As this years art sale has passed I’ll leave you behind my experience.

Informational meeting start in september.  Once you go to the first you have to apply to get into the holiday art sale.  There is a lottery to determine i you get in our not after a week of the turn in date of the application.  If you don’t get in right away you are put on a waiting list.  After you get accepted you have to attend 2-3 more mandatory meetings.  So if you plan to do the art sale make sure you will be dedicated to it. One meeting is about picking your space and how the art sale runs. The 2nd is how to price and sell your work. I myself this year sold paintings, prints, journals, pins, and a ceramic piece.  I made business cards for the occasion as well.  My pricing was a bit low, but that’s because I’m just generous with my work.

The popularity of artists wanting to be in the art sale and buyers of art have pushed the school to follow the holiday art sale with the spring art sale.

At each sale artist are told that they are paid 85% of their sales and 15% goes to the school to help the future art sales by renting tables, chairs, table clothes, the food at the pre-art sale.

If you want to see what are peers are up to artistically, want to meet people, make a name for yourself and want to make a quick buck for something you enjoy doing, I would recommend applying to the Spring and The Holiday art sale.


I just wanted to add…because a lot of you commented about my lesson presented in Fieldwork and I wanted to give you all the link from the CNN interview about Chicago’s deadly streets… http://newsroom.blogs.cnn.com/2009/10/05/rapper-nas-open-letter-to-young-warriors-of-chicago/


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Here is my paper, verbatim.  Sorry a tad dry!  Y’all rock!  Thanks and have a great break….

While revisiting the blog that our Cultural Approaches to Production class compiled over the past semester and reflecting on the skills and workshops that everyone shared, I am amazed by the depth and breadth of artists, art forms, and ideas that we put together. The lasting blog format is perfect, because I feel I need more time to fully digest and appreciate all of the material; I can’t wait to click on links I haven’t yet visited and be taken wherever those clicks lead me. Though it is hard to choose just five top resources, I was particularly inspired by artist M. Yahgulanass, the shadow puppet and stop motion animation workshops, the I AM NATURE presentation, and learning about comics.

There are a couple resources from the past semester that have directly informed my concrete thinking, particularly as I write my student teaching lesson plans for my thesis project.  The first is Flight of the Hummingbird by Michael Nicoll Yahgulanaas that Mary shared with us.  I adore the beautiful forms of Haida art, and so I was very excited that Mary showed us a contemporary artist who has not only created thought-provoking gallery exhibitions but has combined Haida art with Japanese Manga comics to write a beautiful narrative parable about the environmnet.  For my thesis, I will be looking at how art opens up a space for students to become aware of their emotional responses to environmental/ecological issues that can seem overwhelming.  I have struggled to find multicultural, contemporary ecological artists whose work is accessible to the K-8 population I will be working with since many interesting artists work in ways that are too large-scale or too conceptual for a young population and limited time frame.  Yahgulanaas’ story is a perfect entry point or younger students into the issues I am interested in because it deals with both the feeling of overwhelmed-ness we get about environmental issues and the belief that committed individuals can make a small difference.  I got even more excited about the possibilities of creating a meaningful lesson based on this book after Mariam did her shadow puppets workshop.  The art form seems to go hand in hand with the imagery in the book and the narrative structure, and what elementary school student isn’t going to love making shadow puppets when we, as adults, were so excited?

The I AM NATURE project that Drea presented has also informed my thinking about approaching sustainability and ecology with urban youth.  The main point that I took from this project was that students cannot care about nature if they do not feel they are a part of it, if they feel that it is something outside of themselves.  Engaging students in creative exercises, such as writing poetry, is a great approach this topic.  The subsequent place-based approach of students researching sustainable design by redesigning a space that was important to them, their school roof.  I was amazed at the out-of-the-box thinking demonstrated in their designs and am excited about doing something similar someday with students.

Although I have less concrete ideas about how exactly I will use stop motion and comics, all touched on by Molly, Meaghan, Caitlin, and Luthando, I am very excited about incorporating them in my teaching someday.  I am attracted to these two forms because they allow students to tell stories in different ways and work collectively. Stop motion is accessible to students who may not feel that they are “artists” in the traditional sense, but they can all move objects and take pictures.  The comic strategies Caitlin and Luthando shared were also great because—through our stick figure exercise—we saw that stories can be told simply and powerfully without tons of artistic detail.  However, Luthando showed us that drawing in a comic style is something that can be taught and practiced by all ability levels.

It is exciting to know that I have a teaching career ahead of me that will give me chances to make many of these ideas into concrete lessons.  The resource that we collectively created is definitely not at risk of getting shelved after grad school is over.  Many thanks to all who contributed to my learning!

This class was a delightful  dessert to have right in the middle of my oh so bitter school schedule.  As a student, artist, educator, and cultural producer…this class really filled my mind up with ideas that I can work with for years to come. The best part about it..is that it was not text book blah blah knowledge…hehe…but it was shared information from my peers.  Imagine if everyone (like EVERYONE) took 3 hours a week to share super useful information amongst each other.  In the beginning I was feeling salty about having to do a presentation every week, but it was the best thing ever now that we are ending.

