CONFERENCE SCHEDULE | 24
MODERN ART AND CREATING THEATER FOR SOCIAL CHANGE Tracks : Applied Theatre , PreK-8 , Youth Theatre Presenters : Colleen Kilcoyne & Reggie Bates Location : Currents ( Concourse ) – Swissotel Chicago
In this workshop , participants will explore the relationship between modern art and devising theater within the classroom . Chicago Public Schools K-8 Drama Teacher , Colleen Kilcoyne , and Museum of Contemporary Art ( MCA ) education facilitator , Reggie Bates , will lead participants in exploring new curriculum that has been developed as part of the 2023-2024 MCA Teacher Institute . This approach to devising performance and playwriting with young people is anchored by the performance art piece , " So Much I Want to Say ," by Palestinian artist Mona Hatoum . In the initial use of the curriculum , 6th grade students devised vignettes centered on eco-theater while 8th grade students engaged in playwriting workshops to communicate a myriad of messages that are important in their world today . Session participants will engage in interactive devising techniques and writing strategies to provide insight to the project . Participants will walk away with a full 10-hour unit on devising theater for social change with middle school students featuring immersive activities , guided practice , vocabulary terms , and graphic organizers .
Rooting , Growing , and Sustaining Arts-Based Professional Learning Communities Tracks : College / University , Professional Theatre , Research / Scholarship Presenters : Joshua Rashon Streeter , Sofia Lindgren Galloway & Tamara Goldbogen Location : Lucerne 1 & 2 ( Lucerne Level ) – Swissotel Chicago
A Professional Learning Community , or a PLC , holds the power and potential to ignite and sustain changemaking in education . However , teaching artists are often left out of the conversation , and PK-12 theatre teachers often do not receive professional development or reflective opportunities specific to their content / discipline . Thus , this session will explore PLCs for fine arts educators and teaching artists . Together , we will explore : How do we structure and facilitate inquiry-oriented PLCs ? How can reimagining the structure of PLCs create opportunities for teacher agency , choice , and voice ? How can we utilize drama / theatre practices within a PLC ? A PLC models a classroom ' s dynamic , collaborative , and responsive nature in an adult learning context . In an arts-based PLC , we utilize the strategies and methods from our field to express , explore , connect , and share . A PLC can change teacher practice , which collectively builds capacity , efficacy , and advocacy . We believe a PLC and its participants will influence and advance the PK-12 drama / theatre education field by shifting professional ways of knowing , working , and being to center inquiry , wonder , action , and reflection . In this workshop , you will learn about three PLC models for fine arts educators - one with an urban school district , a second across Utah , and the third , a national model with a grant with the U . S . Department of Education serving 120 theatre educators across the US . Additionally , session attendees will participate in a model lesson and a PLC reflection protocol to make sense of the theories and practices of an “ inquiry-oriented ” PLC . Finally , you will leave with some foundational to skills , strategies , or approaches to embed in your professional learning spaces .
THE BE ' s : Fostering Inclusion / Engagement with Shared Vocabulary and Values Tracks : Applied Theatre , College / University , High School Presenter : Emilio G . Robles Location : Alpine 1 ( Lucerne Level ) – Swissotel Chicago
Reflect on and articulate behaviors , principles , and values that you want activated in your learning environment and embodied by students . Engage with the values of a colleague informed by personal values in dialogue with teaching artistry praxis . Explore how these values are conveyed to students to create a common vocabulary that informs classroom mores , assignments , and assessments via coursework and artifacts that can be applicable to a multitude of learning environments . Connect shared examples to engaged learning , HIPs , inclusive and equitable teaching strategies , and pursuit of teaching excellence . Envision a deliverable or clear takeaway ( from your own inventorying of teaching values ) that you can integrate immediately , and “ long term ”
Updated 7.17.24