Session Descriptions

 

MONDAY, AUGUST 3

 
9:00 – 10:30 am - Opening Plenary Session

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Please join us in kicking off the 2015 VSA Intersections: Arts and Special Education Conference. Greetings and welcoming remarks to be given by Kennedy Center Vice President of Education, Mario R. Rossero; Director of VSA & Accessibility, Betty Siegel; and more! Former Miss Iowa and disability awareness advocate, Nicole Kelly, to provide opening keynote speech.


10:45 am – 12:15 pm - Conference Sessions

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Music   Salon 5 10:45am-12:15pm
Participants will be updated on the research-based design and enactment of the Sounds of Intent framework for children with learning difficulties in the UK and elsewhere, as well as its extension into the Early Years to support the musical development of young children in more mainstream settings. Participants will also have an opportunity to use the framework and take away a copy. Example research outputs related to the Sounds of Intent project can be found here: http://www.imerc.org/j3/research/48-soi as well as on the main Sounds of Intent website http://soundsofintent.org
Adam Ockelford, Professor of Music and Director, Applied Music Research Centre, University of Roehampton; Graham Welch, Established Chair of Music Education, Director of the International Music Education Research Centre (iMerc), UCL Institute of Education; Dr. Donald DeVito, Music Director, Sidney Lanier Center             

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Drama/Dance  Studio B 10:45am-12:15pm
VSA Arizona's Social Drama uses art and improvisational theatre to teach students social mores and build upon their self-esteem. During this session you will learn about the genesis of VSA Arizona's Social Drama program, explore Improvisational Theatre and create an art project.
Eileen Bagnall, Executive Director, VSA Arizona

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Across Arts Disciplines   Salon 1 10:45am-12:15pm
Participants will learn about the design and functionality of the 2014 National Core Arts Standards (http://nationalartsstandards.org) from 3 perspectives: the state perspective; an arts content/music perspective; and a personal perspective. Following the informational portion of the presentation, participants develop a personal perspective about the standards by working in pairs to read and understand the scope and sequence charts of the National Core Arts Standards and consider how the standards are reflected in their teaching. The session will conclude with an interactive discussion regarding instructional shifts required to implement the National Core Arts Standards and how participants can begin applying the standards in their current situation. Please bring your digital devices to access the National Core Arts Standards during the session.
Marcia McCaffrey, President, State Education Agency Directors of Arts Education; Michael Blakeslee, Deputy Executive Director and Chief Operating Officer, National Association for Music Education; Heather Smith, Fairfax County Public Schools           
 

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Visual Arts   Studio E 10:45am-12:15pm
Visual artist Victor Tan will share with educators on how to guide their students to better express themselves using various forms of media that will best suit their learning needs. Victor, who is visually impaired, will also share about his search for his main medium in art-creation as well as his experiences working with students with disabilities. Through the workshop, teachers will introduce educators to different media as well as share practical ideas for art-making using everyday objects and recycled items. This makes the arts accessible for students and help them gain a better appreciation of art-making.
Victor Tan, Visual Artist; Yonglun Liu, Arts Education Manager, National Arts Council Singapore

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Across Arts Disciplines   Studio D 10:45am-12:15pm
Children with autism show excellent learning skills, especially due to their strong visual perception abilities. While there are challenges associated with Autism Spectrum Disorders, many individuals display significant strength, especially in the artistic domain.  In order to detect and identify strengths students need to be exposed to various project-based and hands-on arts based activities. These strengths can be capitalized upon to increase the individual’s success in work and adulthood. A critical time for transition planning is in the early years of middle school through the first few years following graduation from high school. This presentation gives an overview of ongoing initiatives focusing on working with middle and high school students with autism spectrum disorders through art workshops. The presenter describes how using art based expressive creative methods can lead to establishing vocational programs for students with autism spectrum disorders during middle and high school years, based on a coordinated effort between cultural institutions, arts organizations and schools. These collaborations can lead to result-oriented initiatives that focus on each individual student’s strengths and skills. During the presentation participants will gain knowledge about the scope of museum based art education and innovative programming for students with various learning styles. Participants are informed about at least two major initiatives supporting transitions for middle and high school students with autism through art workshops: the Internship Initiative and the Open Art Studio for Young Adults with Autism. The presenter explains how museum based partnerships and grant-based projects can be used to support achievement for post-school adult living objectives and vocational possibilities. The session encourages participants’ feedback and questions about engaging in result-oriented processes supporting transitions by focusing on skill based vocations for middle high school students and young adults with diverse learning styles.
Mitra Dejkameh, Manager of ArtAccess Programs and Autism Initiatives, Queens Museum
 

