Salem).
What Arts Educators Can Teach Us About Cultivating Creativity and Innovation
Visual Arts, Music, Theater, Digital Media, Dance. For many students in Wisconsin, arts programs are not “extras,” but rather an essential way to learn about themselves and the world around them. The arts are key to helping foster student resilience, engagement, and personal growth. Embedded in the arts is a sense of exploration, discovery, and play. It is here that the arts cultivate creativity, and often, demonstrate innovative teaching and thinking.
Here we highlight the work of arts educators across the state who are developing and using creative, innovative approaches to learning and art-making. These teachers have a lot to teach not only their students, but their fellow educators, about creativity, learning, and joy.
DPI allocates nearly $12M to support school districts in meeting students’ mental health needs
MADISON — As students continue facing growing mental health challenges, the Wisconsin Department of Public Instruction announced it has allocated nearly $12 million in federal funding to local education agencies across the state to help meet their unique individual needs.
The Stronger Connections competitive grant is part of the Bipartisan Safer Communities Act legislation signed into law by President Joe Biden in June 2022. In addition to helping school districts establish safe, inclusive, healthy, and supportive learning opportunities and environments for students, grant funding will provide the opportunity for school districts to implement comprehensive, evidence-based strategies and increase access to place-based interventions and services.
After-School Youth Produced Podcast Launches
“Blank Note: The Youth Produced Podcast” is here! Hosted by youth from after-school music programs across the United States, "Blank Note" inspires, educates, and entertains while exploring the diverse world of music. This season features interviews with professional musicians and industry leaders Kirk Franklin, Braxton Cook, and Nate Werth.
This podcast series is presented by The Lewis Prize for Music and Save The Music Foundation to support young, aspiring musicians by creating diverse programming and spaces for creative expression.
All Blank Note Episodes are now available.on Apple Podcasts, Spotify, and SoundCloud. The Blank Note Podcast is presented through a partnership with The Lewis Prize for Music and Save the Music Foundation to support young, aspiring musicians by creating diverse programming and spaces for creative expression.
After Oscar win for short documentary, producer reflects on Wisconsin roots
After working on ‘The Last Repair Shop,’ Josh Rosenberg encourages film students to get on as many sets as possible. “The film, which won the Academy Award for Documentary Short Film, focuses on the Los Angeles Unified School District instrument repair shop, which Rosenberg said was one of the last shops in the country where all public school students in Los Angeles are able to get their musical instruments repaired at no cost.”
Exploring Our Steps: A Conversation with Dancer and Choreographer Jean Butler
“I wanted Our Steps…to invite others into our dance history, to create collaboration across all arts forms. I wanted to create a new space for Irish dance which was not about competition or large-scale commercial dance shows. I wanted to give back.” In this blog post, Jean Butler, dancer-choreographer and founder of Our Steps, spoke with the NEA about her creative process, the organization’s U.S. premiere of the dance production What We Hold, and the importance of archiving Irish dance history.
Herb Kohl Educational Foundation Announces 2024 Scholarship and Award Recipients
The Herb Kohl Educational Foundation has announced 304 Wisconsin students, teachers, and administrators are the recipients of the organization’s 2024 Student Excellence and Initiative, Teacher Fellowship and Principal Leadership awards.
Wisconsin Conservatory of Music launches new fellowship to diversify music education in Milwaukee
“Johnson and Franco are the Wisconsin Conservatory of Music’s first fellows in the Fellowship in Teaching Artistry Program. As fellows, Johnson and Franco teach students in the classroom and in private lessons. Whenever they aren’t teaching, they’re developing their own careers as classical musicians — by composing music, practicing their instruments and connecting with other musicians.”
Governors' Education Priorities in 2024
Forty-two governors have signaled their policy priorities through their State of the State addresses so far this year. Many highlighted the importance of quality education and state improvements to support this end. In all, Education Commission of the States identified six education-related trends in this year’s addresses in addition to two notable mentions. Read more in the Special Report that was recently released by Education Commission of the States in partnership with the National Governors Association.
