.                  Teaching Artist Support Collaborative  
                          of California (TASC)

 

TASC is a collaborative Community of Practice for teaching artists and the organizations that hire them, committed to the professional support of artists who are passionate about education and community engagement in schools, community settings and social service organizations.

Membership is Free! 

          Who's on our Regional Advisory Committee?  Click here to find out.  
Looking for info on the Freelancers Union for health and other benefits you might need? Click here.
         


Professional Development Tips for Teaching Artists

Check out this FREE e-book brought to you by our friends at the Teaching Artists Guild.

Make. Teach. Prosper.
The 12 Essential Business Tools You Need to Kick Start the Teaching Artist Career of Your Dreams

What if there was a way to find a new path towards prosperity as a Teaching Artist?  And what if we could do this in a way that builds on and honors our skills, passions, experience, and expertise?

Make. Teach. Prosper. is written by Lynn Johnson and contains:

  • A process for creating a simple but powerful business plan
  • Tips for unleashing the power of social media
  • Advice about developing your unique brand
  • A step-by-step guide to getting your website set up
  • Information about liability insurance, setting up administrative supports, and much more!

Download your free e-book here.

Jobs & Opportunities

 

 
Do you have a job opportunity to share? Email us at tascofcalifornia.info@gmail.com


Visual Arts Resources
 
Whitney Plans Major Retrospective of Frank Stella


Frank Stella’s Gran Cairo, synthetic polymer on canvas , 1962.

Teacher Resources on the Whitney Museum of American Art website remain available during the current shutdown of the venue pending completion of the Whitney’s new building.

During the Whitney’s inaugural year in its new building, the Museum will present a career retrospective of Frank Stella (b. 1936), one of the most important living American artists. This survey will be the most comprehensive presentation of Stella’s career to date, showcasing his prolific output from the mid-1950s to the present through approximately 120 works, including paintings, reliefs, maquettes, sculptures, and drawings.

 

Featured Blog: Art is a Birthright,
Art is Education!

Guest blogger Mariah Rankine-Landers was a teacher who instinctively brought
the arts into her classroom.
After studying integrated learning techniques at the
Harvard School of Education, she discovered that "everything I knew was good
practice had a name! ...I [became] a joyous, happy teacher always seeking out the
next artistic practice, the next habit of mind I would help my students build." 
Mariah
now manages the Integrated Learning Specialist Program at the Alameda County
Office of Education and is a passionate advocate for arts in education.
Above is an
expressionist work of art from one of Mariah’s first grade students.
Read more from Mariah below.

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TASC as a Teaching Artist
Community of Practice


Social learning theorist Etienne Wenger, a globally recognized thought leader in the field of communities of practice, explains more in this video interview.
Click on the photo to view the video.

Did you know that TASC was established as a "community of practice"? What is that, you ask? Well, it's defined as "a group of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly." That means that we view TASC as a shared learning endeavor that all of us engage in -- those of us behind-the-scenes, the Advisory Council, and especially our members -- in order to develop ourselves as teaching artists and the field of teaching artistry overall.

So what does that mean in terms of how we work? And what does it mean for you, our members? The academic way to think about it is that a community of practice has three elements: domain, community, and practice. And we can use this academic framework as a way of thinking about how we can participate in this teaching artist-centered community of practice.

Domain
What it is: Our identity is defined by a shared domain of interest -- teaching artistry! So our question here is what connects us as teaching artists? This is something we define and negotiate as a community. In other words, who you are and what you bring to the table is important.

What you can do: Recognize yourself as a teaching artist.  When you say "I am a teaching artist," you validate your place in this profession and you begin to own your place in this community.  If you're feeling up to it, why not submit an "I Am a Teaching Artist" blog to TASC?  We'd love to hear from you because you are a part of us!  (Guidelines are conveniently located in the right-hand column.)

Read more about communities of practice and how you can participate by clicking here.

For more information about communities of practice, check out the Reading Room on the TASC website with links to articles on the topic.

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Digging  for Gold on the TASC Website!

Glittering nuggets for this final chapter...

By Belinda Taylor, TASC Advisor

This Month's Topic: Web Resources

For this, the last in our current series on the veins of information you can mine on the TASC site, here are some final riches: other resources in the field of teaching artistry, other sites that can enrich your professional skills and deepen your understanding of our hybrid profession.

Click on the TASC Tools & Resources tab; it takes you to Research in the Field page, which features the Arts Education Partnership site with links to its www.ArtsEdSearch.org. No site can compete with the depth and breadth of research on the power of arts learning and teaching. Go, explore, enjoy and plunge deep into the world of research to satisfy your data nerd.

The TASC Resources page you’ve landed on also contains studies, reports and research papers, posted as we learn of them, and a few notable publications that shed a light specifically on the role of the Teaching Artist in bringing arts learning and teaching into their communities.

Here are a couple of the resources we like, with links:

**News Flash**
Starting in January 2015 we will launch a new series, “Minding Your Own Business as a Teaching Artist.” Tailored for the independent contractor who works as a teaching artist operating her/his own business, the series will focus on the needs of this triple-hybrid professional: the artist/teacher/business owner that so many of our members can identify as.

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Featured Blog:
Art is a Birthright, Art is Education!


