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Having Professionals and College Professors hold workshops for my students to attend.

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Having Professionals and College Professors hold workshops for my students to attend.

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I shot time-lapse videos of my art demos with my cell phone and posted them in the class channel so my students can re-watch my demos anytime.

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Great way to learn HOW your students learn, what helps/hinders their productivity, what they want to learn, etc.

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This is a quick way for your teacher(s) to learn more about your interests and background. Please check all that apply for each statement.

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Dance specific resources for remote teaching

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Dance specific resources for remote teaching

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Virtual Offerings - National Dance Education Organization

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great for sharing the work of small groups on Zoom

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Art-focused video tutorials and downloadable lesson plans for parents, families, caregivers, and educators of children ages 3 to 8.

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Arts Integration Resources for Early Learning Educators, Teaching Artists,
Families, and Caregivers

We must teach the way students learn, rather than expecting them to learn the way we teach.

-Pedro Noguera

Want to Make Your Own Video Tutorial?

Early learning communities face challenges this year that we never imagined. Many classrooms are now online, students practice physical distancing, and families are supporting learning from their homes. Many educators are making videos to support learning for the first time. Need some home production tips and tricks?
A Mobile Filming How-To Guide
Additional Support Coming Soon!

Creative Start Mini-Lessons

These art-focused video tutorials and downloadable lesson plans are designed for parents, families, caregivers, and educators of children ages 3 to 8. Have fun, find a new idea, relieve some stress, and make some art together!

Arts to Support Well-Being

COMING SOON: Arts to Support Math

Planning & Teaching Tools

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Arts Integration Resources for Early Learning Educators, Teaching Artists, Families, and Caregivers We must teach the way students learn, rather than expecting them to learn the way we teach. -Pedro Noguera Early learning communities face challenges this year that we never imagined.

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The arts are vital to helping us to manage stress, connect with each other, and find joy. We've curated a collection of resources, lesson plans, and online offerings for your use during school closures and distance learning. Please choose a category below to explore relevant resources.

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The arts are vital to helping us to manage stress, connect with each other, and find joy. We've curated a collection of resources, lesson plans, and online offerings for your use during school closures and distance learning. Please choose a category below to explore relevant resources.

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How to develop culturally responsive teaching for distance learning

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How to develop culturally responsive teaching for distance learning

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Strategies for teachers

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Hammond distinguishes the differences between culturally responsive education, multicultural education and social justice education. Each is important, but without a focus on building students' brain power, they will experience learning loss.

When it comes to distance learning, applying culturally responsive teaching requires "remixing" education by borrowing from the best practices in how kids learn (Montessori, project-based learning, etc.) in a way that repositions the student as the leader of his own learning. By giving students more agency, the idea is to disrupt old routines around teaching and learning that make the student dependent on the teacher for receiving knowledge.

"It's going to stretch us a little out of our own comfort zones, but it's worth it in the long run if we can get students to continue to do that thinking," said Hammond.

She advises three strategies to help students gain that independence:

1. Deepen background knowledge

Many educators are understandably wondering whether they should teach new content or review familiar material. Hammond encourages educators to do the latter because cognitively dependent learners often have gaps in their background knowledge . "A lot of our students are compliant learners," she said. "They're having a hard time shifting right now [because] they're used to the worksheet, but that doesn't mean they're always processing information."

She advises teachers to help students connect new things they're learning to their brain's existing schema - also known as background knowledge - that comes from home, their community, their interests. Teachers can then give them authentic tasks that help them make meaning and connections. This helps turn new inert information into usable knowledge. "You cannot give another person background knowledge," she explained. "They have to acquire it, but as teachers we can help guide the process." This can be done by building upon student interest.

"Survey your students if you don't know what they like," said Hammond. Ask them what books they enjoy reading or what topics get them super excited. She said It doesn't matter if their interests are broad or narrow; it's important to learn what interests them so that you can use that information to:

Assign non-fiction books that build on student interests.

Create a "Netflix" playlist of documentaries, nature shows, historical events, etc.

