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Rule Breakers and Makers: Women Artists at Work
Guest Post by Tyler Adjunct Professor Carol Royer, promoting an amazing professional development opportunity in collaboration with the Philadelphia Museum of Art!
In the second report published by The Freelands Foundation, evidence showed women artists continue to be under-represented in the art world. Women’s voices have been integral to the institution of art, but despite their continued engagement, many have faced challenges in showing, selling, and gaining recognition for their work.
For the first time, Tyler School of Art and the Philadelphia 
Museum of Art are collaborating to focus on the significant contributions of women in the visual arts. This unique summer course, “Women Artists at Work: Rule Breakers and Makers”, will utilize themes to explore art made by women and use this work as a jumping off point for the studio. Take inspiration from the work of modern and contemporary women artists in this week-long, pilot collaboration between the Philadelphia Museum of Art and Tyler School of Art. Students will engage directly with works by artists including Georgia O’Keefe, Jean Shin, and Ursula von Rydingsvard in the Art Museum galleries, as well as the Fabric Workshop and Museum.
Structured looking, responding, and connecting led by Art Museum educators builds a foundation for intensive studio practice exploring a variety of materials and media. Three days of focused studio time at Tyler exploring a variety of materials and media will allow course participants to engage their interests and better understand their own voice as a maker.
GOALS
- Learn more about a select group of modern and contemporary women artists in the museum galleries
- Develop new work inspired by modern and contemporary women artists
- Consider our art making practice through a conceptual and theme based process
- Challenge our biases, question our assumptions, and expand our repertoire and understanding of what art can be
OBJECTIVES
- Create new work in a focused studio setting alongside other artists
- Collaborate through learning and teaching in a small group
- Participate in art-making workshops
- Become reflective practitioners through direct experience, discussion, writing, and art-making
Spring Symposium at Moore College of Art and Design with School District of Philadelphia Art Teachers!
Guest post by:
NAEA Special Needs in Art Education President-Elect
On May 18th, 2018 Moore College of Art & Design’s MA in Art Education with an Emphasis in Special Populations program hosted its annual Art Education Symposium titled “Creating Multiple Modalities of Language in and Through the Arts”
We were honored to have this event sponsored by A.C. Moore!
The symposium featured regional Art and English Language Learner instructors Angela Renish, Lori Logan and Erica Mandell who shared their personal stories, knowledge, and skills on developing inclusive practices for English Language Learners in and through the arts. The afternoon included lightning round, hands-on workshops that offered attendees easy takeaways to incorporate into their teaching methods.
Session A with Angela Renish: Visual Tools and Strategies for Making Art Lessons Accessible for English Language Learners.
Session B with Lori Logan: Visual Structures for Engaging English Language Learners in All Educational Settings.
Session C with Erica Mandell: Art Lessons with an Emphasis on Social Justice for English Language Learners.
Save the date for our Fall 2018 Symposium
Saturday, November 3rd ““Understanding Our Humanity Through the Arts”
Learn new skills and strategies that address our diversity, identity, and different abilities through the arts. Featuring keynote speaker Justin Brown and session leaders Sika Wheeler, Christina Lukac and Amanda Thoma.
Photos by Riley Evan Lloyd
Felting a Sneak Peek…
Hi everyone! There have been quite a few posts highlighting some awesome sessions coming up during the conference. It’s really going to be hard to choose!
We’re still hoping for more people to send us their session descriptions and photos so we can highlight them (there’s still time!), but until then, I thought I’d show off some of my students’ work. And hopefully entice you to come to my FREE session (ticket required, though, so get one!) called “The Future of Felting” on FRIDAY, 2-2:50 PM, in Wilson 434.
I’ll show you some felting techniques that I have used with my students, and ideas you can use to “felt” it into your curriculum (some felting humor for ya). Using this form of fibers is an easy way to create sculptures and 3D art in the classroom. 
This will be hands on, so bring your ideas and we’ll jump in! Hope to see you there!
“Do we love our kids? Do they matter to us?”
There’s a lot going on in the world right now that affects many of our students’ lives, opinions, and environment as as well as our own. So when we are teaching or talking to our kiddos, how do we take everything into consideration? Are you wrestling with how to approach these issues in your art room?? I know I am. How do we make our art room the safe and nurturing environment it should be so that students can express themselves and grow emotionally?
This article was sent to me, and it resonates loudly. Click the text link below, and give it a gander:
“Part of our job as educators and caring adults is to make school a place where all students can find productive outlets for their emotions in response to the adversity and trauma they experience. But educators do not bear the sole responsibility for helping communities recover or changing systems that perpetuate injustice. ”
The article mentions that as educators we must be connected with our communities to help support our students and help them get through what the world is throwing in their faces. This, obviously is where we must go above and beyond our call of duty. This is our before and after school time, where we give ourselves selflessly to our profession without consideration of being compensated for that time. There are of course teachers who only work the contract, and I understand. BUT, if we truly want to affect change and to make a difference in our children’s lives and communities, then we have to give a little more of ourselves. I believe it to be our call of duty as educators. One does not get into this profession for the pay, nor do should they come into the classroom thinking their job starts and stops at the school doors. Being and educator in today’s world is demanding, and no one should have a veil over their eyes on that.
The article continues to give some advice on how we can help support our students, and as art teachers I believe we are the perfect conduit to follow through on those points. We see our students year after year- we are a constant in their life. We are the ones that can develop long and lasting relationships where students can come to trust us. Often, the art room is the place where they can fully express their dreams, hopes, rage, and personality and we need to remember to embrace that. Art educators need to give students that room for choice and expression so that they can fully realize their potential.
Naturally this article made me think about teaching from a trauma informed or trauma sensitive background. And during a summer where I am reevaluating and reconsidering my approach to classroom management, this article enforces my belief that we must be the calm and centered educator they need. If they lash out, don’t lash back. If they say hateful things, don’t take it personally. Always remain calm, and tell them you love them. And keep striving to make schools a better place, and the world a better place.
“So as we work to prepare our kids for the world they live in today, we will not stop fighting to create the world we want for them.”
BTW- This year’s theme for the PAEA is “social justice” and I hope that you consider how you approach these issues in your art room this year.
Thanks for letting me bend your ear.
D5 Creation