By Mariah Rankine-Landers

I wanted to be an artist. I wanted to soak myself in paint and charcoal and sculpt figures out of plasticene clay. Then I wanted to be an anthropologist, all Margaret Mead and Zora Neale Hurston style. I wanted to sit and watch people and think really hard about why and what they were doing. However, there’s an old adage “Bloom where you’re planted,” and I was planted in an orchard of educators I could not escape. I found myself in a classroom of 5 and 6 year olds eager like newborn puppies to understand and explore the world around them.

Curriculum was crammed down my spine. Scripts were thrown at me, strategies were passed out like flyers on the street corner. None of them felt good. None of them held me up or settled into my bones. None of them brought joy to the rhythm of teaching and learning.

I settled for a label: Rebel. I remembered the enchanting spaces my mom used to create in her 3rd grade classroom. Paper whales, designed by the students, hung mid-air the span of her classroom. There was a representation of each whale suspended by fishing wire from the ceiling. You were cast off to imaginary places in your mind and it was fantastic. I wanted the same feeling and intention of learning being magical in my classroom.

I started with Jazz musicians. Ella and Duke, Cab, Nina and Miles greeted my students every single morning. They learned their histories before any other “instruction” happened. They danced their dance steps and memorized their patterns, those jumpy notes that vibrated in their souls.

Any opportunity I could find, I looked for ways to make the boring and mechanical curriculum alive with motivating activities that helped students build new knowledge. We dissected animal parts, made fish prints, painted vocab words, wrote stories in shaving cream, and more. My classroom became known as the “action” room, the polite code for “messy, disorganized, rebel.”

Read on to find out more about Mariah's journey from "rebel" to apprentice in Harvard's integrated learning program to leader and champion for learning in and through the arts.

Mariah Rankine-Landers is a former Kindergarten and First Grade Teacher with 14 years of teaching experience in the classroom. She holds a BA in Anthropology from UC Santa Cruz and a MA in Equity and Social Justice in Education from SFSU. She now works for Alameda County Office of Education as an Integrated Learning Specialist and Manager of the Integrated Learning Specialist Program supporting the goals of equitable and transformative education for all. In addition, Mariah does educational consulting with organizations in the Bay Area. She is passionate about arts education and believes that art is a birthright.  She is a resident and adoring fan of Oakland, CA and its communities.


 

 

Upcoming Events

04 Dec 2014 4:00 PM • Contemporary Jewish Museum - SF
04 Dec 2014 6:00 PM • California Lawyers for the Arts, 2015 J Street, #204. Sacramento
07 Dec 2014 3:00 PM • The Ritz-Carlton, Half Moon Bay 1 Miramontes Point Road
09 Dec 2014 7:00 PM • San Francisco
09 Dec 2014 7:00 PM • Donahue Fitzgerald LLP, 1999 Harrison Street, 25th Floor, Oakland

Want to share your event?

Email event information to tascofcalifornia.info@gmail.com


Connecting to the Larger Conversation

How can you add your voice to the conversation about teaching artistry? Writing about practice is a way to share experiences, feel connected, and contribute to building the field. 

To help you dive into things, the Teaching Artist Journal (TAJ) special issue on writing about practice is now online and the entire issue is FREE until the end of December.

In the words of Malke Rosenfeld, Special Issue Guest Editor:

"It’s time we used our own language to talk about our work, not just to talk to each other, although we need more of that too. We need to write about our teaching in our own words; there is no other way to describe exactly what is happening when we make art together with our students." 

Why is it important? More from Rosenfeld:

"We need to do this because art-making is personal and so is teaching. Because the words of standardization can never fully or realistically communicate what we do. Because if we use these standardized words to describe our individual approaches we will obscure the uniqueness, quality and meaning inherent in our work."

Convinced?  Several articles offer ideas and break down just how you might start writing about your own practice.  Plus, there are plenty of venues for sharing your voice -- including on the TASC website in a blog.  We're always looking to hear from you!

Download your copy of the Teaching Artist Journal here.

Featured member

Ways to Contribute

 
Submit Your Blog
                               
TASC is in search of blog submissions that focus on teaching artistry and arts learning from a variety of perspectives. We invite teaching artist, arts administrators, educators, researchers and more to contribute to the ongoing conversation. Learn More.

I am a Teaching Artist

The field of teaching artistry is a continuously growing field that can be as diverse as each individual artist. It encompasses many arts forms, teaching methodologies, learning settings and so much more. TASC wants to know your story as a teaching artist! Learn More.

                             

 

Share your videos & photos

TASC invites photos and videos that show the work of teaching artists. Do you have a video or photo that you feel is representative of your work as a teaching artist or what your organization does? Send video links and photos to tascofcalifornia.info@gmail.com.
Include names of individuals in the photo. 
Please note that you must have full permission to use any photos or videos you share with TASC.




 
 
 

TASC of California is a collaborative of teaching artists and the organizations that hire, train, and support them.  Oversight is provided by the TASC Regional Liaison Advisory Group. TASC is a fiscally sponsored project of Intersection for the Arts.     

Contact us at: tascofcalifornia@gmail.com.

                                           JOIN! Membership is FREE.                                           

In partnership with 
 

The art works on this site are used with permission of the artist, Helene Goldberg, who also created the TASC logo.
www.helenegoldberg.com/
Read more Helene Goldberg Artist Statement.pdf

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