NAEA+2010

=Sessions Attended and Live Blogged at NAEA 2010:=

media type="custom" key="5885917" Friday, 4/16 8:00am - 9:50am 2nd General Session Alan Gershfeld, Moderator Co-sponsored by the Alliance for Young Artists & Writers Explore the power of video games to educate, engage, and empower 21st-century students to apply their artistic skills in order to bring about meaningful social change. Featuring some of the world’s most innovative designers and entrepreneurs in the video game industry, this panel discussion will be led by Alan Gershfeld, Chairman of Games for Change. 8:00 - 9:50 AM | Ballroom I-IV/Center //*See live blog for notes.//
 * Video Games and Social Change **

Super Session: NAEA/NAEF This session is a relevant and informative opportunity to recognize the long-term productive collaboration between NAEA and NAEF. Teachers in the field who already track student learning can work with the requirements of NCLB and the results of NAEP as we collaborate within the organization and with legislators to prepare teachers, support teachers in the field, and guide the future of art education in schools, museums, and communities. Dr. Sabol, NAEA President-Elect, will report on his research of the impact of the No Child Left Behind legislation on the arts. Because schools tend to value what is being tested—especially when publicized scores have consequences for teachers and administrators—the required subjects being tested become the focus of teaching in public school classrooms and may result in negative impact on the arts. His work, funded by NAEF, has attracted interest in the study by the U.S. Department of Education. At this time, when the ESEA/NCLB legislation is scheduled for reauthorization, Dr. Sabol’s critical and timely research will play an important part informing its impact on the arts. Dr. Read Diket will share her review of the National Assessment for Educational Progress 2008 assessment results and her plans, as a member of the Visual Arts Consortium, to address the technical language of the NAEP and pare it down to essentials that are clearly understood by the practitioners in the field. Dr. Diket recently co-authored an article for Arts Education Policy Review that concerns the history and impact of the NAEP report as part of national assessment over a 30-something-year history. The piece proposes a secondary analysis. This is in response to presenters at the spring release of the NAEP Arts 2008 Report who kept saying that the “field needs to conduct its own analysis of items from the NAEP.” The presentation will be followed by a panel discussion by several division directors reacting to the research and the important role of taking research and translating it into practice. F. Robert Sabol, Read Diket, Bob Reeker, Mary Miller, Diane Scully, John Howell White, Mark Coates, Lesley Wellman, Mac Arthur Goodwin (Facilitator) 11:00 AM - 12:50 PM | Ballroom I-IV/Center //*See live blog for notes.//
 * Friday 4/16**
 * 11:00 - 12:50 AM**
 * Crossroads Where Policy, Research, and Practice Meet to Advance the Central and Critical Role of Visual Arts in Education**

Higher Education The Importance of Teacher Dispositions in Art Teacher Prep Programs A continued conversation regarding the importance of identifying teacher dispositions in preservice candidates (as stated in current literature) utilizing case studies to support such identification. Jacquelyn Kibbey, Renee Sandell 1:00 - 1:50 PM | Meeting Room 321/Center
 * Friday 4/16**
 * 1:00 - 1:50 PM**

**My notes:** Jacquelyn Kibbey, S.U.N.Y. Oswego and Renee Sandell, George Mason University
 * M. Stankiewicz (Penn State): We need to be better guardians of the gate to make sure the right art teachers are getting out there.
 * Why are people not successful in the classroom?
 * Is it lack of experience in content, materials exposure or is it the persona (or something else)?
 * NCATE directive - Institutions need to have discussions about dispositions that are necessary in teaching.
 * The strongest art teacher I know has the following positive dispositions...
 * The weakest art teacher I know has the following negative dispositions.
 * Dispositions are professional attributes, values and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with all others. These should be observable behaviors to support student learning.
 * They are habits of mind.
 * At Oswego and George Mason University these are a few of many they spoke about:
 * Commitment to authentic learning and teaching
 * Advocacy
 * Critical reflection
 * Four dimensions of Professional Pedagogy
 * Dispositions (first)
 * Planning
 * Instructions
 * Assessment
 * Definition of Dispositions:
 * Includes who we are... who we shall become...
 * William Damon, Journal of Teacher Education, 2007
 * Positives are generatives:
 * curiosity
 * sociability
 * readiness to defer immediate gratification to pursue long term goals
 * Negatives:
 * impulsiveness
 * INTASC Interstate New Teacher Assessment and Support Consortium
 * uses dispositions
 * servitude
 * values
 * responsibilities
 * realizes
 * appreciates
 * respect
 * willing to consult
 * reflective
 * What are the dispositions of a visual art teacher in the 21st century?
 * experienced in diverse in using media, materials and digitial technologies past and present
 * (Many more - can't type them all)
 * What dispositions are critically important in the 21st century?
 * and should be avoided?
 * NAEA Professional Standards for Art Teacher Preparation

Research Cognition and Mis-Cognition: Continuing the Discourse on Cognition Six revolutions in cognition are presented, each representing a change in conception of the mind. Using psychoanalytic theory, a response follows through six acts of miscognition. Arthur Efland, Kevin Tavin 2:00 - 2:50 PM | Meeting Room 343/Center //*See live blog for notes.//
 * Friday 2:00 - 2:50 PM**

Technology On Making Your Classroom and Conference Presentations “Sticky” This session will cover principles of good presentation design and will offer strategies for making your conference and classroom presentations memorable. 3:00 - 3:50 PM | Meeting Room 327/Center //*See live blog for notes.//
 * Friday 3:00 - 3:50 PM**
 * Craig Roland**

Curriculum and Instruction What's Worth Teaching in Art? In this fast-paced session, six art educators will offer diverse perspectives on the crucial and timely question "What's worth teaching in art?" using a presentation method called "Pecha Kucha." Craig Roland, Melanie Davenport, Elizabeth Delacruz, Debbie Smith-Shank, Nancy Walkup, Mary Elizabeth Meier 4:00 - 4:50 PM | Meeting Room 344/Center //*See live blog for notes.//
 * Friday 4:00 - 4:50 PM**

Technology Encouraging Meaningful Student Connections: Social Media Technology in the Art Room Learn how elementary students have created an artful online community by using podcasts, blogs, discussion forums, and VoiceThreads to share their observations about art with teachers, parents, and fellow students. Sarah DeWitt Brooks 5:00 - 5:50 PM | Meeting Room 327/Center //*See live blog for notes.//
 * Friday 5:00 - 5:50 PM**