At the start of the semester, I felt I didn’t have time to be the artist I once was (now dealing with all of the education jazz)… and this class was a breath of fresh air.  This class inspired and reminded me every week to take time for myself and also taught me how to start to find the balance between being a cultural producer and educator…and not necessarily as 2 seperate roles, but also merge them into one.  Each one of us brought something so individually sweet to the table every week, and I just want to say how helpful it was, Thank You 🙂

This is me saying YES! We all can be Revolutionary Educators

EVEN THOUGH IT IS HARD TO CHOOSE ONLY 5….Yes only 5…. Here it goes!

1. Inflatables… (I think this was a giving because of how I acted…one tape 🙂 LOL)

…..Mackenzie always brought some earthy element to the table, and I am down for that movement.  The activity was great because it showed how group collaberations can be fun…and the outcome even FUNNER!…and I know..that is NOT a word.  “PARTY IN THE INFLATABLE”

2. Shadow Puppets… Maryam and her shadow puppets…oh how I love thee.  Shadow puppets never seemed so fun.  What a great lesson to use, technique, performance, and collab… awesome.        “POW”

3. Drea’s presentation: A lot of times the only way I see what a teacher does is if I google their name…because teachers sometimes are really quiet about their work, and her presentation was really inspiring.  I felt cool that my teacher was doing something so righteous in my surrounding communities.  When she talks about her work, her passion for her work is clear…and that makes me want to be as passionate about MY work when I speak about it.

4. Meaghan and her boo Robin Rhode 🙂 … hehe. What a great artist that is actually COOL to kids!  You can take so much from his work, and use it in so many different lessons.

5…. I really can’t pick a 5th one… every week I took SO many notes in my sketch book because there was just so much good stuff… BUT i WILL say…I appreciated Katie’s talk about mediation, yoga, breathing, ect.  Lately I have felt like a different person because of my work load, and it was a reminder and another push to breathe…and keep going.  Living in the present is crucial… but its so damn harm. Excuse my language…but aren’t we always think about everything… past, present, and future…SHeesh it’s hard out here.   Thanks for the reminder… we all need to remember to breathe and relax, “Get ‘cha mind right”.………Thank you everybody… You all rocked my world.

“There is no simple, singular definition for Spoken Word. And maybe there shouldn’t be—most independent artists resent being cubby-holed since it puts a crimp in “the experiment”. Most word artists have historically been & currently are rebel artists; often they are marginalized people or social change activists. These artists resent “experts” defining their work and suspect a link to those who would streamline art as a commodity.

For the sake of scholarly study & to secure federal arts funding, however, academia seems to have settled on a definition: Spoken Word is a category of performance art to encompass any new seriously developed genre or traditional form that is primarily word-based & is not exclusively Music, Theatre or Dance but may include collaborations with other non-word-based art genres or works created in collaboration with artists from non-word-based disciplines. (Oh yeah, that really sounds simple.)”- http://www.spokenoak.com/define.html


1.  Start with 3 words (of your choice)… The key is to remind the students that spoken word is written WITH AN INTENTION.

2. List the words 1 at a time, and have your students write down as many words that come to mind when given the word. (List all 3, one at a time)

3. Then take some time to look over all of the brainstormed words and think of a small piece of Spoken word using at least 3 words from their own word bank (also can include the words given)

Example: Education: injust, rights, revolutionary, teachers, knowledge

Love: real, understanding, honest, listen

Reciprocity: equal, rights, listen, understand, tell, take, give

The product:  MY love has to do with understanding MY rights to love and to BE loved.  MY love MUST be reciprocated, NEVER negotiated, NEVER underestimated….FOREVER anticipated.  MY love is my knowledge, which is FOREVER evolving, listening, and growing… -Lulua

Reflection of Education

“Education is a progressive discovery of our own ignorance.” 
- Will Durant

“The best teacher is the one who suggests rather than dogmatizes, and inspires his listener with the wish to teach himself.” 
– Edward Bulwer-Lytton

“The task of the modern educator is not to cut down jungles, but to irrigate deserts.” 
– C. S. Lewis

“I cannot teach anybody anything, I can only make them think.” 
– Socrates

Groups/Lists of Disability Artists:

Access Living Arts and Culture Project

Disability Arts Online (UK)

Disabled Artists on ArtPromote

RE/Formations: Disability, Women, and Culture

Individual Artists’ Sites:

Riva Lehrer

Jon Wos

CandoCo Dance Company

Brooke Lanier

Dave Lupton (“Crippen”)

John and Claire Lytle (dizABLED comic strip)

Madison Clell

Catherine Larson

Alison Lapper

Disability in the Movies:

Disability Films

Disabilities Film Festival

Disability Imagery at Your Fingertips:

Disability Photo

Universal Design Links:

Boundless Playgrounds

Guidelines of Universal Design

Disability Lesson Planning Tools:

Some Alternatives to Simulation Exercises (from Ragged Edge Online)

My PowerPoint Presentation: