Sentences with phrase «art teacher in the public schools»

I am a Art Teacher in public schools.

Q: I'm an 8th - grade language arts teacher in a public school in California.

Not exact matches

He has formed new partnerships with teachers in many school districts to engage with hundreds of high school students, working with teachers to develop nanotechnology - focused lesson plans, and inspired art students and teachers to produce a nanotechnology - inspired public art display.

Pressure Cooker (Unrated) Uplifting documentary chronicles the efforts of Wilma Stephenson, a demanding Culinary Arts teacher at an inner city, Philadelphia public high school, as she inspires underprivileged students to apply themselves in her class in order to earn college scholarships to some of the most prestigious cooking institutes around the country.

This K - 8 school, one of the first public schools inspired by Waldorf methods, infuses music, art, and movement into lessons and offers student - directed learning and what public schools refer to as looping, a process in which a teacher follows her class, ideally, from first grade through eighth grade.

When Andrea Curtis became the education program manager for the Farnsworth Art Museum in Rockland, Maine, her first priority was to listen to what teachers had to say, a lesson she learned from studying partnerships between Boston Public Schools teachers and area museums.

The bottom line, as phrased by Education Next's Paul Peterson, Martin West, and Michael Henderson, is that «everyone wants more emphasis on just about everything in school, except athletics, though the general public is especially eager for more emphasis on reading and math, while teachers see greater needs in history and the arts.»

In fall 2006, James O'Brien, a former teacher and first - time principal, started the Brooklyn Community Arts & Media High School, a small public high school in Brooklyn, New York's Bedford - Stuyvesant neighborhood, where one third of the residents live below the poverty linIn fall 2006, James O'Brien, a former teacher and first - time principal, started the Brooklyn Community Arts & Media High School, a small public high school in Brooklyn, New York's Bedford - Stuyvesant neighborhood, where one third of the residents live below the povertySchool, a small public high school in Brooklyn, New York's Bedford - Stuyvesant neighborhood, where one third of the residents live below the povertyschool in Brooklyn, New York's Bedford - Stuyvesant neighborhood, where one third of the residents live below the poverty linin Brooklyn, New York's Bedford - Stuyvesant neighborhood, where one third of the residents live below the poverty line.

In Denver, teachers from the charter school Highline Academy and the district school Cole Academy of Arts and Science collaborate on curriculum plans and interim assessments Photo courtesy Denver Public Schools

With painting, drawing, singing, and dance classes dwindling in public schools, Sarson hopes the half - hour special opens up a dialogue between administrators, policymakers, parents, and teachers about the importance of such activities and the potential consequences of raising generations of children that aren't encouraged to appreciate the arts or think outside the box.

Sunday's program offered some more leisurely activities, including a public art walk with an alumna who works in Boston's cultural affairs office; a calligraphy workshop with a Chinese language and culture teacher from Boston Latin School; and a storytelling and drawing workshop with a museum educator from New York.

For this research, Kardos and Liu surveyed a random sample of 486 first - and second - year, K - 12 public school teachers (excluding arts and physical education) from 186 schools in California, Florida, Massachusetts, and Michigan.

Crystal Hoel, a former middle school language arts teacher at a school in Camp Lejeune, North Carolina, said, I think public schools can implement the same strategies, but only if the principal and / or curriculum director truly believe that all kids can achieve and teachers are held accountable.

There is one focused course of study (history, language - English and Spanish - and the arts; mathematics, science, and technology; and health); everyone is enrolled in it; an appropriate path for each student is developed (every child has a «personal learning plan»); most teachers have responsibility for no more than 50 students (this on a per - pupil budget that is the same or less than in nearby public secondary schools).

Ms. Sanford began her career as a public school teacher, which led to a senior executive career that spans more than 28 years, with 22 years as the President and CEO of nonprofit / public organizations that include the Arts and Science Council in Charlotte, NC, and the Fulton County Arts Council in GA..

More than two - thirds of parents see the following as reducing the quality of public education: teacher and staff layoffs; increased class sizes; school closings; high turnover rates; and cutbacks in art, music, libraries and physical education.