12:15 – 1:15 pm - Lunch
 
1:15 – 2:15 pm - Intersections Action Groups
Intersections Action Groups (IAGs) are facilitated discussions that will be centered this year on the topic of research at the intersection of the arts and special education. The discussions are intended to create opportunities to move the field forward as a whole, and form meaningful connections between those doing similar work. Join your colleages as they lead in-depth discussions on the four core objectives of the Research IAG's mission: (1) to identify and further research needed at the intersection of the arts and special education, (2) to foster research methodologies that impact policy change, funding, and practitioners, (3) to translate research for different purposes such as to improve teaching, include in grant applications, and influence policy, and (4) to provide access to research. Click the link to learn more about this year's IAGs.

2:30 – 4:00 pm - Conference Sessions
 

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Across Arts Disciplines   Salon 1 2:30-4:00pm
Universal Design for Learning (UDL) is a framework that helps educators provide students with multiple ways to interact with content, express what they know and engage in learning. The arts provide content, processes, and habits of mind that enrich learning opportunities to make them more accessible and engaging. This interactive workshop will explore ways in which the arts promote inclusion and further opportunities for deeper, more self-directed learning.
Nicole Agois, Associate Director of Education and Development, VSA Massachusetts; Wilhelmina Peragine, Education Program Manager, VSA Massachusetts
 

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Across Arts Disciplines   Studio D 2:30-4:00pm
With the majority of children with hearing loss now attending school in public or private mainstream classrooms, educational professionals should be prepared to address such students’ needs and ensure that they are fully included. Although the hearing loss demographic is diverse in terms of level of hearing loss, type of technology used and communication mode (e.g., listening and talking, sign language, or both), there are nonetheless some important practice guidelines that will enhance the arts experience of deaf and hard of hearing students as well as their typically hearing peers. Using a combination of lecture, demonstration, audience participation, and video discussion we will consider and suggest how to encourage student learning and enjoyment of visual and dramatic arts as well as music and dance. Many of the tools and guidelines we will suggest enrich learning for all students.
Donna Sorkin, Executive Director, American Cochlear Implant Alliance
 

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Music   Salon 5 2:30-4:00pm
Students with problem behaviors can at times be difficult to motivate.  By combining effective classroom management techniques and arts-related experiences, these students can find academic and behavioral success.  The presenter will discuss using project-based arts activities integrated with classroom behavior management techniques to keep problem students engaged and learning.
Dr. Jonte Taylor, Assistant Professor, Penn State University

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Visual Arts   Studio E 2:30-4:00pm
A case study of an ongoing community partnership called Art@Work in the Lansing, MI area. One partner, Peckham Inc., houses an art program for people with disabilities called Art from the Heart. The other partner is Michigan State University. MSU’s Residential College in the Arts and Humanities’ emphasis on community engagement brings college students to Peckham’s Art from the Heart studio to engage with artists who represent a wide range of abilities and nationalities.  The presenters will provide insight about how to build strong, mutually beneficial community partnerships that can fit into almost any type of budget or program.
Emily Chase, Art Program Director, Peckham, Inc.; Vincent Delgado, Assistant Dean for Civic Engagement, Michigan State University Residential College in the Arts and Humanities
 

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Drama/Dance   Studio B 2:30-4:00pm
Many students need support in developing their ability to read fiction and non-fiction confidently and with comprehension. Together, we will participate in arts integration learning activities that optimize individual choice and autonomy, are authentic, help students actively construct and demonstrate their understanding of text and as a result are motivating and engaging. We recognize some students are verbal and others are non-verbal, some express themsevles in writing and others through visual representation, pictures or movement. Therefore, we will teach the educators how to use the elements of dance, storytelling, visual art and drama, which we call Embodied Storytelling (ES) in their lessons.
Arianna Ross, Executive Director and Master Teaching Artist, Story Tapestries; Suzanne Richard, Artistic Director and Master Teaching Artist, Open Circle Theatre, Story Tapestries
 
