NAEA 2021
Looking for the energy and inspiration to continue into Year 2 as an educator during the pandemic?
Join us at the NAEA online conference on Thursday at 4 pm EST.
--------------------------------------------------
Greetings, All,
Responding to requests, I'm sharing the Art Teacher's Oath, first presented in Assessment: A Therapeutic Conversation in 2019.
Art Teacher’s Oath
based on the modern Hippocratic Oath
I swear to fulfill, to the best of my ability and judgment, this covenant:
I will respect the hard-won artistic gains of those in whose steps I walk, and gladly share such knowledge as is mine with those who are to follow.
I will apply, for the benefit of learners, all measures that are required, avoiding those twin traps of overtreatment and pedagogical nihilism.
I will remember that there is art to teaching as well as science, and that warmth, sympathy, and understanding may outweigh the assessor’s rubric.
I will not be ashamed to say "I know not," nor will I fail to call in my colleagues when the skills of another are needed for a student’s learning.
I will remember that I do not treat a drawing, photograph, or sculpture, but a developing human being.
I will remember that I remain a member of society, with special obligations to all my fellow human beings.
If I do not violate this oath,
may I enjoy life and art,
respected while I live and remembered with affection thereafter.
May I always act so as to preserve the finest traditions of my calling and
may I long experience the joy of teaching those who seek my help.
______________________________________________________
Canceled due to the Covid-19 Pandemic
National Art Education Association conference Minneapolis 2020
Making the Familiar Strange:
Idiosyncratic Inklings, Re-presentation, and Aesthetic Investigations––Curriculum in Dialogical Art Education
a presentation by Olivia Gude
Classic arts interpretation question, “What’s going on here?” when applied to the stuff of everyday life, becomes a means by which students identify big ideas for artistic inquiry and experimentation.
Many teachers are aware of Paulo Freire’s concept of dialogical education in which teachers and students co-construct knowledge of the world through dialoguing about generative themes, the issues, and ideas that concern them and their communities.
This presentation focuses on how art teachers can intertwine techniques of dialogical pedagogy with a pedagogy that teaches significant skills in artistic investigation, using aesthetic methodologies as frameworks for generating fresh insights into the problems and possibilities of contemporary life.
Saturday, March 28, 2020 11am
Center/Meeting Room 205AB/Level 2
_________________________________________________________________________________
National Art Education Association conference Boston 2019
Coaxing Compelling Artistic Ideation:
Thematic Curriculum Sequences for
Finding Cultural and Personal Paths to Meaningmaking
a presentation by Olivia Gude
Organizing art curriculum as thematic sequences—conceived of as big ideas, as metaphors, or as material or formal explorations—engages student artists in non-linear investigations, exploring evocative and provocative content.
Many art teachers are questioning whether learning traditional artmaking techniques and elements and principles are sufficient content.
Consider everyday words such as “recollection,” “silence,” “uncertainty” or “dirty” as curriculum themes to glean unexpected insights into everyday life.
______________________________________________________
National Art Education Association conference Boston 2019
Assessment:
A Therapeutic Conversation and Group Reflection
presented by Olivia Gude and Katherine Douglas
Join two art educators whose work has focused on developing innovative curriculum models in reflecting on how assessment strategies are affecting the practices of art education in the 21st century.
Perhaps the most dramatic shift in arts education in schools over the past 30+ years has not been whether the curriculum focuses on DBAE, Visual Culture, Postmodern Contemporary Art, or Teaching for Artistic Behavior. Whatever teachers’ choice of curriculum model, the requirement that they demonstrate student learning through assessment is ubiquitous. Is the paradigm of “Assessed Art Education” the new paradigm of Art Education? How do teachers identify what assessment practices are helpful and generative and which are harmful and creativity-suppressing?
The purpose of this session is to identify basic principles and underlying assumptions about the value and efficacy of common assessment practices in contemporary art education. Drawing on the experiences of teacher participants, the session will explore the complexity of aligning core beliefs about the arts and creativity with the measurable outcomes required in many school settings.
March 7, 2019 Thursday, 10 am to 12 pm
_________________________________________________________________________________
National Art Education Association Seattle 2018
Intertwining Practices of
Art Education and Public Art:
How Places Define, Shape, and Enhance Education
Transform schools with site-specific public art. From formal commissions to teacher led-projects, learn making and advocacy strategies for interdisciplinary art and design curriculum that brings public art to your community.
a presentation by Olivia Gude based on her white paper for Americans for the Arts
Saturday, March 24, 3 pm
Center/Meeting Room 4C-4/Level 4
RETURN OF
Curriculum Slam! 2018
National Art Education Association Seattle
Cultivating Creative & Critical Youth Voices
through Art, Media & Design Curriculum
Teachers share innovative curriculum in fast-paced Pecha Kucha presentations. Inspirational, challenging and practical projects that engage students in reimagining contemporary life.