In 2014, parents of students at Horace Mann Elementary School in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesIn 2014, parents of students at Horace Mann Elementary School in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income famiSchool in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesin Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income famischool's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income famischool year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesin addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income famischool year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesin parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesin membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesin future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesin the city, with only 6 percent of students coming from low - income families.6

2011 — The VIVA Project report gives voice to the arts In a project designed to dramatically increase classroom teachers» participation in important state and national public education policy decisions, the VIVA Project issues a report sanctioned by both the Chicago Teachers Union and Chicago Public SchoolIn a project designed to dramatically increase classroom teachers» participation in important state and national public education policy decisions, the VIVA Project issues a report sanctioned by both the Chicago Teachers Union and Chicago Public teachers» participation in important state and national public education policy decisions, the VIVA Project issues a report sanctioned by both the Chicago Teachers Union and Chicago Public Schoolin important state and national public education policy decisions, the VIVA Project issues a report sanctioned by both the Chicago Teachers Union and Chicago Public Scpublic education policy decisions, the VIVA Project issues a report sanctioned by both the Chicago Teachers Union and Chicago Public Teachers Union and Chicago Public ScPublic Schools.

i.e.: inquiry in education IAFOR Journal of Education IAFOR Journal of Language Learning ICHPER - SD Journal of Research IEEE Transactions on Education IEEE Transactions on Learning Technologies Improving Schools Independent School Industry and Higher Education Infant and Child Development Infants and Young Children Informatics in Education Information Research: An International Electronic Journal Information Systems Education Journal Innovation in Language Learning and Teaching Innovations in Education and Teaching International Innovative Higher Education InSight: A Journal of Scholarly Teaching Insights into Learning Disabilities Instructional Science: An International Journal of the Learning Sciences Intellectual and Developmental Disabilities Interactive Learning Environments Interactive Technology and Smart Education Interchange: A Quarterly Review of Education Intercultural Education Interdisciplinary Journal of e-Skills and Lifelong Learning Interdisciplinary Journal of Problem - based Learning International Education Journal: Comparative Perspectives International Education Studies International Electronic Journal of Elementary Education International Electronic Journal of Environmental Education International Journal for Academic Development International Journal for Educational and Vocational Guidance International Journal for Mathematics Teaching and Learning International Journal for Research in Learning Disabilities International Journal for Research in Vocational Education and Training International Journal for Technology in Mathematics Education International Journal for the Advancement of Counselling International Journal for the Scholarship of Teaching and Learning International Journal for Transformative Research International Journal of Adult Vocational Education and Technology International Journal of Art & Design Education International Journal of Artificial Intelligence in Education International Journal of Behavioral Development International Journal of Bilingual Education and Bilingualism International Journal of Christianity & Education International Journal of Computer - Supported Collaborative Learning International Journal of Development Education and Global Learning International Journal of Developmental Science International Journal of Disability, Development and Education International Journal of Distance Education Technologies International Journal of Early Childhood International Journal of Early Childhood Environmental Education International Journal of Early Years Education International Journal of Education & the Arts International Journal of Education and Development using Information and Communication Technology International Journal of Education and Literacy Studies International Journal of Education in Mathematics, Science and Technology International Journal of Education Policy and Leadership International Journal of Educational Administration and Policy Studies International Journal of Educational Leadership and Management International Journal of Educational Leadership Preparation International Journal of Educational Management International Journal of Educational Methodology International Journal of Educational Psychology International Journal of Educational Reform International Journal of Educational Technology International Journal of E-Learning & Distance Education International Journal of Emotional Education International Journal of English Studies International Journal of ePortfolio International Journal of Evaluation and Research in Education International Journal of Game - Based Learning International Journal of Higher Education International Journal of Inclusive Education International Journal of Information and Communication International Journal of Information and Learning Technology International Journal of Instruction International Journal of Language & Communication Disorders International Journal of Leadership in Education International Journal of Learning and Change International Journal of Lifelong Education International Journal of Listening International Journal of Mathematical Education in Science and Technology International Journal of Mobile and Blended Learning International Journal of Multicultural Education International Journal of Multilingualism International Journal of Music Education International Journal of Progressive Education International Journal of Qualitative Studies in Education International Journal of Research & Method in Education International Journal of Research in Education and Science International Journal of School & Educational Psychology International Journal of Science and Mathematics Education International Journal of Science Education International Journal of Science Education, Part B: Communication and Public Engagement International Journal of Social Research Methodology International Journal of Special Education International Journal of Sustainability in Higher Education International Journal of Teacher Leadership International Journal of Teaching and Learning in Higher Education International Journal of Technology and Design Education International Journal of Testing International Journal of Training and Development International Journal of Training Research International Journal of Virtual and Personal Learning Environments International Journal of Web - Based Learning and Teaching Technologies International Journal of Whole Schooling International Journal of Work - Integrated Learning International Journal on E-Learning International Multilingual Research Journal International Research and Review International Research in Early Childhood Education International Research in Geographical and Environmental Education International Review of Education International Review of Research in Open and Distributed Learning International Studies in Catholic Education International Studies in Sociology of Education Intervention in School and Clinic Investigations in Mathematics Learning Iranian Journal of Language Teaching Research Irish Educational Studies Issues in Educational Research Issues in Interdisciplinary Studies Issues in Science and Technology Librarianship Issues in Teacher Education Issues in the Undergraduate Mathematics Preparation of School Teachers