4:00 – 4:15 pm - Break
 
4:15 – 5:45 pm - Conference Sessions
 

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Across Arts Disciplines   Studio D 4:15-5:45pm
In this active workshop participants engage in a few different – brief - arts activities, small group discussion and larger discussion on troubleshooting and adapting activities in the classroom with students ages 5-21. The session is from the perspective of a visiting artist to a classroom but can also be helpful to classroom and arts teachers. Discussion focus is both on classes of students with varied disabilities as well as classes of students with similar disabilities.
Lisa Dennett, Executive Director, I.D.E.A.S.
 

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Music   Studio B 4:15-5:45pm
By the end of this active session, participants will have a set of new or renewed ideas as well as access to the assessments created by the presenter. The goal is to create an awareness of the need for individualized and adapted/modified assessment tools as well as the confidence to create these tools to meet the specific classroom objectives of individual teachers.
Dr. Alice Hammel, James Madison and Virginia Commonwealth Universities
 

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Visual Arts   Studio E 4:15-5:45pm
This presentation discusses the assessment and adaptations of the physical and learning environments of the Children’s Museum of Richmond. We discuss and show examples of how these analyses and recommendations were used to guide adaptations to the museum and its exhibits in order to promote children’s engagement in learning tasks within a natural learning environment, like the museum. We demonstrate key adaptations in the art studio, demonstrating key features of the adaptations. We will then lead a discussion on the application in other natural learning environments.
Dr. Carole Ivey, Assistant Professor, Virginia Commonwealth University, Department of Occupational Therapy; Liz Pearce, Director of Parent Engagement, Children’s Museum of Richmond
 

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Research, Across Arts Disciplines   Ballroom 4:15-5:45pm
Inclusion as a philosophy and practice is becoming more central to the way educators organize their instruction and studio/classroom environments. We offer an introductory, information-based, and hands-on session, highlighting pedagogical, environmental and logistical applications to enhance inclusion programming and educators’ ability to embed inclusion as a way of teaching through the arts and to make tie-ins in meaningful ways during project based learning collaborations.
David Marquis, Executive Director, Marquis Studios; Hiromi Niizeki, Teaching Artist, Marquis Studios
 

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Drama/Dance   Salon 5 4:15-5:45pm
Take part in playwriting games and learn teaching techniques that are designed for implementation in inclusive classrooms and after school settings.  Practice using language and discussing concepts used in the classroom that establish a safe culture for all participants and that inspire exceptional writing.
Rebecca Wallace-Segall, Executive Director, Writopia Lab; Jocquelyn Downs, Branch Manager and Head Instructor, Writopia DC, Writopia Lab; Danielle Sheeler, Associate Director of Camp and Curriculum, Writopia Lab
 
6:00 – 7:30 pm - Opening Reception
Foyer

 

TUESDAY, AUGUST 4

8:00 – 9:00 am - Breakfast
 
9:00 – 10:30 am - Conference Sessions
 

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Music   Studio D 9:00-10:30am
Participants in this session will come away with a greater understanding of how to structure music education lesson plans and how the sensory systems may impact a student’s ability to learn.  Participants will learn some suggested strategies for successful inclusion of students with autism spectrum disorders and sensory processing disorders.
Dr. Angela Guerriero, Founder and Clinical Director, Tempo! Music Therapy Services; Jodi Jianniney, Music Educator, Vanguard School, Valley Forge Educational Services
 

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Visual Arts   Salon 1 9:00-10:30am
The joy of creating art should be accessible to all. Participants will be encouraged to think more deeply about what arts learning looks like and means to students with multiple and profound disabilities, including autism and intellectual disabilities. They will learn instructional strategies and techniques that accommodate diverse learning needs, as well as strategies for creating a safe, accessible, and sensory-sensitive learning environment. Successful lesson ideas will also be shared.
Kelley DeCleene, Adaptive Arts Specialist, School District of Elmbrook

