AAD 510 Arts Learning Policy and Practice
My learning objectives for Arts Learning Policy and Practice this term are to:
– Learn/brainstorm unexpected or new methods for audience engagement, with a particular focus on arts education for adults in performing arts centers
Reflection 6/9/13: I accomplished this learning objective through the development of my Arts Education Plan, as well as through my facilitation with Tracey, which both targeted arts learning opportunities for adults. Through the readings, I gained insight into “best practices” for implementing arts education programs through partnerships between schools and arts organizations, which included performing arts centers. In addition, Annie and Amy’s Arts Education Plan, which was based in a performing arts center, was useful for me in understanding how an arts education program for children can be implemented in such a center.
– Explore intergenerational arts learning opportunities within arts nonprofit organizations, as well as other learning opportunities for “special populations”
Reflection 6/9/13: I did accomplish this through both the Arts Education Plan, which dealt specifically with intergenerational learning, and through my facilitation with Tracey, which looked at arts learning opportunities for veterans and other populations with special cognitive or emotional needs. I understand how the formation and evaluation of such arts learning programs for “special” populations is fundamentally different than arts learning programs for children, and I feel equipped to articulate those differences.
– Become more familiar with the current national environment for arts education in K-12 public schools
Reflection 6/9/13: I do feel like I gained a pretty holistic perspective of arts education in K-12 public schools. I learned that arts learning opportunities are presented by outside teaching artists and arts organizations much more frequently than I previously thought. Arts learning is a domain that must be considered by ALL arts administrators to some extent, and should not be simply left to the Community Engagement/Education departments of arts organizations. Making arts learning opportunities available to children, especially, is the shared responsibility of both arts managers and schools, whether or not arts managers asked to fill that role.
I will support my own learning in this class by feeling free to bounce ideas off of my classmates and professor, even if the ideas are not completely, perfectly formed. This amounts to taking more risks in communication; essentially, giving myself permission to think creatively and in a more open-ended way than I usually do, and communicating my ideas to others. This also means that in general, I would like to speak up more in group situations, and trust my ability to lead and teach others what I know. At the same time, I want to keep in mind that my classmates are also a wealth of knowledge, ideas, and inspiration. I am excited to share thoughts in this seminar-style class.
Reflection 6/9/13: I still didn’t participate in class discussion as much as I expected or hoped, but I am okay with that. I feel like I contributed heartily by writing thoughtful, careful, and sometimes provocative blog posts. I did appreciate the opportunity to learn from my classmates, through the presentation of the Arts Education Plans, and through Facilitations.