On behalf of the children of Wake County Public Schools and across the state, we stand in support of HB 13 to preserve funding for arts education teachers.

More than half of all U.S. public school teachers, including those who teach in the arts, physical education, and early elementary grades, are not covered by a standardized test.

Henry supervises more than 100 visual arts teachers in Caddo Parish Public Schools.

«We need a fresh face for the NEA, someone who will stand up to the conservatives — and stand up to Arne Duncan and say, «We don't agree with your plans,»» said Reed Bretz, a high school fine arts teacher in the Kenowa Hills public schools in Grand Rapids, Mich..

By giving music and arts teachers a greater voice and supporting their work, the Meriden Public Schools has seen positive increases in academic and climate and culture indicators.

North Carolina public school leaders say a legislative mandate to decrease class sizes in the early grades may have a devastating impact on school systems across the state, forcing districts to spend millions more hiring teachers or cut scores of positions for those teaching «specialty» subjects such as arts, music and physical education.

In a joint statement from the state teacher unions, CTA President Eric Heins called the decision «a good day for students and educators,» adding, «it's time to get back to the real issues facing our public schools and work together to improve student learning and support the art of teaching.»

Four participants had already received a bachelors degree in biology, while 5 participants were pursuing their bachelor of arts degree in biology concurrently with the MT. Participants ranged in age from 23 to 30 during their student teaching semester, and they all worked in public school settings under the guidance of a mentor classroom teacher.

Former traditional public school teacher, Dr. Valerie Abad, now Executive Director of the Conservatory of Vocal / Instrumental Arts High School describes the need for music in education she has seen throughout her educational cschool teacher, Dr. Valerie Abad, now Executive Director of the Conservatory of Vocal / Instrumental Arts High School describes the need for music in education she has seen throughout her educational cSchool describes the need for music in education she has seen throughout her educational career.

Thus, every public school in the racially and economically isolated areas — which are, not coincidentally, the «lowest performing» schools — should exceed even the magnet schools in facilities, teacher excellence and salaries, small class size, extracurricular and art programs, etc..

Culatta is a certified Spanish teacher and active in promoting bilingual and arts education in public schools.

In a perfect world, public schools would be state of the art learning centers, teachers would have six - figure salaries and all students would have equal access to a quality education.

Nicole is a lead teacher in English language arts coach in the Baltimore City Public Schools.

Master teachers from local private and public schools conduct challenging classes in reading, writing, math, and art, and weekly field trips to local landmarks broaden students» awareness of the city and region.

In 2009, teachers at the Urban Assembly Academy of Arts and Letters — a public school serving grades 6 — 8 in Brooklyn, New York, began the fact that the gap between children with strong literacy skills and those with weak skills widens year by year as curriculum becomes more demandinIn 2009, teachers at the Urban Assembly Academy of Arts and Letters — a public school serving grades 6 — 8 in Brooklyn, New York, began the fact that the gap between children with strong literacy skills and those with weak skills widens year by year as curriculum becomes more demandinin Brooklyn, New York, began the fact that the gap between children with strong literacy skills and those with weak skills widens year by year as curriculum becomes more demanding.

I really am interested in how a former undersecretary of education has come to the point that he is so determined to attack teacher tenure, teacher unions and «restrictive work rules» for teachers — especially during a time when public schools have been systematically defunded, forced to jump through hoops (Race to the Top) in order to get what remains of federal funding for education, like some kind of bizarre Hunger Games ritual for kids and teachers, and as curriculums have been narrowed to the point where only middle class and wealthier communities have schools that offer subjects like music, art, and physical education — much less recess time, school nurses or psychologists, or guidance counselors.

Every child in every public school in America deserves access to the arts, and legitimate art classes, which include real credentialed art teachers!

