2 0 1 4 -2 0 1 5 UMS LEARNING GUIDE
Accessibility and the Arts Immersion
TA B L E OF CONTENTS
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12
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THE IMMERSION
ACCESSIBILITY
RESOURCES
CONNECT
05 Overview
13 What is a Disability?
19 Readings
24 About UMS
06 Presenters
14 Visible vs. Non-visible disability
20 Organizations
25 Credits and Sponsors
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15 A brief History of the
21 2014-2015 UMS
Immersion Agenda
Disability Rights Movement
Workshops for Teachers
16 What is Ableism? 17 Language and Behavior Etiquette
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LEA RN
FOREWORD: F R A M I N G Y O U R D AY I’ve spent a lot of time in my musical education and career thinking about issues of access and the arts, but not about accessibility. As someone who went through a fairly standard route of classical training, I had been exposed to community engagement programs from an early age and quickly realized that I wanted to focus my work on equity of access to the arts across socioeconomic and racial barriers. But I never even thought about accessibility and the arts until finishing school two years ago, when, for the first time, I started working with a student on the autism spectrum. It wasn’t that I had been choosing to focus on certain issues over others; I had simply never even considered what kind of barriers to accessibility existed.
B Y E M I LY B A R K A K AT I UMS Teaching Artist
One thing that struck me while researching information for this guide was how recently disability rights have come on the scene. I was only four years old when the Americans with Disability Act passed, so accessibility for the disabilities covered by the ADA has just been a normal part of my environment. Next year marks just the 25th anniversary of the ADA. It’s easy to forget that this isn’t ancient history, especially when you never experienced what it was like before. That’s why it’s so important to keep this conversation going. Those of us working in arts accessibility often say that the arts are for everyone - if we really believe that, then we need to address disability barriers just as much as racial or socioeconomic barriers. Part of that is being aware of the issues involved, and another part is educating our communities about these issues. Our goal today is to provide information and conversation about the unique challenges in disability work. We hope you enjoy!
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The Immersion Overview Presenters
UMS.ORG / 734.615.0122
DAWN OF MIDI DY S N O M I A Saturday, Janurary 31, 9pm Trinosophes (1464 Gratiot, Detroit)
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T HE I MMERSI ON
OV E RV I E W
A SPECIAL THANKS TO
Jennifer Burton Executive Director of Special Education, Washtenaw Intermediate School District
This immersion is intended to be a conversation about accessibility – what it means for people with disabilities and their communities. It’s a topic that is easily overlooked or put aside for something less uncomfortable. Our goal is to improve awareness and educate participants to create more conscious citizens in our community. The immersion includes introductory information about the autism spectrum and accessibility, awareness issues and education, musical engagement, and interactive activities. This event is also a part of the Ryan Hourigan Accessibility Residency. Immersions are day-long, intensive workshops that focus on a specific culture, community, or art form. They are designed in partnership with subject matter experts both locally and nationally and are connected to UMS season programming.
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T HE I MMERSI ON
PRESENTERS
07 RYAN HOURIGAN 07 AMY HOURIGAN 08 KELLY VAN SINGEL 08 KATIE MANN 08 ANNIE KLARK 09 THERESA SUTTON 19 TIA FARRELL 10 ATONIA D. ROBLES 10 CAROLYN GRAWI
KISS & CRY Friday, October 10, 8 pm Saturday, October 11, 8 pm Sunday, October 12, 2 pm Power Center
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T HE I MMERSI ON
PRESENTERS R YA N H O U R I G A N
AMY HOURIGAN
Ryan Hourigan (2010 Indiana Music Educators Association Outstanding University Music Educator of the Year) joined the faculty at Ball State University in the fall of 2006 after nine years of teaching music at the secondary and university level. Dr. Hourigan holds degrees from Eastern Illinois University (B.M.), Michigan State University (M.M. Wind Conducting) and a Ph.D. in Music Education from The University of Michigan. Dr. Hourigan currently teaches music education and is the Associate Director of the School of Music and is the President’s Immersive Learning Fellow at Ball State University.
