Podcasts about art classroom

In this episode, I shared an inspiring email from Gabby, an art teacher in South Africa who has been applying child-centered play therapy principles in her classroom. Gabby stumbled upon my podcast "by accident" and found that the CCPT approach deeply resonated with her teaching style and beliefs about working with children. By implementing CCPT techniques like giving choices, limit-setting, reflecting feelings, and following the child's lead, Gabby has seen incredible transformations in her students and the overall classroom dynamic. Disruptive behaviors have diminished, the kids are developing greater emotional vocabularies and exhibiting more compassion for one another. Gabby beautifully captured the essence of CCPT when she wrote "I just have to hold the space, pay attention and follow where they're going." Gabby's story is a powerful testament to the effectiveness of child-centered principles, not just in the therapy playroom, but in any environment where adults interact with kids, like classrooms. Her experience shows that when we treat children with unconditional positive regard, respect their agency and feelings, and focus on the relationship above all else, they thrive. I'm so grateful that Gabby took the time to share her experience with me and allow me to share it with all of you. I hope it inspires you as much as it did me! Sign up for my exclusive newsletter at playtherapynow.com. Stay ahead with the latest CCPT CEU courses, personalized coaching opportunities and other opportunities you need to thrive in your CCPT practice! Ask Me Questions:  Call ‪(813) 812-5525‬, or email: brenna@thekidcounselor.com Brenna's CCPT Hub: https://www.playtherapynow.com CCPT Collective (online community exclusively for CCPTs): https://ccptcollective.com Podcast HQ: https://www.playtherapypodcast.com APT Approved Play Therapy CE courses: https://childcenteredtraining.com Twitter: @thekidcounselor   https://twitter.com/thekidcounselor Facebook: https://facebook.com/playtherapypodcast References: Cochran, N., Nordling, W., & Cochran, J. (2010). Child-Centered Play Therapy (1st ed.). Wiley.  VanFleet, R., Sywulak, A. E., & Sniscak, C. C. (2010). Child-centered play therapy. Guilford Press.  Landreth, G. L. (2002). Play therapy: The art of the relationship (2nd ed.). Brunner-Routledge. Bratton, S. C., Landreth, G. L., Kellam, T., & Blackard, S. R. (2006). Child parent relationship therapy (CPRT) treatment manual: A 10-session filial therapy model for training parents. Routledge/Taylor & Francis Group. Benedict, Helen. Themes in Play Therapy. Used with permission to Heartland Play Therapy Institute.

In this episode, the Creativity Department discusses mindfulness and expressive arts with Jane Dalton, author of The Mindful Studio the newest title from Davis! Matt, Jane, and co-host Raine Valentine dive into the difference between mindfulness and mindfulness mediation, why mindfulness and mediation are helpful in the classroom, and how Jane and Raine integrate mindfulness into their own art rooms. Listen in to learn more and hear about the new book all about mindfulness!

In this episode, Lauren discusses practical tips and tools to consider as you manage your art room from behaviors to class flow. Follow Art_Teacher_Mentor for more! --- Support this podcast: https://podcasters.spotify.com/pod/show/lauren-nalty9/support