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Across Arts Disciplines   Salon B 9:00-10:30am
In this interactive presentation, we will engage with (1) the UDL big ideas and supporting neuroscience evidence; (2) explore arts learning activities that have been universally designed for learning; and (3) analyze and discuss case examples to highlight the potential value of UTL for inclusive arts curriculum design.
Dr. Don Glass, Director of Evaluation, NCTAF

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Visual Arts Salon 5 9:00-10:30am
Two synergic classes, Special Populations and Lab Practicum, at Moore College of Art & Design offer Art Education majors a overview of inclusive art classrooms and universal design for learning (UDL) through hands-on and theoretical practice. Both classes place emphasis on best practices to build three essential skills for pre-service art educators: Observe, Identify and Adapt.
Kimberly Gavin, Adjunct Faculty, Art Teacher, Moore College of Art & Design


Enhancing Observation Skills for Students with Autism Spectrum Disorder: A Pilot Study in an Art Museum

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Research, Visual Arts   Ballroom 9:00-9:40am
In this presentation, we describe our pilot study in which we adapted an existing museum-based intervention designed to improve observation skills. This intervention has been used to improve the observation skills of medical students; however, it has not been used with adolescents with social skills challenges, including those with Autism Spectrum Disorder, who may struggle with observation and therefore social perception. The purpose of this pilot study was to determine which paintings and questioning strategies should be used and how elements of the existing intervention should be altered to make the intervention suitable for adolescents who struggle with social skills. We present the results of our pilot study and discuss applications for teachers and museum educators, as well as directions for future research.
This presentation will be the first of two presentations during the session in this location.
Jennifer Kowitt, Doctoral Student, Department of Educational Psychology, University of Connecticut; Linda Friedlaender, Senior Curator of Education, Yale Center for British Art; Chris Wenz, Doctoral Student, University of Connecticut

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Research, Music   Ballroom 9:50-10:30am
Extensive research examining the influences of social contexts on learning and development suggests that the musical lives of children with disabilities can be improved when interactions with same-age peers in inclusive music environments are frequent, positive, and reciprocal.  Peer-assisted learning strategies, children are teaching each other, provide opportunities for peer interactions and also for music learning. This session focuses on the benefits of peer interactions for children with disabilities, the underlying theories and research supporting the practices of peer assisted learning, and practical applications for inclusive music classrooms.  Included in the session are video examples and opportunities for participants to develop strategies.
This will be the second presentation during the session.
Dr. Judith Jellison, Regents Professor of Music and Human Learning, Butler School of Music, The University of Texas at Austin; Dr. Laura Brown, Assistant Professor of Music Therapy, School of Music, Ohio University; Dr. Ellary Draper, Assistant Professor of Music Therapy and Music Education, School of Music, The University of Alabama
 
 
10:30 – 10:45 am - Break
 
10:45 am – 12:15 pm - Conference Sessions
 

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Drama/Dance  Studio B 10:45am-12:15pm
The session demystifies how the classroom teacher or teaching artist can incorporate story drama into his/her classroom by providing classroom management techniques and creative tools as a means of learning and artistic expression for individuals of all abilities, specifically autism.  The formula for the story drama can be adapted to either a class period or extended over the year for an interdisciplinary learning experience. The workshop covers the Dramatic Formula (structured lessons for success), drama-in-education techniques, and adaptation alternatives for individualized classrooms.
Jessica Perich Carleton, Founder & CEO, Carleton Curriculums
 

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Across Arts Disciplines   Salon 1 10:45am-12:15pm
Participants will learn how a partnership in Vermont, made up of multiple arts organizations, a public school and an independent school, shares resources in arts integration and Universal Design for Learning to increase student engagement. There will be time for participants to brainstorm partnership possibilities in their home communities.  Topics covered will include collective impact, classroom applications, planning processes, pitfalls, and successes.
Judith Chalmer, Executive Director, VSA Vermont; Sandra Limoge, Baird School; Lisa Condino, Teaching Artist, VSA Vermont; Stacy Raphael , school programs manager for the Flynn Center,; Kim Desjardins, teaching artist for Burlington City Arts working in public school; Erica Lowe, Arts Education Program Manager, Vermont Arts Council
 