Amy began her professional music career as an elementary music education specialist in Itasca, Illinois. After eight years teaching music in the Illinois public schools, Ms. Hourigan took time off to raise her two children, Joshua and Andrew. During this time she saw how certain therapies (and therapists) had a profound affect on their clients’ progress. Amy became interested in music therapy as a means to help people meet their goals through music. She earned her degree in music therapy from Eastern Michigan University. Amy is certified through the Certification Board of Music Therapists and is the owner/operator of Music Therapy Connections, LLC in Muncie, Indiana. Ms. Hourigan is also an adjunct faculty member at Ball State University teaching a music education course for elementary education majors.
Interim Director and Associate Professor of Music Education, Ball State University School of Music
Currently in its fifth printing, Hourigan is the co-author (Alice Hammel) of Teaching Music to Students with Special Needs: A Label-free Approach. This is a comprehensive text written by practicing music educators, music teacher educators and researchers in the field of teaching music to children with special needs. Hourigan and Hammel’s second book Teaching Music to Students with Autism was released in the fall 2013.
Music Therapist
In 2009, Hourigan co-founded the Prism Project. This program provides an opportunity for Ball State students to gain skills in the area of teaching students with special needs. In 2013, Dr. Hourigan, along with Families Helping Families of Greater New Orleans expanded the Prism Project to the city of New Orleans and will be expanding to other cities around the United States in 2014. Starting in 2012, Dr. Hourigan provided a series of presentations for The John F. Kennedy Center for the Performing Arts. His workshop: Reaching Students with Autism Through the Arts: Implications for Inclusive Arts Classrooms is now on the National Roster of presentations through the Kennedy Center. 7
T HE I MMERSI ON
PRESENTERS K E L LY V A N S I N G E L
K AT I E M A N N
ANNIE KLARK
Parent
Co-Founder, 4th Wall Theatre
Co-Founder, 4th Wall Theatre
Kelly Van Singel is a lifetime resident of the Ann Arbor area having graduated from Huron High School. A bachelors degree in Vocal Performance followed from Calvin College in Grand Rapids. She has worked for the University of Michigan Conference Management Services as an event planner and graphic designer. Kelly currently resides in Saline with her husband, Steven, and two beautiful daughters: Magdalyn, age 12 and Gillian, age 9. Both of her children are living with autism and benefit tremendously from music therapy, special education services, assistive technology and other therapies. Kelly is currently pursuing a master’s degrees in Special Education with an emphasis in Assistive Technology from Bowling Green State University.
A certified teacher who is obtaining a master’s degree in Special Education, Katie has been designing curriculum for over a decade. In addition to being a fluent American Sign Language user, she has worked extensively as a dancer, choreographer, and theatre program director. Co-founding 4th Wall has brought all of Katie’s passions together.
Annie holds a vocal performance degree from the University of Michigan. She has worked professionally as an actor, singer, director and playwright throughout the Midwest. As an educator and music director, Annie has enjoyed working in a variety of venues including children’s theatres, churches, camps, schools, and of course, as the Co-Founder and Artistic Director for 4th Wall Theatre Company.
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T HE I MMERSI ON
PRESENTERS THERESA SUTTON
T I A FA R R E L L
Theresa Sutton M.A. CCC-SLP is a Speech Language Pathologist and Assistive Technology Consultant at Washtenaw Intermediate School District. She has extensive experience working with students with a wide variety of disabilities aged 6-26 years. Theresa has expertise in Augmentative Alternative Communication and Assistive Technology devices and techniques and provides communication assessment and intervention to both verbal and nonverbal students. “Because many students with significant cognitive and communication impairments have difficulty expressing themselves through traditional means e.g. speech and writing, it’s so rewarding to see them share their ideas, personality and point of view through the arts.” Theresa enjoys pen and ink, pencil drawing, watercolor painting, and calligraphy in her spare time.
