Embodiment: The depth of SEL in and through the Arts
Social-emotional learning (SEL) has been a focus of discussion for educators and families in the 2020-2021 academic year, particularly as COVID-19 forced schools to adapt quickly, and in the process, highlighted the need to better...
Continue ReadingTalking Process: Getting Clear on SEL in and through the Arts
Editor’s Note: This is one of a series of articles on social-emotional learning in and through the arts. Previous posts introduced:
Continue ReadingShifting from Implicit to Explicit: Social Emotional Learning in the Arts Classroom
Editor’s Note: We see you, readers! We noticed that Heather’s February post titled Embodiment: The Depth of SEL In...
Continue ReadingChoreographing Connection: The Interactive Dynamics of Social Emotional Learning in and through the Arts
This is the fourth of five posts within a series dedicated to social-emotional learning in and through the arts. Previous posts include: Embodiment:...
Continue ReadingThis is Not a Field Trip
Since January 2023, I have been participating in a U.S. Department of Education grant funded project to strengthen arts educational programming in the nation’s schools. The project is called Race,...
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Notice, Name, and Support: A Progression of Personal and Professional Growth
Over the last few months, Nafeesah Symonette and I have been presenting on diversity, equity, and inclusion (DEI), by way of culturally responsible teaching, and its connection to social-emotional learning (SEL) in the classroom. Soon,...
Continue ReadingTips for Surviving a Changing Landscape
It doesn’t matter if this is your first-year teaching or your 60th year in education, this year it's all new to us. In order to survive in today's teaching environments flexibility is key. Flexible...
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Ushering in the New Year with Adaptation
2022 marks the 10th year for the MAEIA Project. The first seven years were about outlining the structure of the organism. We articulated what gold standard arts programming looked like, we built a robust...
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