Friday, March 23 11:00 AM - 12:50 PM
Center/Ballroom 6 A, B, C/Level 6
Organized and Curated by the
Museum of Contemporary Art Chicago
Olivia Gude, Lydia Ross, James Rees
NOW AVAILABLE
image presentations of
Meaningful Choices
Changing Processes, Purposes, and Products of Art Education
Olivia Gude, Katherine Douglas, Sharif Bey, & Anne Thulson
presented at
NAEA NYC March 2017
Click here for access to presentation files
https://naea.digication.com/omg/Meaningful_Choices
Click here for access to presentation video
http://media01.commpartners.com/ArtED/Annual_2017/livestream/archive.html
NAEA NYC 2017
SATURDAY 11am–12:50pm
SUPERSESSION
CHICAGO
CURRICULUM SLAM! 2016
Experience the fabulous curriculum!
Complete 2016 NAEA Chicago Curriculum Slam! video
Curriculum Slam 2016––agenda and resources
March 12, 2016
Welcome to Chicago!
Join us for a fabulous Supersession focused on cultural work in Chicago.
Art Teacher As Community Artist as Community Leader
March 18, 2016
Arie Crown Theater
featuring
Olivia Gude
Maria Gaspar
Andres Hernandez
Karyn Sandlos
Madi Soch & Bobby Anderson
Art Teachers as Community Artists as Community Leaders 2016 agenda and resources.pdf
I'll also be presenting:
Chromotopia: Geographies of Color: Everything Is in Everything.
March 17, 2016
Did you miss the NAEA NOLA
CURRICULUM SLAM! ?
No worries.
Share the excitement and great ideas through this link:
Complete 2015 Curriculum Slam! video
March 12, 2015
Looking forward to seeing you at the
National Art Education Association conference in
New Orleans, March 26 through March 29.
I'll be presenting on
Not Standardization:
Core Values in the Next Generation Standards
Thursday, March 26 at 12pm
Convention Center, Meeting Room 221
I'll also be presenting with the fabulous
Curriculum Slam! 2015
organized with the Museum of Contemporary Art Chicago
Friday, March 27 at 11am
Convention Center, Great Hall
Olivia
February 2015
I'm honored to be
NAEA's Monthly Mentor for February 2015.
I'm allowing myself to follow the flow of my thinking about art education topics so I can't tell you ahead of time what I'll be writing about.
Topics floating to the surface include: making art through moving the body in art education classrooms, wasting time in the art room, papercutting, and more....
Join me at:
http://www.arteducators.org/learning/monthly-mentor
Posts are archived so you will be able to find this writing in future if you don't catch the posts in February.
Olivia
December 18, 2014
Follow me on TWITTER @OGudeArtTeacher
for a full year of ideas on renewing color curriculum
I'm surprised at all the color-related curriculum I've developed over the years as a high school teacher, professor, and community artist. I'm including an image with most posts so, visual learners (such as myself), enjoy.
Some color subjects I've touched on:
Importance of teaching Hue, Value, and CHROMA
Lots of examples of how to explain and experiment with CHROMA
Color puzzles
New and fun ways to explore "how color works" (including making color schemes)
with cost-free color chips
Free Form Color Investigation paintings that morph into abstract paintings
and much more.
Looking at my files and folders, looks like I'll be tweeting about color until summer.
Olivia
*****************************************************
October 1, 2014
Dear Art Teachers,
Over last 10 years I've given keynotes and workshops at many state art education conferences. Meeting committed teachers from all over the country in their home organizations continues to be a great pleasure and a great learning experience.
The in-person experience of sharing ideas and images and just relaxing with people who get what you is invigorating.
Hope to see you at:
Georgia Art Education Association conference in Macon
October 3, 2014
Contemporary Comprehensive Curriculum keynote
Authentic Advocacy:
Communication, Community, Curriculum, & Standards interview
October 3, 2014
Aesthetic Geography: Collaborative Public Art keynote
Ohio Art Education Association conference in Columbus
November 6, 2014
Contemporary Comprehensive Curriculum keynote
Texas Art Education Association conference in San Antonio
November 8, 2015
Evocative & Provocative Projects of a Contemporary Comprehensive Curriculum keynote
"Seeing Into:" Surrealist Bureau of Research workshop
*****************************************************
September 25, 2014
Follow me on TWITTER @OGudeArtTeacher
Several years ago I was presenting at an NAEA conference and was mildly amused when I learned that the always technonology-forward Craig Roland was live-tweeting important points of my lecture. I remember thinking,
Wow, it be great to send art teachers short inspirational and informational messages throughout the year.