Tia Farrell is a teacher for the WISD in one of the local-based high school programs at Huron High School in Ann Arbor, MI. Tia earned a Bachelor of Arts in English Education from Michigan State University and a Master of Arts in Special Education from Eastern Michigan, she will soon be graduating in December 2014 with an Ed.S in Education. She has worked in special education for the last 10 years with students that are at-risk, have disibalities, or ESL, or all of the above. Tia’s local based program had season tickets to UMS perfomances during the 2013-2014 school year. She looks forward to sharing instructional materials, behavior management, community relationship building and participation techniques to ensure that all students can engage and attend many of the exceptional opportunities and the performaces provided by UMS.
Speech Language Pathologist and Assistive Technology Consultant, Washtenaw Intermediate School District
Teacher, Washtenaw Intermediate School District
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T HE I MMERSI ON
PRESENTERS AT O N I A D . R O B L E S
C A R O LY N G R A W I
Atonia has always been dedicated to providing services and advocating for those who are unable to do so for themselves. She has been working in the field of human services for over 15 years as the voice for the voiceless. She attended Southeastern High School in Detroit, where she received an endorsed diploma. After high school, she attended Marygrove College, majoring in the field of social work with a minor in psychology. After securing a bachelor’s degree, she attended the University of Michigan, where she obtained a Master’s degree in Social Work Administration with a minor in interpersonal practice. Currently, she is employed by the Washtenaw Intermediate School District as a teacher’s assistant, where she has the pleasure of working with cognitively challenged as well as autistic youth.
Carolyn Grawi, MSW, LMSW, ACSW, ACAC is the Interim President and CEO of the Ann Arbor CIL. Her work emphasizes the improvement of the quality of life of people with disabilities on a community-wide level. Some examples of organizations she has worked with include: the Cities of Ann Arbor, Monroe, and Ypsilanti related to Curb Ramp Accessibility; Ann Arbor Public Schools related to building, facility, and programming accessibility throughout the District; the State of Michigan DNR on design plans for State Park Access Improvements; the State of Michigan Complete Streets Advisory Council; and the University of Michigan in Design Reviews for both ADA and functional accessibility. She conducts numerous presentations on Disability Awareness and Etiquette, School Transitions, the Patient as the Team Expert, and many others. Carolyn earned her Master’s Degree in Social Work with emphasis in Administration and Interpersonal Practice at the University of Michigan. She also completed a Certificate of Graduate Studies in Labor Relations from the University of Michigan. Additionally, Carolyn has earned ADA Coordinator Certification from the University of Missouri.
Teacher’s Assistant, Washtenaw Intermediate School District
Interim President and CEO, The Ann Arbor Center for Independent Living
As an individual with multiple disabilities, Carolyn is passionate about her work and about improving life for individuals with disabilities. Carolyn has diabetes and as a result began losing some of her sight due to diabetic retinopathy in 1987. Currently she is legally blind with no sight in her left eye and 20/200 visual acuity in her right eye. She describes herself as having “situationally functional vision.” She says this description describes her positive approach in working with people as people and recognizing their abilities instead of disabilities. Carolyn strongly believes that education is the key to independence on the part of individuals, and acceptance and competency on the part of the public.