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Music, Visual Arts   Salon 5 10:45am-12:15pm
In this innovative session, participants are introduced to a variety of ways to adapt classroom materials in music and art for students with physical disabilities. Participants learn when and how materials are utilized and how to adapt them to meet the needs of students in their classrooms.  Materials are provided to construct useful modifications to instruments and art supplies.
Elena Carnevali, Music Teacher, Henry Viscardi School; Irene Savage, Art Teacher, Henry Viscardi School
 

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Music   Studio D 10:45am-12:15pm
Dedicated to promoting social involvement through shared ensemble performance experience, United Sound joins students with and without disabilities to learn and perform in the school band or orchestra together. In this session, participants will see examples of how peer mentors are trained, how teachers facilitate the peer-mentoring process, the use of a specialized method and curriculum, and how new musicians in the program develop musically over the course of a semester. There will be time at the end of the session for participants to ask questions specific to their needs
Julie Duty, Executive Director, United Sound, Inc.; Dr. Joelle Lien, Associate Dean of Arts Education and Community Engagement, University of Utah
 

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Research   Ballroom 10:45am-12:15pm
The panel presentation addresses theory and practice in arts integration and special education, specifically aimed at addressing issues of translation of the research at the intersection of the arts and special education to practice, with focus on linguistic, cognitive, and affective engagement through the arts. Panelists will address the expressed need for looking at and understanding arts and special education research, especially in how research methods and findings translate into arts and/or education classroom settings. One panelist will discuss the use of authentic learning and assessments and practical experience as an arts and special educator. Another contributor will discuss individualized developmental outcomes associated with arts approaches, in particular cognitive and behavioral outcomes, as well as insights into the practical issues associated with conducting research in an inclusion classroom setting with students with LD and their teachers. Our third panelist will offer expertise on how research translates to practice vis-à-vis teacher-training and professional development efforts, as well as practical issues surrounding school systems and teachers
This presentation will be the first of two presentations during the session in this location
Dr. Alida Anderson, Associate Professor, American University; Dr. Jean Crockett, Professor and Director, SESPECS, University of Florida; Christina Bosch, Instructional Designer/Research Associate, CAST; Dr. Katherine Berry, Research Associate, University of Texas, Austin

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Research, Across Arts Disciplines   Ballroom 10:45 am-12:15 pm
Including difference begins by identifying and challenging the visual culture, behavior, and language of a dominant social system that produces so-called “normal” and desirable behavior. In this interactive session, three art educators discuss teaching approaches that shift the view of disability away from abnormal, and suggest strategies through which students with varying (dis)abilities design their learning environments. While it is not easy to crack the bonds that privilege specific modes of communication, ways of knowing, and physiques, in this research roundtable we facilitate group work to develop Universal Design for Learning from feminist, communitarian, and neurocosmopolitan approaches.
This will be the second presentation during the session.
Dr. Karen Keifer-Boyd, Professor of Art Education & Women’s Studies, Pennsylvania State University; Dr. Alice Wexler, Professor of Art Education, SUNY New Paltz; Michelle Kraft, Professor of Art Education & Assistant Dean of the Hancock College of Liberal Arts and Education, Lubbock Christian University
 
12:15 – 1:15 pm - Lunch
 
1:15 – 2:15 pm - Intersections Action Groups
Intersections Action Groups (IAGs) are facilitated discussions that will be centered this year on the topic of research at the intersection of the arts and special education. The discussions are intended to create opportunities to move the field forward as a whole, and form meaningful connections between those doing similar work. Join your colleages as they lead in-depth discussions on the four core objectives of the Research IAG's mission: (1) to identify and further research needed at the intersection of the arts and special education, (2) to foster research methodologies that impact policy change, funding, and practitioners, (3) to translate research for different purposes such as to improve teaching, include in grant applications, and influence policy, and (4) to provide access to research. Click the link to learn more about this year's IAGs.