Encourage kids and parents to do a walk-about, if that's possible in their community, following social distancing guidelines. Encourage parents and students to seek out community curiosities (landmarks or interesting sights) relevant to students' interest.

With each of these activities, it's important to give the students direction so they know what to look out for. "You have to tell the brain what to pay attention to," Hammond explains. She suggested questions like, "What was your biggest surprise from this book/show?" or thinking routine sentences like "I Used to Think ___. But, now I think ____."

She said to always make sure that students do something with the knowledge as well. She suggested having them share interesting facts they learned either during video conferences or via an audio/video clip. For those students with limited internet access, encourage them to share what they learned with their parents.

2. Cultivate cognitive routines

Growing students' brain power during distance learning starts with building cognitive routines. These routines are essential to processing and hardwiring information in the brain.

"Be the personal trainer of their cognitive development," Hammond said. To do this, she suggested having a routine set of prompts in each packet that become a regular part of the way students think. That way, students begin to think that way even when you're not in the classroom to reinforce that way of thinking.

One example is to ask students to connect the "unknown to the known" or across concepts by asking questions like, " What's the relationship or connection between these things?" or "How does this part fit into the whole? What are the parts of this whole?" These may seem simple, but these questions are critical when it comes to processing information so that students internalize these prompts until they become almost instinctual.

She said students should also be encouraged to sketchnote or doodle to actively process what they're learning as an alternative to note-taking. Sketchnoting can encourage people to make deeper connections to what they're hearing.

3. Build word wealth

Building a student's vocabulary is a key tool in equity strategies for schools. "Kids have different interests in words so find out where their energy is. You can have a differentiated assignment around word collecting, but the idea is to get them actively involved in word consciousness," said Hammond. She said there are many small but high-leverage ways to do this, such as introducing robust word study. A teacher can help students engage in wordplay, word consciousness and word knowledge. This should not happen through a worksheet assignment, but rather begin with building word consciousness of words in their community, home and home language.

Word games like Scrabble, Heads Up, Taboo or even word searches are small familiar but high-leverage activities because they're fun but also require a high cognitive load. You can create your own versions of these games and have students do this in any language. Students can also do word collecting activities like scavenger hunts, or make poetry using magnetic poetry. Students can also do a contrastive analysis, by comparing words they might find in Urban Dictionary to those they might find in a standard dictionary.

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How to Develop Culturally Responsive Teaching for Distance Learning | KQED

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Culturally responsive teaching is a powerful way to help students become independent learners, and it can be especially valuable during distance learning.

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Visual arts: Inspire high school to think creatively!

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Last Updated on April 2, 2023

Many art students begin the year by brainstorming possible ideas, topics or themes for their art projects. This article features creative mind map examples and other visual brainstorming illustrations to inspire high school students.

Sometimes coming up with ideas for an Art project takes place within the classroom - an interactive discussion between students and teachers; on other occasions students formally document ideas within their sketchbooks. Humans have a tendency to think in a multi-dimensional way - that is, with lots of things occurring simultaneously, triggering further ideas. Rather than attempting to record thoughts in a sequential, linear fashion (i.e. writing these down in lists or paragraphs), students can find it helpful to collect, record and organize ideas graphically, using visual diagram such as a mind map. If this brainstorm is submitted as part of assessment material, it is essential that this is presented well.

What is a mind map?

Mind map creator Tony Buzan coined the term 'mind map' to refer to a diagram that has a branch or root-like structure radiating from a central image on the page, and which uses lines and color to show relationships, groupings and connections between words, ideas and images. A mind map helps students think clearly and ensures that a range of possibilities are considered, encouraging thinking outside-the-box.

How to make a mind map

Tony Buzan's recommendations include: using a landscape format; starting with a central image to represent your topic or theme; using curving lines to add main branches to the center and then connecting these to smaller branches; using single words and images; and adding colors for aesthetic and organizational purposes.

It should be noted, however, that when your Art teacher asks you to begin creating a mind map, they are almost always happy with any visually pleasing representation of ideas - such as a tree diagram, spider diagram - or even just a splurge of thoughts on paper, as long as it documents a range of ideas and possibilities connected to a theme (or a set examination topic). The examples below, therefore, contain different visual brainstorming methods, not just those that are official mind maps.

