Mar 17, 2016

What’s going on in this picture?

Nick Gardner of @inqedu gives a presentation at a happy hour to start the National Arts Education Association Convention. 

InQ is just getting started. They will provide resources for teachers to conduct inquiry based education, even if it’s not necessarily promoted in the institutions where they work. 

Tags NAEAMusEd16 NAEA16 artsed inquiry VTS reblog

Mar 13, 2016

I’m sketching my plans for a collaborative art workshop I will be presenting at the National Arts Education Association 2016 convention. Sign up for “Educators of Awesomeness” on Friday, March 19, 12-1:50pm to join the fun.

We’ll be using several art inquiry exercises to explore the ways our work as arts educators makes the world more awesome. We’ll use drawing gestures to reveal our vision, scribbling to understand our challenges, and doodling to have deep discussions about all the arts education tools we’ll be learning at the convention. Then we’ll combine it all together into one grand painting, sort of like how I created the City of Awesome series of paintings, but with more nuance and meaning.

These sketches are an impression of what the workshop might look like and what our finished art might look like, but really, the whole experience will be guided by the participants.

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Mar 8, 2016

Notes from the AEABA Creative Practice Exchange
On March 3, the Arts Education Alliance of the Bay Area, with support from Leap Arts in Education, held the 2016 Creative Practice Exchange. Nine teachers stepped up to the stage in the Rueff at ACT’s Strand theater to each share a story about their classroom arts education practice in 7 minutes with 14 slides. Find photos from the whole show on Facebook.

The quick-fire presentations added energy to descriptions of joyful, energetic processes. It is clear that each of these educators has a philosophy about life which becomes intrinsic to the experiences they create in the classroom.

The event was once again organized by Dominique Enriquez, who originated the oft-imitated Curriculum Slam format years ago in Chicago. See notes from the 2015 Creative Practice Exchange.

The Alameda County Office of Education will be following up with their own curriculum slam focused on arts integration on April 16.

Tags sketchnotes AEABA artsed arts integration education reblog

Mar 5, 2016

Root Division’s “MFA Never” show includes a self-portrait embroidered wedding dress by Roz Ritter, which is a lovely example of an art process based in a personal exploration with a meaningful and interesting material.  

They also have a “Creative Station” on display with simple, elegant instructions about how to take the same approach as the artist. And look - people of all ages were able to quickly engage in meaningful art. It’s that simple.


Feb 23, 2016

Renny Pritikin talks to the educators at @jewseum (at Contemporary Jewish Museum)


Feb 11, 2016

Brent Stephens, #SFUSD Chief Academic Officer kicks off AEMP steering committee meeting by assuring everyone of the Board of Education and Superintendent’s commitment to #artsed.

I couldn’t stay for the working group sessions, but was glad the Arts Education Alliance of the Bay Area was represented. (at Nourse Theater - City Arts and Lectures)

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Jan 28, 2016

Jenny Odell and Philip Buscemi talk with staff at the @jewseum about their installation. It’s all about context and curiousity… (at Contemporary Jewish Museum)


Jan 26, 2016

I visited a class of 11th grade students in the Academy of Hospitality and Tourism at #GalileoHighSchool. The students were working on revising their resumes, giving each other advice. They had a homework assignment due the following week to create a 90 second advertisement about themselves.

They were at a point where they needed to take a new look at their skill sets and experience to decide what about themselves they want to advertise - a good point in the process to use art.

I showed this students two KQED Art School videos featuring David Huffman discussing his process for taking a topic he is interested in and abstracting it. I found it also useful to show the students other art by Huffman from KQED’s slide show. The works in the slide show demonstrate more examples of narrative emerging from the abstraction.You can make something abstract, then find new meaning in the strange images you’ve created. This is a fantastically useful routine for the classroom and the studio.

I told students that this is an experiment and that I was looking forward to seeing what they would create. When they asked, “Can I…” I said “yes.”

To help clarify  expectations, I gave students a self-assessment rubric to fill out. I gave this to them after they started, but at the beginning of the period on the second day of the assignment.

Tags studentart artsint artsed kqedartschool galileohighschool reblog

Jan 25, 2016

Playing around collaging BART drawings with acrylic.

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Jan 25, 2016

As the new season of #whereartlives begins, Jenny, at #GalileoHighSchool
imagines a giant alien mural. This year, I’ll be asking hundreds of teens, and adults too, how SHOULD we be decorating the public walls of our city?

