Last summer I was working in an office, doing research and writing reports.  It did not take long until I started feeling stir crazy.  I hadn’t realized what a toll it was taking on until I was given a taste of what I really love at the BYU Arts Express Conference in June.  Those three days filled with dancing, painting, acting, and singing renewed me!  I came to understand then just how important the arts are to me personally, in bringing joy and fulfillment to my life.  I had been given a taste … and I wanted more!
When autumn came, I was thrilled to have been “accepted” into Arts Academy.  At our first meeting in Park City, I was bubbling over with happiness as we were taught new art skills!  I had a vision of what Arts Academy would do for me as a person … I could tell it would change me and change my life.  I really began to believe what I’d hoped was true: Everyone is an artist … they just need training.  I believe that because I never considered myself an artist until I started receiving training … but now, nine months and several trainings later, I consider myself as an artist (even if just an emerging one).  My motto has become: Everyone Is An Artist.  (In fact, my confidence as an artist was boosted such that I had the courage to audition for Thoroughly Modern Millie at the Scera …and made it!  And now I’m performing … singing and dancing and acting … and living my dream!  And I honestly believe that Arts Academy had a lot to do with my feeling of confidence!)
And my motto has greatly influenced all that I do as a teacher.  I tell my students quite often that everyone is an artist … you simply have to learn skills and practice them.  Various times they have been impressed with my demonstrations, telling me that I’m so good … and I remind them that everyone can do it … they just have to give it a try and keep practicing.  I expect a true effort and real art from everyone.
I’ve also begun to share my vision and motto with the teachers in my school.  One of my favorite moments this year was when I was leading professional development.  I taught the teachers to integrate dance into their regular curriculum.  The lower grade teachers created and performed the life cycle of a butterfly.  The upper grade teachers created and performed a solar system dance.  I hope that these experiences help them want to integrate the arts more.
I LOVE arts integration.  Marilyn asked us, “What are you passionate about?”  I now respond with, “I AM PASSIONATE ABOUT INTEGRATING THE ARTS INTO EVERYTHING WE TEACH!”  It’s a thrilling thing to do!  Arts Academy really has changed my life!

One thing that really stood out to me from our reading is on page 78 under Blueprint VI, Best Teaching Practices: I Do, We Do, You Do, Re-Do.  As well as we know modeling, guided support, independent practice, etc., this phrase makes it so easy to remember and so easy to implement!  My goal is to teach more by this adage in the multiple lessons that I teach.

SO many ideas to try!!!  Where does one begin?  Well, I’m going to begin with a very simple thing: As mentioned in chapter 3, I am going to talk with my principal about putting a small cd player in the hallway which will continuously play music.  I’m thinking I’d like to start with a mix of classical guitar that I have.  I’m interested to see how students react, and to see if it has any sort of calming effect during “hall-time.”  Along with that, I thought it might be neat to try playing similar music over the lunchroom speakers during lunch hour for the students to hear.  I’ll keep you posted on how it goes!

As the school arts specialist, I teach grades K-6 in 30 minute time slots throughout the entire school day.  The trick for me is maintaining order so that we can use the limited time we have to do something effective.  After several days of a printmaking visual arts activity, with various students acting out, not engaged in the work, etc. … I decided to throw in a change by spending our 30 minutes moving through space, water, and honey … and then doing a whole class mirror activity that transitioned into partner mirroring.  We ended with a group discussion/reflection (similar to the one Deb did with us).  The effect of this activity in some of the classes was very calming.  These students really go into it and used it as a way to explore and experiment.  However, for other classes (the ones with some of the rowdier students), I found they had a hard time staying quiet enough to take it seriously.  I wanted it to be a rich experience for all of the students, but those students who were acting out (even after I had set expectations and limits) kind of ruined it for those who were trying to take it seriously.  I want the experiences we have in my arts classes to be positive for everyone (including those who act out).  If a student is acting out, is it fair to remove them from the activity???  Feedback please.  What are some ways to help everyone be involved in an appropriate way?