WRITERS IN THE SCHOOLS RESIDENCY Writers in the Schools (WITS), a program of Seattle Arts & Lectures, is looking for creative writers — poets, fiction writers, creative nonfiction writers, cartoonists / graphic novelists, and playwrights — who are passionate about teaching the power and pleasure of writing to young people and who are excited to collaborate with public school teacherIN THE SCHOOLS RESIDENCY Writers in the Schools (WITS), a program of Seattle Arts & Lectures, is looking for creative writers — poets, fiction writers, creative nonfiction writers, cartoonists / graphic novelists, and playwrights — who are passionate about teaching the power and pleasure of writing to young people and who are excited to collaborate with public school teSCHOOLS RESIDENCY Writers in the Schools (WITS), a program of Seattle Arts & Lectures, is looking for creative writers — poets, fiction writers, creative nonfiction writers, cartoonists / graphic novelists, and playwrights — who are passionate about teaching the power and pleasure of writing to young people and who are excited to collaborate with public school teacherin the Schools (WITS), a program of Seattle Arts & Lectures, is looking for creative writers — poets, fiction writers, creative nonfiction writers, cartoonists / graphic novelists, and playwrights — who are passionate about teaching the power and pleasure of writing to young people and who are excited to collaborate with public school teSchools (WITS), a program of Seattle Arts & Lectures, is looking for creative writers — poets, fiction writers, creative nonfiction writers, cartoonists / graphic novelists, and playwrights — who are passionate about teaching the power and pleasure of writing to young people and who are excited to collaborate with public school teachers.

In the absence of public funding, schools have created sophisticated fundraising arms to restore and retain teachers; to cover program essentials, such as new instruments and art supplies; and to recruit instructors from outside the schools.

She's worked as a freelance illustrator and photographer, taught art in the NYC Public Schools and continues to teach future art teachers at New York University.

She did her practice teaching at Pratt before becoming master teacher in art in the public schools of Washington DC and part of the Visual Arts faculty there at Duke Ellington School of the Arts.

A longtime teacher, about a decade later Freelon was appointed director of art in the Philadelphia public schools and in subsequent years taught at the Philadelphia Museum of Aart in the Philadelphia public schools and in subsequent years taught at the Philadelphia Museum of ArtArt.