#ByRepost #oursfwalls #ripndip #cat #ET via @jennymali (at Galileo High School)

1 note Tags galileohighschool ripndip whereartlives cat byrepost et oursfwalls reblog

Jan 20, 2016

I’m working with Little Opera today, experimenting with mixed media to discover how to add mood to settings for the big show. #artsed (at West Portal Elementary)

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Jan 19, 2016

At #ghssf #GalileoHighSchool a Muslim girl draws about how it feels to be stared at. “But it feels good to draw about it.” #artsed (at Galileo Academy of Science and Technology)

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Jan 13, 2016

Advocacy 101 for Arts Education

marker on paper, 8″ x 10″, Jan. 7, 2016

In a panel moderated by Heidi Carlsen, four of the Bay Area’s most effective advocates for art and education discussed lessons they’ve learned and how to apply those lessons to future arts education advocacy. The event was organized by Arts Providers Alliance of San Francisco (APASF, which is becoming Arts Education Alliance of the Bay Area, AEABA).

Each panelist talked about lessons they have learned from the advocacy campaigns they each took part in - these ideas are included in the sketch-notes above.

Here are some links and resources to learn more about:

One idea that came up is to be ready to talk about how arts can meet the current needs of our schools. Many of our schools get “Title 1″ funding and is full of resources to make you argument. For deeper diggers, is a directory of peer-reviewed studies.

After the panel spoke and answered questions, we broke up into two groups to sit around tables and discuss what actions steps we could each commit to and wrote ideas down on large pieces of paper (see below).

Panel of Speakers from left to right in the sketchnotes:

Jessica Mele of the Hewlett Foundation (formerly of Performing Arts Workshop), one of the organizers for the successful passage of Proposition C in 2014 in San Francisco, the Children and Families First Initiative which reauthorized millions of dollars of city money to support children, youth and families.

Ben Grieff of Evolve, a community organization focused on reforming Proposition 13.  Proposed constitutional amendment SCA-5 would reform the commercial aspect of Proposition 13 by regularly reassessing commercial and industrial property at their fair market value, and would restore $9 billion annually to public schools and services by making some of the wealthiest corporations pay their fair share.

Katherin Canton of Arts for a Better Bay Area - ABBA successfully lobbied the mayor’s office for a significant increase in funding in 2014 for the arts agencies in the city’s budget.

Michelle Holdt, Founding Executive Director of Arts Ed Matters, will share some school site advocacy strategies to engage teachers, administration, and families in supporting a strong presence of the visual and performing arts in schools.


Tags advocacy APASF AEABA ArtsEd sfusd sketchnotes reblog

Jan 6, 2016

Things I learn from the @exploratorium Tumblr 🐟 The seals and birds are feasting because the herring are spawning in the bay. #Science!
#STEAM (at San Francisco Bay)

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Dec 18, 2015

Studying hands, and the process of making. (at Jordan (June) School For Equity)


Nov 30, 2015

Today’s #artsed lesson: using art tho explore how we use math to bring order to the chaos of the world.

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Nov 24, 2015

Installing another gallery in #ghssf Galileo HS - about the characters in Dorian Gray. #artsed #ela #artsint

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Nov 18, 2015

Talking about Collective Impact with Louise Music at today’s #artsed brown bag at the SFPL.

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Nov 12, 2015

At the graffiti advisory board. #sketchnotes

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Nov 11, 2015

Art project for “In the Time of the Butterflies”

For the past two months, I’ve been filling in for Michael Roman as a substitute teacher for his 12th grade literature classes. We were reading In the Time of the Butterflies, a novel which aptly humanizes the historical story of the Mirabal sisters of the Dominican Republic.

I assigned students an triptych drawing project to work on as they developed their essays about the novel. Tomorrow, students will hang their art.

The assignment:

Your assignment is to create a triptych that argues the visual, emotional case of your “In the Time of the Butterflies” essay.

Form: For each body paragraph of your essay, you will create a piece of artwork illustrating or inspired by the quote you have chosen. The quote should be included in the presentation of the artwork. You can decide how to present the artwork.

Technique: You can use the techniques we have experimented with in class - scribbling, to capture emotion, doodling collage, to convey complexity, free association, to explore concepts - as well as any other art technique. I recommend combining multiple techniques to match the mood of each scene in the book you are making art about.

Thoughtfulness: Use the art process to help you think deeper about the meaning of each quote so that the analysis in your essays will be stronger.

tripych : an artwork consisting of three panels.

The artwork will be graded based on:


I scribbled and drew with very intense feeling to represent the full emotions of the topic.


I made art in response to the the big ideas we are exploring. The art demonstrates an understanding of the subject.


I made this art with an open mind, using ideas from my classmates and teacher - and from own subconscious mind.


I presented my triptych in format that evokes the structure of my essay. One can see that the images are inspired by the quotes and that the whole project represents the importance of standing up for what you believe in.

Total effect

I made an interesting piece of art that conveys emotion and makes you think.

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