Wausau East High School students create mural and scholarship for retiring therapy dog Badge
“Wausau East High School will bid farewell to a beloved member of its community as Badge, a K-9 therapy dog, prepares to retire on May 29th. During his more than six years of dedicated service, Badge has left a mark on the lives of countless students, leaving behind a legacy of comfort, support, and joy.”
Want To Connect With Another Arts Program Across The Globe? (April 24)
Peace Tracks is a cross-cultural, musicfocused online youth exchange that provides high school students with an unforgettable opportunity to connect with peers in other countries to get to know them, learn about their cultures, and collaborate over the course of a semester on an original song.
Seeking: Teachers who work with high school students in classrooms or out-ofschool programs.
The Stevens Initiative is an international movement whose mission is to connect young people through virtual exchange to enhance their understanding of the world around them, giving them critical skills to succeed and encouraging global friendships along the way. The Initiative does this through virtual exchange. About the Stevens Initiative Virtual exchange connects young people from around the world for learning and collaboration, immersing them in digital spaces to gain practical skills and build friendships along the way.
About Virtual Exchange
Wisconsin DPI and the Stevens Initiative are partnering to support global learning across the curriculum through virtual exchange. Virtual exchange gives all students (and educators) access to global relationships and learning. We believe in the value of language, intercultural, and global competence for a world-ready Wisconsin.
Register to join this free opportunity on APRIL 24 to meet directly with virtual exchange programs: https://aspeninstitute.zoom.us/meeting/register/tJwsc-yrrjMtGNb363vfdDOavAAH2-t8vtw6
You're invited to our second annual NEA Foundation Global Learning EdCamp! (April 20)
When: Saturday, April 20th, 1pmEDT - 5pmEDT / 10amPDT - 2pmPDT
Link to register: https://ringcentr.al/3uMNpsw
This free online professional learning and collaboration opportunity is designed in partnership with The NEA Foundation Global Learning Fellowship Alumni, GLF Advisory Council, current Fellows, prospective Fellows, and invited friends and organizations excited to learn about and collaborate on all things related to global learning! This virtual unconference will be held "Edcamp"-style, so participants will come prepared with session ideas and a collaborative spirit. In addition to opening remarks from NEA Foundation President & CEO Sara A. Sneed and a keynote from 2023 GLF Alumni Chris Dier, at the beginning of the virtual unconference, participants will have the opportunity to suggest topics for each of the sessions and, throughout the day, choose which sessions they attend. The inaugural Global Learning EdCamp last April attracted a diverse group of 135 participants from around the world. We’re excited to bring you all together along with prospective GLF applicants and friends in global learning for another spectacular EdCamp experience on Saturday, April 20th! Please share this opportunity as well with anyone interested in learning more about and collaborating on global learning!
Wisconsin’s “Remake Learning Days” Festival is back! April 20–28, 2024
“Remake Learning Days: Badgerland” is a festival of events celebrating hands-on learning in various locations throughout the community. It’s part of a national nonprofit effort to showcase, celebrate and support joyful learning opportunities wherever they happen!
WHEN: “Remake Learning Days: Badgerland” runs as a regional family-friendly “umbrella”
festival at sites throughout Wisconsin Saturday, April 20 -- Sunday, April 28.
WHAT: The goal of Remake Learning Days is to celebrate hands-on learning in the community and,
when possible, for parents and caregivers to learn alongside their kids. Arts and science programs, museums, libraries, schools, youth organizations, clubs, businesses, community centers and learning allies are invited to add their existing events, activities and workshops to the festival calendar or to plan a new event that embraces hands-on learning!