Guidelines for Art Students

When brainstorming ideas for a high school Art project, remember that:

Single words are unlikely to express an idea adequately. As you think though possibilities, it is likely that you will want to jot down whole phrases and brainstorm possible ways of beginning or approaching a subject. Intentions and possibilities should be clear to someone else who reads the mind map at a later date;

Images should be sourced first-hand (i.e. drawn or photographed yourself) or clearly referenced, and should be integrated within the mind map in a visually pleasing way;

The appearance of the mind map is crucially important. This is likely to be one of the first things an examiner sees when opening your sketchbook - first impressions count.

Creative mind map examples and visual brainstorming ideas

Please note that although some of these presentation methods are more complex and time consuming than others, this not does mean they are better. Sometimes a quick, expressive splurge of ideas upon paper is all that is needed.

Take a beautiful photograph to place in the center, as in this example of a mind map by Dave Tiedemann:

Use painted areas to contain text, as in these creative examples by artist Martha Rich:

Draw lots of small pictures to illustrate ideas visually, as inspired by this map of London reimagined as the human body, illustrated by Nicole Mollet:

Use collage to make a mixed media mind map, as in this example by high school student Chloé Zinn:

Integrate a mind map with an 'incomplete' image that extends across the page, inspired by this digital illustration by Alex Plesovskich:

Collage torn images, textures and surfaces together, as in this example by Brittney:

Create mind maps from flowing painterly forms, as in this amazing example by artist Ward Shelley:

Draw over an abstract watercolour ground, as in this artist mind map by Roberta Faulhaber:

Create a simple mind map using text, with circles and dots for emphasis, as in these examples by Lia Perjovschi:

Record a stream of consciousness using handwriting and images, as in this journal by Sabrina Ward Harrison:

Brainstorm ideas using chalk on a blackboard or whiteboard and photograph it, such as this mind map by Julien Muckensturm:

Make a mind map on small pieces of paper and cardboard, inspired by the road map created from multiple sketches by strangers, compiled by Nobutaka Aozaki:

Attach images and notes to a pinboard, as in the 'Capturing Memory Mind Map' by Red Biddy:

Hand write ideas over a photograph, as in this example by Stefan Sagmeister:

Create a mind map online using free mind map software, a mind map app or any other digital drawing tool, as in these bubble diagrams by Leoni Wharton:

Make a textural collage of ideas, as in this GCSE Art mind map by Jessica Rump, while studying at King's Lynn Academy:

Produce a sprawling hand-drawn mind map, as in this example by Tlemermeyer:

Use illustrations and colors to communicate and emphasize ideas, as in these sketchbook pages by Eva-Lotta Lamm:

Integrate observational drawings, as in this example by high school student Laura Viruly:

Organize ideas visually in a grid formation, as in this illustration by Grid London:

Add a painterly splurge in the center, from which ideas extend, as in this Year 11 exam example from Bishop Luffa School:

Integrate text within an artwork, as in this example by Julia Lewis-Thomas:

Use multiple colored pens, as in these examples by Asiphe Sinari and Elà Aguiar:

Use a ruler to frame images and text, as in this example by Annie Richardson:

Once you have selected a presentation method for your brainstorming, the next step is to actually generate some ideas! Please read our guide to selecting a great Art project idea.

You may be interested in our new book: Outstanding High School Sketchbooks. This book has high-resolution images so that fine details and annotation are clear, making it an excellent resource for students and schools. Learn more!

Need more help with your high school sketchbook?

This article is part of a series we have published about high school sketchbooks. You may also be interested in viewing our other sketchbook resources:

This mind map collection is continually updated. Please bookmark this page so that you can return to it when needed! If you would like to submit your own mind map for inclusion, please contact us. ????

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How to Make a Mind Map: Creative Examples for High School Art Students

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This article features 23 creative mind map examples and other visual brainstorming illustrations to inspire high school Art students.