2:30 – 4:00 pm - Conference Sessions
 

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Visual Arts   Salon 5 2:30-4:00pm
This workshop focuses on how instruction is changing as a result of emerging media and technologies. Consider the implications of this cultural and technological shift for teaching and learning at all levels, and explore several innovative approaches now being used by educators both in and out of the classroom, particularly with reference to the approach to instruction called Universal Design for Learning. In this workshop participants learn to use a variety of digital texts, tools and technologies including a New Media Arts Curriculum, Symbaloo and Voki to help create challenging and engaging learning opportunities for teachers and students. Bring your laptops or iPads and be prepared for some hands-on engagement.
Jeannine Chartier, Executive & Artistic Director, VSA Arts Rhode Island; Celia Hughes, Executive & Artistic Director, VSA Texas
 

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Arts Across Disciplines   Salon 1 2:30-4:00pm
This session will provide participants with an overview of best teaching practice strategies and professional development structure that has been determined through the Mississippi Arts Commission's Whole Schools Initiative training program. The successful partnering of Special Education teachers, Fine Arts Specialists, and professional Teaching Artists has resulted in the development of new professional learning communities with powerful collaborations that are effectively bringing the arts into the lives of learners with disabilities. Session participants will engage in actual arts experiences utilized by this successful trio of professionals.
Charlotte Smelser, Arts Education Director, Mississippi Arts Commission; Andrea Coleman, Whole Schools Initiative Director, Mississippi Arts Commission
 

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Music   Studio B 2:30-4:00pm
It is well known that individuals on the autism spectrum often have a strong affinity for music, and some people with autism possess prodigious musical skills. Yet it is often very challenging for music educators to teach individuals with autism effectively. In this workshop, participants will gain hands-on experience with strategies and approaches for teaching music to individuals on the autism spectrum, in one-on-one lessons, classroom settings, and ensemble rehearsals.
Dr. Rhoda Bernard, Director of Professional Education and Enrichment, The Boston Conservatory

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Drama/Dance Studio E
This hands-on session will intertwine lecture, activity, and discussion and provide practical applications within an elementary theatre arts classroom. Topics will include adapting 'traditional' theatre games, designing creative student assessments, supporting small group work, and more. Come ready to move, talk, share, and collect new ideas!
Talleri McRae, Theatre Artist, Actors Theatre of Louisville, University of Louisville, StageOne Family Theatre 

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Research, Arts Across Disciplines   Ballroom 2:30-3:10pm
Lights! Camera! Access! 2.0 are two “Call-to-Action” summits produced by EIN SOF Communications, and The Loreen Arbus Foundation in honor of ADA25 that explore best practices in arts and media (employment and portrayals), establish co-branded disability-inclusive diversity scholarships, internships and apprenticeships in all forms of media and contain speed interview/resume review of college students, recent grads and Veterans with disabilities. Meet some disability-inclusive diversity industry, foundation and academic professionals; learn about this dynamic initiative and how you can encourage youth with disabilities to consider careers in the arts, traditional and social media, entertainment and advertising. This presentation will be the first of two presentations during the session in this location.
Tari Hartman Squire, CEO, EIN SOF Communications, Inc.
 

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Research, Visual Arts   Ballroom 3:20-4:00pm
In the search to find supportive resources that sustain and enhance their approaches with students with disabilities, educators might look to other fields and models outside their domain that serve children, adolescents and young adults with disabilities. Art centers for individuals with disabilities might be considered exemplary instructional models for public education. The presenters will emphasize the awareness of disability from the point of view of the students with disabilities and their visual representations. This will be the second presentation during the session.
Dr. Alice Wexler, Professor, SUNY New Paltz; Vida Sabbaghi, Founder and Director of COPE NYC 

 
4:00 – 4:15 pm - Break
 
4:15 – 5:45 pm - Conference Sessions
 

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Arts Across Disciplines   Salon 1 4:15-5:45pm
According to the UDL approach to curriculum development, clear goals are the foundation of any effective curriculum. The new voluntary National Core Arts Standards are similarly designed and orient learning in the arts around clear expectations for practices, processes and disciplines. To design quality arts education experiences, instructors can approach the core arts standards through the UDL framework to simultaneously address learner variability and instructional goals first -- then work backwards from those goals to elect appropriate options for practices, processes, materials and assessments. This session explores how to prioritize multi-dimensional learning goals in the unique context of arts education, so that all learners have fair opportunities to participate and benefit.
Marcia McCaffrey, Arts Consultant, New Hampshire Department of Education; Kristin Nagy, Arts Integration Specialist, Bridges Public Charter School; Dennis Inhulsen, Principal, Patterson Elementary School; Christina Bosch, Instructional Designer/Research Associate, CAST
 