How is teaching art different than teaching creativity? How do you teach creativity in the context of art? In this throwback episode of Fueling Creativity in Education podcast, Dr. Cyndi Burnett and Dr. Matthew Worwood revisit their discussion with Tamara Doleman, head of the Visual Art department at Ashbury College in Canada. Tamara is passionate about exploring the intersection between art, creativity, wellbeing, and the growth and healing potential it can provide our communities and schools.   Listen in to learn about Tamara's deliberate approach to teaching creativity in the art classroom and the difference between teaching art and teaching creativity. She details the many benefits of teaching for creativity in schools, especially now during the pandemic, along with how to facilitate a long-term program for creativity in your classroom.   “Creativity is the celebration of pluralism and diversity. I think that our world, in essence, really needs to come to terms with the fact that all of us are different and we all have something to contribute to the world. And so, when we're teaching for creativity, we're really teaching an individual how to be comfortable with who they are and start to think about what they want to bring into the world… to make it a better, more enjoyable, beautiful place”             - Tamara Doleman   Tamara's Tips for Teachers and Parents: Read up on creativity, but also read up on what skills and characteristics different artists have. Were they risk-takers, detail-oriented, etc? Don't focus on and criticize the outcome of a creative experience. Focus on the creative process and how each student differs from one another. Acknowledging how you talk to yourself during your creative process is an opportunity for learning in a creative space. Encourage your kids to work through frustration, getting stuck, and their inner critic. Engagement and connection will increase once you focus on creativity in the classroom. Set up expectations and awareness around behaviors and how our actions impact others. Foster a space where kids feel comfortable being playful and coming up with crazy ideas.   Eager to bring more creativity into your home or classroom?  Access various creativity resources and tools & listen to more episodes of The Fueling Creativity in Education Podcast by visiting www.CreativityandEducation.com.   What to learn more about Design Thinking in Education?  Do you want to build a sustained culture of innovation and creativity at your school?  Visit WorwoodClassroom.com to learn how Design Thinking can promote teacher creativity and support professional growth in the classroom.    Subscribe to our monthly newsletter!   You can also find The Fueling Creativity Podcast on Apple Podcasts, Spotify, Audible, and PodBean! Make sure to rate, review, and share the podcast if you enjoy it!   About Tamara Doleman: Tamara Doleman has been teaching for over 20 years. Her experience includes teaching a variety of subjects in elementary and secondary, in single sex and co-educational schools, both public and private. She is head of the Visual Arts department at Ashbury College in Ottawa, Canada. Tamara has a Master's degree in Creativity from SUNY Buffalo State. She has coached individuals, run workshops, written articles, and presented a TEDX talk on the topic of creativity in schools. She is passionate about exploring the intersection between art, creativity, wellbeing, and the growth and healing potential it can provide our communities and schools. Her future goals involve getting training in expressive arts therapies.   Visit Tamara's website Connect with her on LinkedIn Follow her on Twitter Follow her on Instagram

We use visual literacy in our lives every day, whether we're aware of it or not. These skills help us interpret, evaluate, and learn about the world.  They help us create visual media to better understand and communicate! In this episode, Paul Kretchmer and Jennifer Holsinger-Raybourn join The Creativity Department to discuss the importance of Visual Literacy and providing opportunities for creating artworks to communicate meaning. 

In this episode the Creativity Department speaks with NAEA's Director of Equity, Diversity, and Inclusion Ray Yang! While the work we do for ourselves and our students around this topic is some of the toughest work we do as educators, it is deeply important and continuous. Success in this space requires us to be curious and approach learning with an open mind, it requires us to be active. Ray offers tips to help tackle these topics with students in the art room as well as valuable insight into what NAEA is doing to support art educators. 

We're back! Well -- kind of. A couple of month ago, we were asked to come in (Zoom-style) and speak a Chicago prep school's approach toward protest art! The kid's are trying. Anywho -- we hope you enjoy! Follow us on @mindfulgrooving for updates and mindfulgrooving.com for more! --- Send in a voice message: https://anchor.fm/mindfulgrooving/message

Today's episode is a recording of a webinar I did recently with Kris Bakke at Nasco Education. I talk all about social emotional learning, it's importance, and how we accomplish that in the art room through working with works of art. In the process, I use a Molly Crabapple portrait as part of an exercise for the webinar group and give an overview of the new curriculum, Art Curator Class Perspectives (in partnership with Nasco). 4:58​ - What I'm aiming to accomplish in this webinar 13:11 - Ways in which education isn't focused on learning to be an effective adult 16:46 - What social emotional learning looks like in the classroom 23:48 - CASEL (Collaborative for Academic, Social, and Emotional Learning) and the 5 competencies 34:24 - Attendees and I engage in the Reflect Connect worksheet activity for Crabapple's artwork 45:09 - Ensuring the inclusion of artwork diversity and artist representation in the curriculum 48:29 - An overview of the Perspectives curriculum Transcript at https://artclasscurator.com/64

In this episode, Drs. Cyndi Burnett and Matthew Worwood interview Art educator Tamara Doleman about her deliberate approach to teaching creativity in the art classroom. Tamara Doleman is head of the Visual Art department at Ashbury College in Canada, and has a Masters degree in Creativity.