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T HE I MMERSI ON
IMMERSION AGENDA MO R NI NG
AFTERN OON
INTRODUCTION TO AUTISM SPECTRUM DISORDER (ASD)
UNIVERSAL DESIGN ISSUES IN CREATING, EXPLORING, AND EXPERIENCING ART
PARENT PERSPECTIVE: RAISING A CHILD WITH ASD IN ANN ARBOR
LESSON PLAN DESIGN AND ADAPTIVE ACTIVITIES Presenters: Theresa Sutton, Tia Farrell, and Antonia D. Robles
M USIC IN HOME OR CLASSROOM
ARTS PROGRAMMING IN A2: 4TH WALL THEATRE Presenters: Ryan Hourigan, Amy Hourigan, Kelly Van Singel, Katie Mann, and Annie Clark
DISABILITY ETIQUETTE AND AWARENESS Transitioning to Community: the Big Picture of Inclusion Presenter: Carolyn Grawi
WRAP-UP LUNCH
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Accessibility What is a Disability? Visible vs. Non-visible Disability A Brief History of the Disability Rights Movement What is Ableism? Language and Behavior Etiquette
UMS.ORG / 734.615.0122
MAX RAABE AND T H E PA L A S T O R C H E S T E R Thursday, April 9m 7:30 pm Hill Auditorium
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ACCESSI BI LI TY
W H AT I S A D I S A B I L I TY ? “AN INDIVIDUAL WITH A DISABILITY IS DEFINED BY THE ADA AS A PERSON WHO HAS A PHYSICAL OR MENTAL IMPAIRMENT THAT SUBSTANTIALLY LIMITS ONE OR MORE MAJOR LIFE ACTIVITIES, A PERSON WHO HAS A HISTORY OR RECORD OF SUCH AN IMPAIRMENT, OR A PERSON WHO IS PERCEIVED BY OTHERS AS HAVING SUCH AN IMPAIRMENT. THE ADA DOES NOT SPECIFICALLY NAME ALL OF THE IMPAIRMENTS THAT ARE COVERED.” – ada.gov The term disability is a blanket term. Below are a few common types of disabilities. Some of these may be familiar to you, some of these you may not have previously considered. It is also important to keep in mind that these disabilities fall on a spectrum - people may have similar issues but not have a disability. Autism: a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Visual Impairment: a sight impairment that adversely affects a person’s educational or professional performance. Hearing Impairment: a hearing impairment that adversely affects a person’s educational or professional performance. Developmental Delay: delay in one or more of the following areas: physical development; cognitive development; communication; social or emotional development; or adaptive (behavioral) development. This may last into adulthood to any degree.
Emotional Disturbance: includes mood disorders (e.g. major depression, bipolar disorder), anxiety disorders (e.g. obsessive-compulsive disorder, panic disorder), psychotic disorders (e.g. schizophrenia), personality disorders (e.g., conduct disorder, schizotypal personality disorder, avoidant personality disorder), and eating disorders, among others. These occur over a long period of time and to a degree that adversely affects educational or professional performance. Orthopedic Impairment: includes impairments caused by congenital anomaly, caused by disease (e.g., poliomyelitis, meningococcemia), or due to other causes (e.g., scoliosis, cerebral palsy, amputations, bone contractures from fractures or burns). Learning Disability: a disorder in one or more of basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Speech or Language Impairment: a communication disorder such as stuttering, impaired articulation, language impairment, or voice impairment that adversely affects educational or professional performance. Traumatic Brain Injury: an acquired injury to the brain caused by external physical force which results in functional disability and/or psychosocial impairment that adversely affects educational or professional performance. Impairments can occur in one or more of the following areas – cognition, language, memory, attention, reasoning, abstract thinking, judgment, problemsolving, sensory/perceptual/motor abilities, psychosocial behavior, physical functions, information processing, and speech.
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ACCESSI BI LI TY
V I S I B L E V S N O N - V I S I B L E D I S A B I L I TY
It is important to remember that not all disabilities are outwardly visible. Some examples of non-visible disabilities are chronic health conditions or illnesses (diabetes, cancer), sensory impairments (low vision, mobility limitations), and health/learning disabilities (anxiety disorders, ADHD). With a non-visible disability, it is easy for others to forget or make assumptions since they are not seeing anything obvious. When one has a non-visible disability, it means that they must choose whether or not to disclose their disability whenever they enter a new environment. This is an extremely personal decision. Reasons for not disclosing can range from feeling that the information is not relevant to fear of stigma.
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ACCESSI BI LI TY
A B R I E F H I ST O R Y O F T H E D I S A B I L I TY R I G H T S M O V E M E N T 1935
1964
1967
1968
1971
League of the Physically Handicapped, NYC, protests discrimination against people with disabilities by federal relief programs.
Civil Rights Act of 1964: prohibits discrimination based on race, color, religion, sex, or national origin. However, it did NOT protect the disabled.
Age Discrimination in Employment Act (ADEA): prohibits age discrimination for 40 to 65 year olds. Amended in 1986 to remove the 65 year old age cap.