Find out more at https://remakelearningdays.org/badgerland/
QUESTIONS? IDEAS? ASSISTANCE? We’re here to help. Contact Badgerland Festival
Coordinator Kathe Crowley Conn at kathe@wethinkbiginc.org or 608.800.2100
2024 Congressional Art Competitions
Office of Congressman Bryan Steil
1st Congressional District of Wisconsin
Deadline: April 10
Office of Congressman Mark Pocan
2nd Congressional District of Wisconsin
Deadline: TBD
Office of Congressman Derrick Van Orden
3rd Congressional District of Wisconsin
Deadline: March 29, 2024
Office of Congressperson Gwen Moore
4th Congressional District of Wisconsin
Deadline: March 29
Office of Congressman Scott Fitzgerald
5th Congressional District of Wisconsin
Deadline: April 19
Office of Congressman Glenn Grothman
6th Congressional District of Wisconsin
Deadline: April 15
Office of Congressman Tom Tiffany
7th Congressional District of Wisconsin
Deadline: April 5
Office of Congressman Mike Gallagher
8th Congressional District of Wisconsin
Deadline: April 1, 2024
Small, Rural School Achievement Program
Applications are open for the Small, Rural School Achievement Program from the U.S. Department of Education. The program funds grants on a formula basis to eligible local educational agencies to address the unique needs of rural school districts.
Applications are due May 10.
The National Endowment for the Arts
The National Endowment for the Arts announced the first round of recommended awards for fiscal year 2024, with 1,288 grants totaling $32,223,055. There are 47 Folk and Traditional Arts projects recommended for funding totaling more than $1.3 million. NEA Chair Maria Rosario Jackson said, “[T]hese grants contribute to the well-being of individuals and communities, help meet the challenges of our time, and build towards a future in which all people can lead artful lives and reach their full potential.”
As part of the application review process, the NEA worked with expert reviewers with relevant knowledge and experience who reviewed the applications and rated them in accordance with published review criteria. Want to be a part of reviewing grant applications in the future? Volunteer to be a NEA panelist.
- Learn more about the awards and grant categories
- View a state-by-state listing of the grants announced in this release
- View a listing of awards by discipline/grant category
NEA Foundation Learning & Leadership Grants
Through our Learning & Leadership grants, we support the professional development of NEA members by providing grants to:
- Individuals to participate in high-quality professional development like summer institutes, conferences, seminars, travel abroad programs, or action research.
- Groups to fund collegial study, including study groups, action research, lesson plan development, or mentoring experiences for faculty or staff.
Learning and Leadership grants are intended to provide resources for educators hoping to engage in professional learning that can be implemented in their classrooms.
April Celebrations
The Lewis Prize for Music has released new research, “Producing Well-Being: Music-Based Creative Youth Development’s Approaches to Youth-Led Workforce Development.” The report explores the cross-sector connections between Creative Youth Development (CYD) and Workforce Development. Driven by meaningful dialogues, knowledge sharing, and collaboration, the report points out the transformative impact of CYD programs in enabling youth to discover their voice, refine their artistic skills, and emerge as leaders in the 21st-century workforce.
This report includes insights from The Lewis Prize for Music’s CYD & Workforce Development Systems Change Lab, which gathered five CYD five music organizations from across the United States for in-depth case studies. The participant organizations are Beyond the Bars , The David’s Harp Foundation , Hyde Square Task Force , Memphis Music Initiative, and We Are Culture Creators.
Access the report: www.thelewisprize.org/producingwellbeing
2024 ArtScan Now Available
Our 2024 ArtScan update is now live! This yearly updated resource includes the latest state policies supporting arts education from all 50 states, the District of Columbia and the Department of Defense Education Activity. ArtScan includes a two-page summary of the policies, state policy profiles and a comparison tool.
New Updates on the 2024 NEA Jazz Masters Events
Washington, DC—As the nation kicks off Jazz Appreciation Month, the National Endowment for the Arts and the John F. Kennedy Center for the Performing Arts are pleased to announce new details about the upcoming events in honor of the 2024 NEA Jazz Masters—Gary Bartz, Terence Blanchard, Willard Jenkins, and Amina Claudine Myers.
Join The Lewis Prize for Music for these upcoming events
Join The Lewis Prize for Music for these upcoming events hosted through our new Creating Abundance Collaborative, which champions the transformative power of creativity in young people's lives. Creating Abundance Collaborative's mission is to catalyze broad-based support for the Creative Youth Development field's youth-led approach to positive change.