2012 - 2013 syzygy, project space in a social housing flat in Elephant and Castle, hosting 8 residencies, workshop programs and curated exhibitions with invited UK and international artists, London 2011 - 2016 In The Company of Elders, reflections and performance with a group of Elders, London / Bath AWARDS AND GRANTS 2014 FreeSpace, awarded for impact and participation in The Big Lottery National funding Awards Wenlock Barn TMO, winners of national TMO Awards for involving community through Fourthland projects Awards for All funding, Wenlock Barn Estate, Meeting House 2011 - 2013 Big Lottery Funding, The Back Garden and Public Program, Wenlock Barn Estate 2010 - 2011 Big Lottery Funding, The Growing Kitchen Community, Wenlock Barn Estate 2008 - 2010 Shoreditch Trust Commission, The Growing Kitchen, Wenlock Barn Estate 2009 University of East London, Funding, Making architecture TEACHING 2015 Visiting Artists, Bergen Academy of Art and Design Norway Visiting Artists, CASS School of Art and Design Louise isik Sayarer (1982, British / Turkish) EDUCATION 2007 - 2011 BA Fine Art part time, Sir John Cass school of Art and Design, London 2006 Foundation in Art and Design, Sir John Cass School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish Spaniin a social housing flat in Elephant and Castle, hosting 8 residencies, workshop programs and curated exhibitions with invited UK and international artists, London 2011 - 2016 In The Company of Elders, reflections and performance with a group of Elders, London / Bath AWARDS AND GRANTS 2014 FreeSpace, awarded for impact and participation in The Big Lottery National funding Awards Wenlock Barn TMO, winners of national TMO Awards for involving community through Fourthland projects Awards for All funding, Wenlock Barn Estate, Meeting House 2011 - 2013 Big Lottery Funding, The Back Garden and Public Program, Wenlock Barn Estate 2010 - 2011 Big Lottery Funding, The Growing Kitchen Community, Wenlock Barn Estate 2008 - 2010 Shoreditch Trust Commission, The Growing Kitchen, Wenlock Barn Estate 2009 University of East London, Funding, Making architecture TEACHING 2015 Visiting Artists, Bergen Academy of Art and Design Norway Visiting Artists, CASS School of Art and Design Louise isik Sayarer (1982, British / Turkish) EDUCATION 2007 - 2011 BA Fine Art part time, Sir John Cass school of Art and Design, London 2006 Foundation in Art and Design, Sir John Cass School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish Spaniin Elephant and Castle, hosting 8 residencies, workshop programs and curated exhibitions with invited UK and international artists, London 2011 - 2016 In The Company of Elders, reflections and performance with a group of Elders, London / Bath AWARDS AND GRANTS 2014 FreeSpace, awarded for impact and participation in The Big Lottery National funding Awards Wenlock Barn TMO, winners of national TMO Awards for involving community through Fourthland projects Awards for All funding, Wenlock Barn Estate, Meeting House 2011 - 2013 Big Lottery Funding, The Back Garden and Public Program, Wenlock Barn Estate 2010 - 2011 Big Lottery Funding, The Growing Kitchen Community, Wenlock Barn Estate 2008 - 2010 Shoreditch Trust Commission, The Growing Kitchen, Wenlock Barn Estate 2009 University of East London, Funding, Making architecture TEACHING 2015 Visiting Artists, Bergen Academy of Art and Design Norway Visiting Artists, CASS School of Art and Design Louise isik Sayarer (1982, British / Turkish) EDUCATION 2007 - 2011 BA Fine Art part time, Sir John Cass school of Art and Design, London 2006 Foundation in Art and Design, Sir John Cass School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish SpaniIn The Company of Elders, reflections and performance with a group of Elders, London / Bath AWARDS AND GRANTS 2014 FreeSpace, awarded for impact and participation in The Big Lottery National funding Awards Wenlock Barn TMO, winners of national TMO Awards for involving community through Fourthland projects Awards for All funding, Wenlock Barn Estate, Meeting House 2011 - 2013 Big Lottery Funding, The Back Garden and Public Program, Wenlock Barn Estate 2010 - 2011 Big Lottery Funding, The Growing Kitchen Community, Wenlock Barn Estate 2008 - 2010 Shoreditch Trust Commission, The Growing Kitchen, Wenlock Barn Estate 2009 University of East London, Funding, Making architecture TEACHING 2015 Visiting Artists, Bergen Academy of Art and Design Norway Visiting Artists, CASS School of Art and Design Louise isik Sayarer (1982, British / Turkish) EDUCATION 2007 - 2011 BA Fine Art part time, Sir John Cass school of Art and Design, London 2006 Foundation in Art and Design, Sir John Cass School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish Spaniin The Big Lottery National funding Awards Wenlock Barn TMO, winners of national TMO Awards for involving community through Fourthland projects Awards for All funding, Wenlock Barn Estate, Meeting House 2011 - 2013 Big Lottery Funding, The Back Garden and Public Program, Wenlock Barn Estate 2010 - 2011 Big Lottery Funding, The Growing Kitchen Community, Wenlock Barn Estate 2008 - 2010 Shoreditch Trust Commission, The Growing Kitchen, Wenlock Barn Estate 2009 University of East London, Funding, Making architecture TEACHING 2015 Visiting Artists, Bergen Academy of Art and Design Norway Visiting Artists, CASS School of Art and Design Louise isik Sayarer (1982, British / Turkish) EDUCATION 2007 - 2011 BA Fine Art part time, Sir John Cass school of Art and Design, London 2006 Foundation in Art and Design, Sir John Cass School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish SSchool of Art and Design Louise isik Sayarer (1982, British / Turkish) EDUCATION 2007 - 2011 BA Fine Art part time, Sir John Cass school of Art and Design, London 2006 Foundation in Art and Design, Sir John Cass School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish Sschool of Art and Design, London 2006 Foundation in Art and Design, Sir John Cass School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish Spaniin Art and Design, Sir John Cass School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish SSchool of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish Sschool of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish Spaniin Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish SSchool of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish Spanish