Architectural Barriers Act: federally constructed buildings and facilities must be accessible to those with physical disabilities.
US District Court of Alabama rules that people with disabilities cannot be locked away in “custodial institutions� without treatment or education. Major victory for de-institutionalization.
1973
1975
1977
1984
1990
The Rehabilitation Act: prohibits discrimination on the basis of disability in programs conducted by federal agencies, in programs receiving federal financial assistance, in federal employment, and in the employment practices of federal contractors.
Education for All Handicapped Children Act (EAHC): children with disabilities have the right to an integrated public school education. Amended and renamed the Individuals with Disabilities Act (IDEA) in 1990.
Disability rights activist protest to force issuance of regulations regarding Section 504 of the Rehabilitation Act.
The Voting Accessibility for the Elderly and Handicapped Act: polling places must be accessible for the elderly and people with disabilities to exercise their right to vote.
Americans with Disabilities Act (ADA): prohibits discrimination against people with disabilities in employment, transportation, public accommodation, communications, and governmental activities. The ADA also establishes requirements for telecommunications relay services.
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ACCESSI BI LI TY
W H AT I S A B L E I S M ? “ABLEISM IS A FORM OF DISCRIMINATION OR PREJUDICE AGAINST INDIVIDUALS WITH PHYSICAL, MENTAL, OR DEVELOPMENTAL DISABILITIES THAT IS CHARACTERIZED BY THE BELIEF THAT THESE INDIVIDUALS NEED TO BE FIXED OR CANNOT FUNCTION AS FULL MEMBERS OF SOCIETY (CASTAÑEDA & PETERS, 2000). AS A RESULT OF THESE ASSUMPTIONS, INDIVIDUALS WITH DISABILITIES ARE COMMONLY VIEWED AS BEING ABNORMAL RATHER THAN AS MEMBERS OF A DISTINCT MINORITY COMMUNITY (OLKIN & PLEDGER, 2003; REID & KNIGHT, 2006). BECAUSE DISABILITY STATUS HAS BEEN VIEWED AS A DEFECT RATHER THAN A DIMENSION OF DIFFERENCE, DISABILITY HAS NOT BEEN WIDELY RECOGNIZED AS A MULTICULTURAL CONCERN BY THE GENERAL PUBLIC AS WELL AS BY COUNSELOR EDUCATORS AND PRACTITIONERS.” – Laura Smith, Pamela F. Foley, and Michael P. Chaney, “Addressing Classism, Ableism, and Heterosexism in Counselor Education,” Journal of Counseling & Development, Summer 2008, Volume 86, pp 303-309.
Ableism appears in many forms. Below are a few examples that you may recognize. It is important to recognize that ableism should not be thought of as a list of issues to be avoided. Rather, the intention is to inform of some common areas where ableism can be seen. In the built environment: Raised door thresholds creating tripping hazards and wheelchair obstacles Thick carpeting in public areas creating impediments to motorized vehicles Lack of automatic doors In language: Using “retarded” to refer to something illogical or insensible Using “crazy” to describe behavior you don’t agree with Using “lame” instead of “uncool” In education: Lack of availability of audiobooks for students with visual impairment Not allowing computer work on exams for students with writing difficulties High-stakes standardized exams that penalize students with disabilities that impair test-taking
S E L F - D E T E R M I N AT I O N T H E O R Y ( S DT ) SDT is a framework for thinking about the many reasons why we do things. While it categorizes intrinsic and extrinsic influences on motivation, it also focuses on how social and cultural factors facilitate or undermine people’s sense of volition and initiative, in addition to their well-being and the quality of their performance. According to SDT, empowering the three facets of autonomy, competence, and relatedness generate the highest quality motivation. SDT is important when working with people with disabilities since we, as educators and therapists and community members, often forget about the autonomy and self-expression of persons with disabilities.