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Professional learning about remote learning strategies for the arts.

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Click the image above to request your Digital Badge!
As part one of our "Making Lemonade" PLC series, Pam Bachelor, NCDPI Digital Learning Systems Consultant, will be sharing how Arts Educators can best utilize the Canvas learning management system (LMS) for their courses in the fall. A musician herself, she recognizes the challenges of being an arts teacher online and is excited to assist the field in conquering those challenges.

Kelly Bisogno, Virginia Department of Education's Coordinator of Fine Arts and former Online Visual Arts Teacher, shares her experience, expertise, and deep understanding of how to teach standards-based arts ed lessons to diverse learners. Kelly shares her knowledge of how to create a culture of trust, create frameworks for learning that will support ALL learners, communicate effectively, make online learning meaningful and while sharing real examples from her online courses.

Wanting to engage students more even remotely? With , bring your lessons to life with interactive activities and formative questions that students can answer in real time! Come learn how you can use this great tool with your students! We will set up your Pear Deck Account, create lessons, use Pear Deck extensively, and view a multitude of examples for how to use Pear Deck in the Blended or Remote Teaching environment.

How can we make it the BEST it can BE as we dance alone but together, reach the whole student and explore the 3 C's- Connect, Create, Compassion. Presented by Betsy Graves, Dance Director, Needham B. Broughton High School, 2017-2018 Wake County Teacher of the Year, 2018-2019 Magnet Schools of America Region IV Teacher of the Year.

This webinar will discuss the following:

Day to day virtual operations ( Scheduling, Student Leadership, Class ideas, Rehearsal struggles and successes, How to keep it fresh (Testimonies from students))

Virtual production and editing (Software, Timing, Student Involvement , Live Stream helpful hints)

Enrichment experiences ( Master Class Series, Student led Bonding, Statewide virtual DPA, Collaboration amongst programs)

Are you finding it challenging to be innovative in your new virtual classroom? Have you been overwhelmed by combining tech tools to present engaging content to your students?

During these challenging times, while educating our students is still a priority, there are many questions on how to provide an authentic arts education experience. Among the many, you may be asking yourself: How will I meet with my students? What kind of assignments should I give? What about supplies and materials? How do I deal with grading?

Join three incredibly tech-savvy visual arts educators and discover a plethora of Web 2.0 tools and lessons ideas that increase participation, engagement, and meaning for our students! They will each share specific examples of their outside the box, that have been successful in their own classrooms, and then host discussion and Q&A about how to best make remote learning work for visual arts in creative and innovative ways.

Presented by:

Katie Mabe Royal, A high school art teacher with the North Carolina Virtual Academy

Lissa Pedersen, an elementary art teacher with a great take on making YouTube work, and

Nate Barton, a 6-12 art teacher and A+ Fellow

If you want your kids to sing or play in the virtual or hybrid environment, come to this session! Join Michelle Rose - NC Virtual Music Teacher, - Secondary Music Administrator, Winston-Salem/Forsyth County Schools, Andrew Craft - Elementary Music Teacher, Amber Houk - NC Symphony Education Director, and - Middle School Band Director, Wake County Public Schools to explore lessons learned from the spring, and exciting plans for the fall. Having taught virtually for 4 years, Michelle Rose will share a plethora of knowledge and "how-tos" ready-to-go for the fall! Jason Spencer Justin Dickson

Most of us have already used or at least seen Bitmojis, but now let's explore ways to use them to engage our learners and make virtual environments more interactive. This SUPER INTERACTIVE AND HANDS ON session will explore ways to create virtual, interactive classrooms using Bitmoji and other simple tools. We'll show you lots of tricks and then you'll have time to ask questions and try building your own! You'll leave this session with a start to a Bitmoji classroom for the fall and lots of resources to help you moving forward.

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Click the image above to request your Digital Badge! As part one of our "Making Lemonade" PLC series, Pam Bachelor, NCDPI Digital Learning Systems Consultant, will be sharing how Arts Educators can best utilize the Canvas learning management system (LMS) for their courses in the fall.