I bought a great drum, custom made with cow hide and light enough for me to hold in my hand, so now I can be a drummer. I used the “Brain Dance” handout from the class, so now I can take advantage of the research and help kids develop their brains. Easy, it is something that I can do, it makes me look intelligent, but the best part is that it works.

At times when the students in my classroom needed a break, all I had to do was get out the drum and beat on it. My students soon learned that this was a time to get up out of their seats and start moving with the beat of the drum. As I beat the drum I would tell them the movement that would help their brain develop and coordinate with their body. We would go through the brain dance routine; they loved it, I loved it, and when we were finished, they were ready to settle down and go back to work. It was like magic.

I could tell when the attention of the class would wane and they were ready for a break and the brain dance was a tool to help me and them. Sometimes they would ask to do the brain dance and I was always glad to take the drum down off the wall and play it. It was a lot of fun and a good way for them to get the wiggles out, and they always went back to work refreshed.

I appreciate the passion shown by our instructors and by Cally. Passion brings relevancy and real power to education. I was also aware of instructors who are teaching the same thing in the same way they taught twenty (or however many) years ago. The concepts were still valid but they had lost some of their relevancy and power. This experience made me even more aware of how important it is for me to develop and improve every year that I teach in the classroom.

Now it is up to me to seek out more training and knowledge in the areas of art I would like to use with my students. I feel motivated and qualified to investigate further and learn more so I can be a more effective teacher. I have experienced a rekindling of my passion for children and for what I can give them by participating in BYU Arts Academy.

I appreciate the patience of the Arts Academy instructors and the oversight and coordination of Cally Flox. Their ability to make the classes relevant to each student’s needs as a professional teacher, and to teach according to each student’s ability, not only made the class educational but enjoyable. I also appreciate the discomfort, which I experienced from time to time, because it was a catalyst for my personal change.

My first change came with the awareness that I am capable of teaching some of the arts in my classroom which I have previously left to others to teach. I decided I do not need to be a heroic dancer like Marilyn Barrett, or an inspiring artist like Scott Flox, to teach my students dance and art. This realization applies to other art forms as well. All I need is to do is develop my latent talents and skills and to use the existing talent that some of my students possess. My students have accepted and encouraged my forays into using more art instruction in my classroom. I have used their talents to supplement my emerging, but limited skills.

The second change I experienced was the realization that I was shortchanging my students by not using more of the arts in my instruction, and, what was even more profound for me; I realized that teaching with the arts is an effective tool, which makes teaching more efficient and promotes learning. The breakthrough occurred when George taught about teaching in the nexus. The arts instruction that I had received from the other instructors was critical to this breakthrough because it laid the foundation for my insight.

The staff and the guests that they invited, were all phenomenal. Everyone knew their stuff. And not only was their knowledge of the subject exceptional, but their love for the arts, absolutely inspiring.

When I decided to go into teaching, and started attending classes and seminars, I quickly learned that it was not a place to be shy. That has been an obstacle for me always. I love to watch people and am impressed when I see them having fun and letting go of any fear. Being a part of the BYU Arts Academy exposed me to many excited, fearless professionals who simply love the arts. It required me to come out of my shell.

I took many things with me each time I left a session. Handouts, CD’s, lessons, ideas. But most important, I left with the confidence that I could apply these things in my classroom, and the confidence to truly make a difference. I thank Cally, all who instructed and helped, all of the participants for inspiring, and BYU for the opportunity. Thank you!

As I have had the chance to participate in the Arts Academy this year, I have come to understand just how important the Arts really are in our education system.  I had always known that they were important, but never realized just how important.  I have always enjoyed the arts, personally, but never have known how to really teach them in my classroom.  The Arts Academy boosted my self-confidence in teaching the arts in a very dramatic way (pardon the pun).

I remember at our first meeting in Park City, being very hesitant in wanting to participate.  But, I also remember being “converted” in the first session and realized that my teaching really needed to be put under construction.  I love George’s ideas about how “at-risk” learners can be reached when I realize that they may more appropriately be considered “dramatic” learners.  This idea has changed my entire perception about many of my students, past and present.  There has been many times where I have thought, “If only I had known then what I know now.” I recognize that I am still an Art Teacher in training, but the Arts Academy has given me wonderful ways to incorporate the arts into my classroom, without having to spend oodles of money and preparation time on lesson plans.

One of the most valuable things I have taken from the Arts Academy is that students can be artists, in all the many ways that artists are formed.  I have learned that it’s okay for me to spend school time in teaching the arts and that I don’t have to feel guilty when I teach Art for Art’s sake, rather than incorporating it into some other subject (although, I do see the value in that, as well). 

I have loved all the ideas that the Arts Academy presenters have given me.  I have used almost every single idea that George gave us about how to use drama in the classroom.  I had my second graders make their own costumes (out of butcher paper, rather than newspaper) and act out nursery rhymes.  I have taught math, using the cards, masking tape, and students’ bodies.  I have turned our Reader’s Theaters into mini-plays that the students will be performing for their parents next week.  I have also used his shadow puppet lesson plan, having the students create a story out of a piece of art, and performing the story with shadow puppets.  I have used the other presenters’ ideas as well.  Jerry gave me the confidence I needed to start a 2^nd grade choir and perform a Christmas program.  They didn’t sound wonderful, but they were good enough, and the students and parents loved it.   There’s no way I would have done that if it hadn’t been for the Arts Academy. I have also used Marilyn’s ideas of dancing and moving to books and music, that I never would have even thought about doing if it hadn’t been for the Arts Academy.  I have also had the chance to do some of the ideas I got about the visual arts with my second graders, such as learning about shadowing with charcoal and using famous pieces of art to inspire other, more original, second-grade artwork. 

I am so truly grateful for my experiences at the Arts Academy. I have loved getting to know so many wonderful people and it has provided fresh air to my suffocating teaching style.  I am a changed teacher (and person) because of it.