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ACCESSI BI LI TY
L A N G U A G E A N D B E H AV I O R E T I Q U E TT E Language Etiquette Because of the historical stigma surrounding disability, much of the traditional language used involves negative terms and victimization. An example would be calling a person “confined to a wheelchair,” when actually a wheelchair provides mobility and not confinement. Disrespectful language can make people feel excluded or infantilized. Intentionality with language is not about being overly sensitive or politically correct; it’s about respecting others and improving how people with disabilities are portrayed and perceived. There are different opinions the use of person-first language, which means saying “person with a disability” instead of “disabled person.” The idea is that this emphasizes the person first and the adds that they have a disability, rather than reducing a person to a disability. However, some feel that this wording implies that the disability is a bad thing that is separate from the person. If you are unsure of what language a person prefers, simply ask them.
Basic Do’s and Don’ts •
Do be sensitive about physical contact. Respect peoples’ personal space, including any equipment such as a wheelchair or cane.
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Do speak directly to a person with a disability, not over them to a companion or interpreter.
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Do respect peoples’ privacy.
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Don’t assume that someone needs help just because they have a disability. Offer only if the person actually appears to need help.
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Don’t make assumptions about what a person with a disability can or cannot do.
Behavior Etiquette Many aspects of behavior etiquette when speaking to a person with a disability are simply common sense. Treat people like people and don’t reduce them to just a disability.
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Resources Readings Organizations Workshops
UMS.ORG / 734.615.0122
THE CAMPBELL BROTHERS A S AC R E D ST E E L LOV E S U P R E M E Friday, February 10, 8pm Michigan Theater
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R ESOURCES
READINGS
B I B LI O GR A PH Y OF ART S EDU CATIO N AND D ISABIL ITIES HTTP:// WWW.KE N N E DY- C E N TE R .O RG /E D UC AT I O N / VS A/ R ES O U RC ES /ART E DAN DS PEC I ALE DB I B LI O G R A P HY20 12. P DF
ST U D E NT S W I T H DI S AB I LI T I ES AND THE CO RE ARTS STANDARDS: GU I D I N G P R I N C I PLES FOR T EACHERS HTTP:// WWW.KE N N E DY- C E N TE R .O RG /E D UC AT I O N / VS A/ R ES O U RC ES /G U I DI N G PR I N C I PLES 20 1 4. PDF
GE T T I N G S UPPORT, S U PPORT ING OTHERS: A HA N D B O OK FOR WOR KI N G WITH NO N-VISIBL E D ISABIL ITIES HTTP:// WWW.EY.CO M /P UB L I C AT I O N /V WLUA SS E T S /G E T T I N G -S U PPO RT-H AN DB O O K-N O N -VI S I B LE-DI S A B ILITIES/$ FILE/ GETTIN G-SU PPORT- H A N D B O O K- N O N -V I S I B LE-DI S AB I LI T I ES .PDF
DI S A B I LI T Y ET I QUET T E: T I PS ON INTERACTING WITH PEOPL E WITH D IS A B ILITIES HTTP:// WWW.U NI T E DS P I N A L .O RG /P D F/D I S A B I LI T Y E T I Q U E T T E .PDF
This particular resource emphasizes person-first language, which is not preferred by everyone
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R ESOURCES
O R G A N I Z AT I O N S
LO CAL :
N ATION AL :
BIBLIOGRAPHY OF ARTS EDUCATION AND DISABILITIES
THE NATIONAL ENDOWMENT FOR THE ARTS (NEA) OFFICE OF ACCESSIBILITY
HTTP:// WWW.ANN A R B O RC I L .O RG /
H T T P: //ART S .G OV/ACCESSIB ILITY/ACCESSIB ILITY- RESO U RCES/
AUTISM COLLABORATIVE CENTER
N E A-O F F I C E-ACC ESS IB ILITY
HTTP:// WWW.EMI C H . E D U/ACC /
GREAT LAKES ADA CENTER
THE DEPARTMENT OF VSA AND ACCESSIBILITY AT THE JOHN F. KENNEDY CENTER FOR THE PERFORMING ARTS
HTTP:// WWW.ADAG R E ATL A KES .O RG /
H T T P: // W W W. K E N N E DY- CENTER.ORG /EDU CATION/V SA /
4TH WALL THEATRE COMPANY
BEST BUDDIES
HTTP:// WWW.4THWA L L KI DS .CO M /
H T T P: // W W W. B ES T B U DDIES.ORG /
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R ESOURCES
2014-2015 UMS WORKSHOPS FOR TEACHERS “ R E A D I N G C U LT U R E ” B O O K C L U B S Using literature to stimulate conversation about education, the arts, and UMS. A collaboration with the Ann Arbor District Library. Book clubs are free, but advanced registration is required. The first 30 registrants receive a free copy of the book.