I initially thought that I'd tweet about a range of subjects connected to visual arts and media curriculum
For the coming school year "Curate curriculum." How does selecting and organizing art, artifacts, ideas and activities create meaning?
However, within a few days, I found my most compelling subject when I tweeted:
Before making yet another COLOR WHEEL this year, ask students,
"How many times have you done this?" What can you do that is new?
I began tweeting about color curriculum for the course I was currently teaching at University of Illinois at Chicago, Chrompotopia (Color World) and then started remembering all sorts of facts, pet peeves, Spiral Workshop projects, color activites, and more and so decided to make Color Curriculum my theme for the 2014-2015 school year.
Looking forward to being in touch.
Olivia
*****************************************************
June 1, 2014
Greetings to Fellow Teachers,
I hope that summer has found you or is close to finding you whereever you are.
I was so honored to receive the Manuel Barkan Award 2014 for the article
New School Art Styles: the Project of Art Education.
Check out the complete text in my ePortfolio chapter Art Education Articles by OMG (link in heading above).
The presentation that I made for my Barkan Award Lecture is entitled
Skeptical Assessment Society.
As promised, I'm posting a version of this online as a number of folks wanted to share this with colleagues as part of the developing conversation about the aims, methods, and ethicss of arts education assessment.
Click here for image/text version of the
Skeptical Assessment Society Manuel Barkan Award Lecture by Olivia Gude 2014.pdf
Olivia
******************************************************
May 30, 2013
Hey, Teachers,
I've made good on my promises and have posted the Bricolage Curriculum presentation in pdf format. See the Sharing Presentations chapter on this ePortfolio.
Have a fabulous summer!
OMG
New School Art Styles: the Project of Art Education
I'm so pleased to finally publish this article that I've been developing for over 4 years.
As art educators who are concerned about the future of art education, I believe that it is important to recognize that sophisticated advocacy for the field of Art Education won't be successful unless we collectively re-invent the curriculum and quality of contemporary art education. There is much that is done in today's Art Education classrooms that is wonderful, smart, fun and inspiring. We must also acknowledge that there is also too much time devoted to teaching skills or perceptual awareness with outmoded, time-consuming methods and that this takes away from the time in which students can develop creative capactities and complex critical thinking while engaging in authentic meaning making art activities.
So, Art Teacheres, don't waste your amazing creative capacities in defending past practices. Read this article which is organized as a set of criteria to guide in evaluating your current projects. Keep what is best, jettison what could be better, and invent or borrow and develop new projects. Contribute to NEW SCHOOL ART STYLES.
Have a productive, peaceful and joyous new year.
Olivia Gude
See my ePortfolio chapter (link above)--Art Education Articles by OMG for a pdf of the complete text of New School Art Styles: the Project of Art Education.
For those of you who teach elementary school--don't miss the amazing article by Anne Thulson, Contemporary Practice in the Elementary Classroom: A Study of Change that immediately follows my New School Art Styles in the January 2013 issue of Art Education.
******************************************************
Spiral Workshop 2012
in the Spiral curriculum style each group curriculum is based on
uniting a theme and artistic practice(s).
Spiral curriculum is planned in thematic sequences. These are generative themes as described in the dialogical pedagogy of Paulo Freire. These themes have individual and collective import. These themes will lead us into inquiries about things that matter to the participants. However, Spiral themes tend to be a bit quirky, more metaphorical than literal. We find that if we begin with a theme or big idea that is too specific or too abstract (such as Environmental Protection or Hope), we can only think of art projects/activities that represent, illustrate, or symbolize what we already know and believe about the subject, rather than activities that move us–emotionally, physically, and conceptually.*
Nomad: Contemporary Art Practices
elaborating fantasies as the "object peoples" wander through Spirallandia
Periphery: Painting
the interface between self and the world disrupted by wounds, rashes and
other markings
Silence: Image & Language
seeing awkward silences, taxonomies of truth and passionate political
voices
Trace: Experimental Drawing
artworks in forgotten spaces that leave no trace, except in memory
*excerpted from my essay Cultural Conversations in Spiral Curriculum in
Art and Social Justice Education: Culture As Commons,
edited by Therese Quinn, John Ploof, and Lisa Hochtritt
This book is an excellent resource for teachers who interested in connections between innovate pedagogical and artistic strategies. The many artists and artist groups profiled in this book are useful in planning presentations and projects.