The arts offer equity in a different way than any other class, through creativity and the process of making. Allowing students to bring their authentic selves to the classroom, dig into their identity and culture, and discover who they are is essential. In this week’s episode The Creativity Department speaks with James Wells, Innovative Teaching and Learning Manager at Crayola, about the topic of equity and the importance diversity and inclusion have in creating it.

Welcome to the Good Imaginations Podcast!  I'm so happy you're here.   Today's adventure takes us to an art classroom: a place of paint and self expression and the quiet thoughts of early morning.   www.minervasweeneywren.com/goodimaginations   If you enjoyed today's episode, please consider supporting the show by following me @megmccauleyink on Instagram and Twitter. You can also give a dollar a month at patreon.com/sweeneywren, leave a kind review, or spread the word on social media.

1 out of every 10 students in the United States is an English Language Learner. ELL students face unique and often overwhelming challenges, but the art classroom is the perfect place for them to thrive. Art is a universal language and can become a vital touchpoint and creative outlet for ELL students. When we give all of our students opportunities to look at and connect with art from their home countries, we give them the chance to use prior knowledge and open up the world for our entire class. Classroom art discussions where there are no right or wrong answers give our ELL students chances to speak up without fear—giving them the perfect opportunity to gain confidence in their communication skills. Positive educational experiences in the art classroom can ease some of the frustration they may feel in other subjects, and we all know the emotional relief that is possible through the creation of art.While ELL students are busy learning a new language, mastering academic content, and negotiating new social and cultural contexts, they deserve educational experiences that are fun, connected, and special. In the latest episode of the podcast, I share the story of the artwork that made my 7th graders cheer and talk about the importance of art in the education of English Language Learners. 

I speak with Swapna Elias and Jen Singh about visual journals in the art classroom. We discuss the structure, purpose, and benefits of journals in all subjects. Subscribe to the podcast on iTunes so you know when my next episode is released and leave a review because your feedback counts! Podcast website: http://invitationstolearn.com/ Twitter: @MrsLanghorne Email: invitationstolearn@gmail.com

Social Justice in the Art Classroom with Dr. Lauren Cross. Dr. Cross beautifully, respectfully, and resolutely introduces frameworks for Social Justice to Visual Art teachers working for Dallas ISD during professional development week at Dallas Contemporary. She facilitates tough conversations about subjects many would rather ignore or conversely who many depend upon for life-saving change. She introduces key concepts like hegemony and stratification, Critical Race Theory, white allyship, and decolonization.

This week a great conversation with Dan, a Middle School Art Teacher, who teaches 3D Animation using the open-source program Blender with his 6-8 grade art students. Links: Dan’s Blog Blender 3D Animation Software