CREATIVITY, INC.: OVERCOMING THE UNSEEN FORCES THAT STAND IN THE WAY OF TRUE INSPIRATION BY ED CATMULL AND AMY WALLACE Monday, December 8, 4:30-6:30 pm Ann Arbor District Library Downtown Led by UMS Teaching Artist Emily Barkakati In Creativity, Inc., Ed Catmull, co-founder of Pixar, explores the ideals and philosophies behind the creative environment that was essential to the development of their films.
PRACTICE PERFECT: 42 RULES FOR GETTING BETTER AT GETTING BETTER BY DOUG LEMOV, ERICA WOOLWAY, AND KATIE YEZZI Thursday, January 29, 4:30-6:30 pm Ann Arbor District Library Downtown Led by UMS Teaching Artist Emily Barkakati
THE SOULS OF BLACK FOLK BY W.E.B. DU BOIS AND THE ARTWORK OF LORNA SIMPSON Tuesday, March 10, 4:30-6:30 pm Ann Arbor District Library Downtown Led by UMS Teaching Artist Emily Barkakati and UMMA Curator for Museum Teaching and Learning Pam Reister One of the many inspirations for choreographer Kyle Abraham’s UMS performances, The Souls of Black Folk reveals the “double-consciousness” of Black Americans in the 20th century that resulted from living behind the veil of race. The session will also explore the work of visual artist Lorna Simpson, another inspiration for Abraham.
Doug Lemov, Erica Woolway, and Katie Yezzi take the mantra “practice makes perfect” and apply a mixture of behavioral science, neuroscience, and lessons learned from experience to distill down the tenets of effective practice. This book club will explore some of the authors’ 42 rules for practice and their application to everyone.
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R ESOURCES
2014-2015 UMS WORKSHOPS FOR TEACHERS WORKSHOPS
A D D I T I O N A L E V E N T S W I T H R YA N H O U R I G A N
Providing tools to develop creative students and creative curricula.
MUSIC AND CHILDREN WITH AUTISM: A PRACTICAL GUIDE FOR PARENTS AND CAREGIVERS Sunday, October 19, 1:30-3:30 pm WISD Teaching and Learning Center Adults only (no children, please) Registration fee: $5 Led by Ryan and Amy Hourigan This special workshop, designed specifically for parents and led by Ryan and Amy Hourigan, provides insights for how the arts can assist parents in connecting with their children using music in the home, classroom, or other settings. Amy is a certified music therapist in private practice and on faculty at Ball State University. Ryan is the interim director of the Ball State School of Music, and co-author of Teaching Music to Students with Autism.
THE COMMON CORE AND STEAM IN THE CLASSROOM Monday, November 17, 4:30-6:30 pm WISD Teaching and Learning Center Registration fee: $30 Led by Robin Bailey, AAPS Fine Arts Coordinator AAPS Fine Arts Coordinator Robin Bailey guides educators in making connections between Common Core standards and emerging trends in the integration of the arts into STEAM curricula (Science, Technology, Engineering, Arts, and Math).