******************************************************
Creating, a working sub-committee
for Core Visual Arts Standards
met in Chicago in August 2012
Kristine Alexander, September Buys, and Olivia Gude.
Vanessa Lopez-Sparco phoned in for meetings.
******************************************************
Summer of Work on
Visual Arts Standards Committee of the
National Coalition for Core Arts Standards
******************************************************
6 March 2012
Dear Fellow Teachers,
I'm pleased to let you know about an opportunity at the Corcoran Institute in which I will partner with Corcoran educators to present a workshop on re-envisioning art education curriculum by rooting it in stories about the lives of students.
I'll be presenting many examples of art education projects that utilize a wide range of aesthetic practices (methods of artistic making) to investigate significant content in the lives of students and their communities. You'll participate in making a wonderful version of a project that I've been developing over the past few years--Down Through Generations. Through this I'll introduce you to a number of methodologies developed at Spiral Workshop, including methods for identifying and gathering personal stories for use in art work, teaching color in fresh and interesting manner, and using modern and postmodern methods to compose narrative art that has clarity and impact.
Contact the Corcoran for information on registering, costs, etc.
Olivia
July 5, 2010
Rhizome Curriculum!
I encourage others to begin e-Portfolios to make their excellent work easily available to others throughout the NAEA community. Look for the soon to be created
Rhizome Curriculum e-Portfolio. It will serve as a guide to accessing this soon-to-be curriculum network.
Other news:
Check out the (Dis)Order Spiral curriculum on the Spiral Workshop portfolio. It's got project plans, student samples, and two of the most fabulous worksheets for youth that we've ever created for Spiral curriculum--Punishment and Apocalypse.
OMG
Olivia Marie Gude
******************************************************
March 6, 2012
Just returned from NAEA NYC.
It is getting more and more difficult to decide what presentations to attend at an NAEA conference. The quality and relevance of the presentations gets better and better every year.
I plan to get condensed versions of presentations on-line within the next couple of weeks. (Most of my presentations include 100 to 300 images so even with considerable file compression, they're too big to post in entirety.)
I plan to post:
Evocative & Provocative Pedagogy:
Toward a Culture Changing Curriculum
a presentation by Olivia Gude
based on the Curriculum Research of the Spiral Workshop
POSTED!
Reflecting on Self-Portrait Projects
my presentation on the panel with jan jagodzinski
Questions of Identity in Art Education: Reflection, Reflexion, RefleXion
POSTED!
Olivia
******************************************************
January 17, 2012
Looking forward to seeing folks at the NYC NAEA Conference.
I'm honored that one of my presentations has been selected for a
Super Session.
Saturday, March 3
10am-10:50am (note time change from original schedule)
Sheraton Metropolitan Ballroom West 2nd Floor
Evocative & Provocative Pedagogy:
Toward a Culture-Changing Curriculum
Imagine a form of art education that is a new art form in which sites of school or community-based art education are seen as collaborative art projects, as ongoing experiments in “relational aesthetics.” Quality contemporary art education calls for the expansion of idioms of experiencing and expressing. What cultural productions, artworks, aesthetic practices, and theoretical tools eclected from a wide variety of sources are needed to understand, experience, enjoy, trouble, investigate, participate, and interrogate compelling content in contemporary life? This presentation will share examples of student art projects in traditional and “non-traditional media”--proposals, performances, zines, flyers, bricolage clothes, comix, installations, and more. The objective is to investigate individual experience within the context of the social, examining the blurred boundaries between self and others, and demonstrating how cultural action can lead to the transformation of overly restrictive social structures into ones which provide empowering and enabling conditions.
I'm excited to also be presenting a session with my friend, jan jadodzinski.
Thursday, March 1
11-11:50am
Hilton Mercury Ballroom 3rd Floor
Questions of Identity in Art Education:
Reflection, Reflexion, RefleXion
Interrogate assumptions in conventional art curriculum about being a “unique” individual and consider Spiral-style art projects through which students investigate the social construction of (and possiblity of re-constructing) oneself.
More panels and joint presentations will be listed soon.
OMG
******************************************************
*****************************************************
June 10, 2011
I've just posted a pdf of my 2011 NAEA presentation,
Cute, Degenerate Apparitions: Painting at Spiral Workshop
in the Presentations chapter on this site.