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Arts Across Disciplines   Studio D 4:15-5:45pm
Join us for an interactive and hands on session to learn strategies to support students with disabilities in the visual and performing arts classroom.  In this session, you will work collaboratively with your peers to troubleshoot common barriers to accessing art that students with disabilities may traditionally experience.  Highlighted artistic experiences focus on creating digital media productions, visual arts and theater.  Leave with practical and no cost strategies, using your existing resources to increase student involvement.  Provided templates and an accommodation tips “cheat sheet” will break down some of the barriers to access ensuring enriched arts experiences.
Heidi Seretan, Special Education Program Director, San Francisco Unified School District (SFUSD);  Elizabeth Brodersen, Director of Education & Community Programs, American Conservatory Theater
 

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Music   Studio B 4:15-5:45pm
This engaging and inspirational active music-making session, features presenter’s experienced unique conceptual teaching approach for bridging the abstract to the concrete.   Performing with pure tone chimes and other instruments, participants will enjoy demonstration lessons of core content. Suitable for arts inclusion learning settings, instructional adaptations; compilation of standards-based resources provided.
Dr. Elise Sobol, NYSSMA Chair, Music for Special Learners, New York State School Music Association
 
Using Music Therapy and Theater with Students to Give a Voice to the Unheard

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Drama/Dance   Studio E 4:15-5:45pm
This presentation will explore the method and philosophy behind a musical student touring production, and offer tools, activities and insights on how to work with an array of different individuals with disabilities and ensure that everyone feels they are heard. Using Music Therapy and Theater, the presenters strive to create experiences for those with disabilities to tell their story, educate others and teach empathy and acceptance.
Tom Sweitzer, MT-BC, Director, A Place To Be; Kim Tapper, PCC, CPCC, Associate Director/Life Coach, A Place To Be
 
Why Kids Love Musicals: How Musical Theater Supports Social and Emotional Learning

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Research, Drama/Dance   Ballroom 4:15-4:55pm
There is transformative power in musical theater—a distinct combination of music, movement, acting and ensemble that tells a story. What makes musical theater a successful teaching tool, especially for children with autism spectrum disorders and other cognitive/developmental challenges? In this presentation, we share research from an independent evaluation of The Musical Theater Project’s Kids Love Musicals! program, conducted by the Schubert Center for Child Studies at Case Western Reserve University. Measures include eye contact, turn taking, sharing and cooperative learning, engagement, social awareness and self-confidence, symbolic flexibility and emotional understanding. Recommendations regarding instructional strategies and best practices focus on using musical theater to promote the benefits of creative play and storytelling, and how multi-discipline arts approaches can help students take safe risks and support academic success.
This presentation will be the first of two presentations during the session in this location.
Heather Meeker, Executive Director, The Musical Theater Project; Jodi Kirk, Theater Educator/Teaching Artist, The Musical Theater Project; Olena Zyga, Researcher, Case Western Reserve University

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Research, Across Arts Disciplines   Ballroom 5:05-5:45pm
When you have no budget for research, how do you embed research into the planning and curriculum?  Participants will be introduced to new documentation and research tools created by the teachers and artists working in CAPE's Creative Works Project during the 2014-2015 school year. Additionally, participants will be introduced to the work of having students curate and install their own work in a non-traditional space and connect those skills to post high school transition.
This will be the second presentation during the session.
Hilesh Patel, Program Instructor, Hyde Park Art Center
 
 
 
7:30pm - Once at the Kennedy Center
Winner of eight 2012 Tony Awards including Best Musical, Once is a truly original Broadway experience. Featuring an impressive ensemble of actor/musicians who play their own instruments onstage, Once tells the enchanting tale of a Dublin street musician who's about to give up on his dream when a beautiful young woman takes a sudden interest in his haunting love songs. As the chemistry between them grows, his music soars to powerful new heights--but their unlikely connection turns out to be deeper and more complex than your everyday romance.