DESIGNING INCLUSIVE ARTS EDUCATION Monday, October 20, 4:30-7:30 pm WISD Teaching and Learning Center Registration fee: $30 Led by Ryan Hourigan Many teachers have noticed an increase in the number of students on the autism spectrum in their classrooms. In this session, participants explore questions about what autism is, how it affects people, and how some strategies are utilized to help students with autism learn and experience the arts. Ryan Hourigan, interim director of the School of Music at Ball State University, addresses communication, emotional, socialization, cognitive, and sensory challenges faced when working with students with autism in music, art, theater, and dance classrooms and offers practical suggestions for teachers to use. 22
Connect About UMS Credits and Sponsors
UMS.ORG / 734.615.0122
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CON N ECT
A B O UT UMS U M S E D U C AT I O N A N D COMMUNITY ENGAGEMENT D E PA RT M E N T S TA F F KEN FISCHER UMS President JIM LEIJA Director E M I LY B A R K A K AT I Teaching Artist ABIGAIL CHOI Intern SHANNON K. FITZSIMONS Campus Engagement Specialist JORDAN MILLER Intern T E R R I PA R K Education Coordinator MARY ROEDER Associate Manager of Community Engagement
D T E E N E R G Y F O U N D AT I O N E D U C AT O R O F T H E Y E A R M AT T K A Z M I E R S K I I S C O N G R AT U L AT E D B Y Y O - Y O M A AT T H E U M S F O R D HONORS GALA.
One of the oldest performing arts presenters in the country, UMS is committed to connecting audiences with performing artists from around the world in uncommon and engaging experiences. With a program steeped in music, dance, and theater, UMS contributes to a vibrant cultural community by presenting approximately 60-75 performances and over 100 free educational activities each season. UMS also commissions new work, sponsors artist residencies, and organizes collaborative projects with local, national, and international partners. Learning is core to UMS’s mission, and it is our joy to provide creative learning experiences for our entire community. Each season, we offer a fun and fascinating lineup of workshops, artist Q&As, conversations, and interactive experiences to draw you in and out of your comfort zone, connect you to interesting people and unexpected ideas, and bring you closer to the heart of the artistic experience. We exist to create a spark in people, young and old alike, exposing them to things they haven’t seen before, and leaving them with a lifelong passion for creativity and the performing arts.
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CON N ECT
CREDITS AND SPONSORS TH IS LEARN IN G G UI D E I S TH E PROD U C T O F TH E UM S ED U C ATION AN D CO M M UN I TY EN GAGEM EN T PRO G R A M . RESEARC H ED AND WR I TTE N BY
Emily Barkakati
Immersions are made possible through the generous support of individuals, corporations, and foundations, including the following UMS Education and Community Engagement Supporters:
The Andrew W. Mellon Foundation
University of Michigan
ED ITED BY
Shannon K. Fitzsimons Special thanks to Cheryl Cassidy, Susie Craig, Carolyn Grawi, Ryan Hourigan, Linda Jones, Anna Prushinskaya, and Cindy Straub for their contributions, feedback, and support in developing this guide. Photos from Bach Elementary School Disability Awareness Workshop 2014 by Nieka Apell and Carrie Bank.
Ann Arbor Area Community Foundation Ann Arbor Public Schools Educational Foundation Anonymous Arts at Michigan Bank of Ann Arbor Community Foundation for Southeast Michigan Confucius Institute at the University of Michigan Dance/USA Doris Duke Charitable Foundation Doris Duke Charitable Foundation Endowment Fund DTE Energy Foundation The Esperance Foundation David and Jo-Anna Featherman Maxine and Stuart Frankel Foundation David and Phyllis Herzig Endowment Fund Hooper Hathaway, P.C., Charles W. Borgsdorf & William Stapleton, attorneys JazzNet Endowment Mardi Gras Fund Masco Corporation Foundation Merrill Lynch
Michigan Council for Arts and Cultural Affairs Michigan Humanities Council Miller, Canfield, Paddock and Stone, P.L.C. THE MOSAIC FOUNDATION [of R. & P. Heydon] National Endowment for the Arts New England Foundation for the Arts Quincy and Rob Northrup PNC Foundation Prudence and Amnon Rosenthal K-12 Education Endowment Fund John W. and Gail Ferguson Stout Stout Systems Toyota UMS Advisory Committee U-M Credit Union U-M Health System U-M Office of the Senior Vice Provost for Academic Affairs U-M Office of the Vice President for Research Wallace Endowment Fund
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