2014 — PUBLIC ART COMMISSION: CHICAGO TRANSIT AUTHORITY, PERMANENT INSTALLATION FOR 35TH / WHITE SOX CTA STATION 2014 — RESIDENCY, DESIGN FABRICATION, ÍFRANS MAYER, MUNICH, GERMANY, 2014 2014 — NOMINATION 3 - ARTS AWARD 2011 — VISITING ARTIST, TEACHER INSTITUTE IN CONTEMPORARY ART, SAIC, NEA 2010 — GRANT: ARTIST PROJECT IN VISUAL ARTS, ILLINOIS ARTS COUNCIL 2009 — NEW AT THE MUSEUM OF CONTEMPORARY ART, CHICAGO 2009 — THE DRAWING CENTER VIEWING PROGRAM, CURATED ARTIST REGISTRY, NEW YORK, NY 2008 — CATWALK, NY ARTIST RESIDENCY, SCHOOL OF THE ART INSTITUTE CHICAGO 2004 — POST - MFA FELLOWSHIP, VISITING LECTURER, UNIVERSITY OF CHICAGO 1998 — HONORABLE MENTION AWARD / STATE LINE EXHIBITION / ROCKFORD MUSEUM, ILLINOIS 1996/1997 — ARTS MIDWEST / REGIONAL NEA VISUAL ARTIST FELLOWSHIP AWARD (PAINTING) 1990 — ILLINOIS ARTS COUNCIL: SPECIAL ASSISTANCE GRANT / NORTHWESTERN UNIVERSITY EXHIBIT 1987 — ILLINOIS ARTS COUNCIL: SPECIAL ASSISTANCE GRANT / CHICAGO CULTURAL CENTER EXHIBIT

Armory programming includes: free year - round community arts programs, serving 6,500 people annually; in - school artist residencies and a gallery fieldtrip program, serving 4,500 students annually; studio programs offering visual and media arts classes for all ages, serving 3,700 people annually; professional development training for teaching artists and public school teachers; and contemporary visual art exhibitions and performance based work.

Tim Rollins, who passed in 2017, was deeply influenced by the educational theories of Brazilian philosopher Paulo Freire and applied them in his own work as a public school teacher combining lessons in reading and writing with the production of works of art in the South Bronx in the 1980s.

Meisler, who lives in an affordable housing community in Chelsea, worked in Bushwick in the»80s and»90s as a public school art teacher.

A partnership between the Arts Council and local Parent Teacher Associations (PTAs), the Artists - in - Education Grant Program places professional artists in residence at Howard County private and public K - 12 schools to help students foster creative exploration.

2015 Bowie University, Adjunct (Studio), undergraduate Printmaking 1 2002 Howard University, Lecturer 1999 Graduate printmaking?Courses: Silkscreen Printing, Relief Printmaking, Printmaking I, Printmaking II, Independent Study in Printmaking, Graduate: Printmaking I, Printmaking II, Printmaking Workshop 1997 Washington DC Public Schools, Washington, DC La Fayette Elementary School 1977 Philadelphia Public Schools, Philadelphia, Pa Art teacher, elementary school 1976 Philadelphia Public Schools Philadelphia, Pa, Art teacher Beeber Junior High School 1975 Philadelphia School System, Philadelphia, Pa. substitute art teacher K - High School 1977 Philadelphia Public Schools, Philadelphia, Pa Art teacher, elementary school 1976 Philadelphia Public Schools Philadelphia, Pa, Art teacher Beeber Junior High School 1975 Philadelphia School System, Philadelphia, Pa. substitute art teacher K - High schArt teacher, elementary school 1976 Philadelphia Public Schools Philadelphia, Pa, Art teacher Beeber Junior High School 1975 Philadelphia School System, Philadelphia, Pa. substitute art teacher K - High school 1976 Philadelphia Public Schools Philadelphia, Pa, Art teacher Beeber Junior High School 1975 Philadelphia School System, Philadelphia, Pa. substitute art teacher K - High schArt teacher Beeber Junior High School 1975 Philadelphia School System, Philadelphia, Pa. substitute art teacher K - High School 1975 Philadelphia School System, Philadelphia, Pa. substitute art teacher K - High School System, Philadelphia, Pa. substitute art teacher K - High schart teacher K - High schoolschool

The Tennessee Arts Commission offers grants to support arts education in public schools including arts field trips, in - depth arts lessons, and professional development for teachArts Commission offers grants to support arts education in public schools including arts field trips, in - depth arts lessons, and professional development for teacharts education in public schools including arts field trips, in - depth arts lessons, and professional development for teacharts field trips, in - depth arts lessons, and professional development for teacharts lessons, and professional development for teachers.

He worked as an art teacher in Junior High schools as a teacher of Art History and Textile Design in public institutes and as a public servant in the Ministry of Education and Culture of Greeart teacher in Junior High schools as a teacher of Art History and Textile Design in public institutes and as a public servant in the Ministry of Education and Culture of GreeArt History and Textile Design in public institutes and as a public servant in the Ministry of Education and Culture of Greece.