How would you describe the vibe in your art room? What do you focus on? Art? Classroom management? Colorful decor? Today's guest, Rona Wilcox from New Zealand, claims that her focus is community. And she maintains that the strong community she has created is why she has a waitlist for her after school art classes. Sounds intriguing right? In this episode, Rona and I talk about the language that helps her students not only feel welcomed but brave and curious. Rona drops an art tip a minute so listen carefully her great advice! Get to know and learn more about Rona Wilcox:  1. What was your path/journey to becoming an art teacher University and gained a diploma in Teaching and a Bachelor of Education. I was a general classroom teacher, teacher in charge of Visual Arts for Primary school and on the Arts Curriculum Development Team (24+ years). I did a Visual Arts Leadership Course to facilitate the implementation of the new curriculum into our school. Then I had an Art student from the States with me for her final 6 week teaching practice which highlighted how important art was and how much I loved it and wanted to teach more. So I started the specialist Art teacher role in my school 2-days a week and now I teach 4 days, and I began an after school art club, holiday art classes and an adult class.  2. What do you feel is your best attribute or strength as an art teacher? I think my best attributes are my creativity, adaptability and organizational skills. A particular strength is the ability to adapt a lesson to cover a variety of age levels. 3. What do you do well in the art room and how does this benefit your students? I am able to build strong, positive relationships with students, I am encouraging and my art room has a calm, well organized atmosphere. I excite and motivate students with pictures, books, video clips and props and I give clear instructions and expectations.  This benefits students because they feel secure, safe to take risks, ask questions and work through mistakes. I give students freedom to explore materials and ideas within clear boundaries.  4. Why do you feel teaching art to kids is important? I believe teaching art to kids is very important because it encourages thinking, observation, participating, communicating, perseverance, problem solving, self management, self evaluation, goal setting, exploration, experimentation, to ask questions, to learn about history, science, maths, different cultures, different points of view.  Art is a fun way to learn and learning should be fun.  5. Why did you join the Sparklers Club and how has the joining the group helped you? I did the free webinar a few years back on how to choose the right project and I heard about the Sparklers Club. Generally in NZ, classroom teachers teach their own art and we don’t have Art specialists therefore there is very little Art Professional Development for primary schools.  So I signed up for the Sparkler’s Club for a month to see what it was like. I loved it so kept going for a few months then showed it to the PD organizer at school and he agreed for the school to pay for the year subscription. It now comes out of our curriculum budget. Joining the group has helped by cutting down my thinking and planning time. It has given me all the skills to be confident in what I am teaching. I have expanded my repertoire of lessons – I love doing new things - new lessons. I have people I can share and glean ideas from.  I don’t have any actual formal art qualifications – so being part of the Sparklers, I get amazing PD, feedback on what I am doing, lessons done for me (I just have to fit it with our curriculum) I can support and encourage others, Ive made many new online friends around the world who I connect with through art – it’s like my safety net, my resource centre, one of my social events - I just love it!!!!! Something I Love Doing crafty activities and card making.

If you’ve ever found yourself on the edge of breaking down in the classroom, today’s show is especially for you. There is hope and there are so many resources to help you - today’s guest is one of those resources!   Anna Nichols had lots of experience outside of teaching before she became a teacher at age 31. Being an outsider to the public education system, since then she’s feels like she’s been trying to figure out what makes students tick!    Anna runs the blog - Managing the Art Classroom. She started the blog after finding out that the number one issue for teachers was classroom management. She talked to many teachers and they felt like it was a struggle to even get children to a space where they could actually learn.     Show Highlights:   Anna’s dream job teaching everybody is the job she has now! Once a month elementary art isn’t ideal for the kids or the teachers Anna’s biggest challenge for elementary art classes How Anna’s blog was created to help teachers. Ways that Anna’s consulting business is providing oxygen for teachers. Advice for teachers who are on the verge of breaking down. Classroom management was the #1 variable in student achievement. Anna is the last person she ever thought would influence other teachers in the classroom. Warm/strict is how Anna describes her classroom management style. Being a teacher is a psychological mine field! The power stance can be a secret weapon against fear and anxiety. The power of “decide first” as a mindset practice. Resources: Episode 3 - Michael Linsin Captivate: The Science of Succeeding with People by Vanessa Van Edwards Dream Class by Michael Linsin artteacherhelp4@gmail.com Managing the Art Classroom Website Managing the Art Classroom on Facebook

This episode of Casady Voices includes an interview with lower school art teacher Megan Thompson, who has been using an iPad in the past year to enhance and augment student learning. By using the iPad "AirPlaying" to an Apple TV connected television, encouraging students to record audio reflections about their artwork, and documenting the process of creating art projects, Mrs. Thompson is finding the iPad to be a transformative addition to her classroom toolkit as a teacher. Learn more about what is happening in Mrs. Thompson's art classroom by following her on Twitter: http://twitter.com/seeingnewshapes

The first episode of the Art Classroom podcast. This episode focuses on preparing for Halloween, by showing hints and tips on how to do gory make up and make a ghost photograph.