Choose from the events listed below:
Exploring Youth-Led Workforce Readiness Through Creative Youth Development
Thursday, April 18, 2024, at 1 pm - 2:30 pm PST / 4 pm - 5:30 pm EST
Join The Lewis Prize for Music in a 90-minute conversation exploring the intersections of Creative Youth Development, career readiness, and workforce pathways. Learn how CYD, through fostering creativity, proves to be a potent resource for workforce initiatives.
Nurturing Wholistic Well-Being Through Creative Youth Development
Thursday, May 16, 2024, at 1 pm - 2:30 pm PST / 4 pm - 5:30 pm EST
Join The Lewis Prize for Music for a 90-minute exchange of insights on nurturing wholistic well-being within Creative Youth Development. We’ve organized this gathering space for professionals dedicated to fostering supportive environments for youth development.
Equipping Creative Entrepreneurs Through Creative Youth Development
Thursday, June 20, 2024 at 1 pm - 2:30 pm PST / 4 pm - 5:30 pm EST
Join The Lewis Prize for Music in this youth-driven conversation about the importance of bolstering self-directed careers and preparing young entrepreneurs for success through Creative Youth Development.
El Sistema National Symposium
The El Sistema National Symposium, presented by El Sistema USA® in collaboration with the Indianapolis Center for Arts Education and Innovation at Butler University, invites you to join them June 13-15 in Indianapolis. This year's symposium will feature sessions for teaching artists and administrators under the theme "Inspire, Connect, Transform."
Teaching African American Studies Summer Institute
The National Humanities Center is partnering with the Ruth J. Simmons Center for Race and Justice at Prairie View A&M University to host the third annual Teaching African American Studies Summer Institute July 8–12, 2024
This week-long institute will center the works of Black musicians and artisans in the humanities classroom to help students more fully grasp the indispensability of the African American voice to our national history. This program will provide an immersive, hands-on learning experience to better understand the approaches and the historical perspective required to create and teach African American studies. Each day’s sessions will include readings, viewings, and primary source analysis by expert scholars.
APPLICATION DEADLINE
March 15, 2024
Comprehensive Musicianship through Performance (CMP) Summer Workshop 2024 registration is OPEN!
It's time to SECURE YOUR SPOT and join in the fun with music educator friends and mentors June 24-28, 2024 on the beautiful UW-Eau Claire campus. Register NOW!!
Created and taught by Wisconsin teachers and music education leaders, this is the authentic professional development experience that will really transform your work.
Experience the energy and excitement of creative, passionate K-12 music teachers, new and veteran, instrumental, general and vocal all in one place
Watch demonstration classes taught by master teachers
Think about how this model will fit with your particular style and students
Discuss ideas, ask questions and hear from others all around the country in small group settings.
Create a teaching plan that you can really use
Discover or rediscover this natural fit for professional goals
Explore current educational initiatives or issues from a CMP perspective.
Reignite your teaching passion - a perfect mix of inspiring and practical.
For more information and to register, please visit: https://wmeamusic.org/cmp/cmp-summer-workshop/
"Dopamine Culture"
In our newsletter from a month ago, we shared a reading link to Ted Gioia's post The State of Culture, 2024. Gioia identifies "The Rise of Dopamine Culture” — which caught our attention.
He discusses how new technologies are increasingly rewiring our brains to be in constant search of pleasure at any moment, regardless of how long-lasting it is. That dopamine hit that we get when someone likes our latest LinkedIn or Facebook post, or when we watch that 30-second TikTok video that stirs emotion in us. Tech companies, Gioia argues, are hell-bent on keeping us captive by addicting us to a need for instant gratification.
This isn't a new argument, but what is new is the way he frames the evolution that most of us born before the 1990s have witnessed in a crazy short period of time:
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Chris Gleason
Wisconsin Department of Public Instruction
This publication and previous issues are available from: Division of Academic Excellence> Teaching and Learning Team> Arts and Creativity. https://dpi.wi.gov/fine-arts/newsletter
The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or ability.
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Email: christopher.gleason@dpi.wi.gov
Website: https://dpi.wi.gov/fine-arts
Location: 125 South Webster Street, Madison, WI, USA
Phone: 608-264-9554