Also, catching up with posting past presentations, I've also added
Playing: First Principle of Possibility: Recovering the True Surrealist Spirit (originally presented at the NAEA conference in New Orleans) to the Presentations chapter.
Look for more Spiral groups to be posted on the Spiral Workshop e-Portfolio later this summer.
Hope to see you at InSEA in Budapest.
Olivia
P.S. If there is a presentation that you saw that you are longing to see, send me a message. I respond well to positive encouragement to get more materials available for sharing.
*****************************************************
March 13, 2011
Looking forward to the NAEA conference in Seattle. In the next couple of weeks, I'll be posting days/times of presentations in which I'll be involved.
Saturday, March 19 at 12 noon
Cute Degenerate Apparitions:
Painting at Spiral Workshop
Olivia Gude
Concept-rich theme-based curriculum explores how metaphors make meaning while utilizing innovative methodologies of teaching color mixing, direct drawing with paint, creating form with value, expressionistic brushwork, postmodern aesthetic strategies, and more.
We’ll explore several years of Spiral curricula–Bad and Beautiful Painting, Chromophobia: Painting in a Culture of Fear, Painting: So Cute & Creepy, Apparitions: Painting, and (De)Generate: Painting.
Teachers will be introduced to the theoretical and practical aspects of Spiral painting curriculum–paint distribution, palette layout, techniques of realist painting, cultivating an appreciation of non-representational painting, constructing theme worksheets to identify personally meaningful content, and contemporary compositional strategies as well as methods for choosing and stimulating discussion about of a wide range of painting and other artworks.
The (De)Generate group studied expressionist artmaking practices—early German Expressionism, Abstract Expressionism and Neo-Expressionist styles. Introduced to the stigmatization of expressionist art as “degenerate” under the Nazi regime, Spiral youth artists questioned why governments sometimes feel threatened by avant-garde art.
Don't miss these great presentations:
Thursday, March 17, 11 am
Unpredictable And Unimagined Ways Of Knowing: Emergence And Art Education Curriculum
Juan Carlos Castro, Olivia Gude, Robert Sweeny, Daniel Barney, Nadine Kalin
This panel presentation explores a variety of ways that art curricula can enable unpredictable and unimagined ways of knowing.
Thursday, March 17, 4 pm
What is the Object of Art Education in the 21st Century?
with Liora Bresler, Doug Blandy, Kerry Freedman, Elizabeth Garber, Charles Garoian, Olivia Gude, John Howell White
This panel presentation brings together artists, educators, and curriculum theorists to discuss and debate the object of art education in the 21st century.
Friday, March 18, 1 pm
SPEAK OUT SESSION
CAUCUS ON SOCIAL THEORY AND ART EDUCATION
Creatively Questioning:
Social Theory And Social Imagination
Patty Bode, Clayton Funk, Olivia Gude, Kryssi Staikidis, Juan Carlos Castro, Melanie Buffington, GE Washington, Kim Cosier
Panelists share theoretical positions to democratically discuss with audience concepts of creativity while reflecting on social imagination.
Sunday, 12 pm
Pedagogy Courses For Prospective College Teachers Of Art
Victoria Fergus, Jack Davis, Olivia Gude, Michelle Tillander
Approaches for pedagogy courses designed for MFA (studio art, design, moving image) candidates who plan to teach at the college level. Panel followed by open discussion of issues and opportunities.
*****************************************************
August 1, 2010
I greatly enjoyed my stay at Ohio State University, teaching a graduate course,
Identify Yourself: Psychological Thinking and the Self-Portrait in Art Education
This was a wonderful opportunity to create a collective focus on rethinking the concepts of Self and Identity as framed within current art education practice (projects.) I'm excited to see the final projects of course participants--K-12 project ideas based on contemporary psychoanalytic thought.
Identify Yourself course outline and reading suggestions naea.digication.com...
April 15, 2010
Spiral Workshop Theme Curriculum Now Available
Check out the multitude of images and project ideas
from Spiral Workshop curriculum
posted on the
Spiral Workshop e-Portfolio.
OMG
Olivia Marie Gude
July 5, 2010
Rhizome Curriculum!
I encourage others to begin e-Portfolios to make their excellent work easily available to others throughout the NAEA community. Look for the soon to be created
Rhizome Curriculum e-Portfolio. It will serve as a guide to accessing this soon-to-be curriculum network.
Other news:
Check out the (Dis)Order Spiral curriculum on the Spiral Workshop portfolio. It's got project plans, student samples, and two of the most fabulous worksheets for youth that we've ever created for Spiral curriculum--Punishment and Apocalypse.
OMG
Olivia Marie Gude