Art, Creativity and Optimism

A few weeks ago, my family and I watched the Michael J. Fox t.v. special (based on his latest book), "Always Looking Up: The Adventures of an Incurable Optimist." In this special, Fox searches for optimistic people in order to pinpoint how they do it. He also searches for the effects that optimism has on their lives. It was a really interesting special. One of the people/groups of people Fox identifies as optimistic are artists. Fox believes that Artists by nature, are optimists. He notes that creativity and determination to do what you feel and love equates to optimism. They have to be optimistic since 90% are unable to sell their work leaving them unemployed artists.

Do we teach optimism in our art courses? What a fantastic character trait for art educators to teach! I can imagine our students hearing the stories of starving artists like Van Gogh, helping to connect art to their own life's challenges. What other character traits does art teach our students and how do you teach them?

Look what I stumbled upon...

A very near and dear friend visited over the weekend. I love it when she visits because she always has something new and interesting to share. She is a graphic design student who works as a photographer's assistant. Her role is to complete the initial editing in photoshop.

Anyway, she turned me onto the stumbleupon.com website. This tool is pretty amazing! The idea is that once you select 'interest' categories. Then, you simply click the added button on your internet browser's toolbar called, "Stumble!" and within a second you are taken to a website related to your interests. From there, you can rate them, suggest them to friends, and 'house' them as your favorites within your account. It is really a lot of fun.
Here are some pretty unique car art ideas:

Invisible Car

Dirty Car

Have fun stumbling!

Do your art students have their own 'style' of art?

My daughter, Zoe, is taking an online middle school art course. She loves it! She's learning about the elements and principals of design by looking at the work and style of various artists. Her latest assignment was to write about her art. She was asked, "Where do you get your ideas for your art work?" Then she asked me, "Mom, do they mean the assigned art or what I do on my own?"

This got me wondering, "Why doesn't the assigned art match what the students do on their own?"

Obviously, we want them to grow and stretch in their ideas, but are the assignments really meaningful if the students don't see it as something they do outside of class? Do you have assignments that really tap in to what the students are doing (art-wise) outside of class?

Part Three: Art Teachers are ready!

Andy Warhol once said, “They say that time changes things, but you actually have to change them yourself.” In order to change things yourself, you must be prepared. With limitations on professional development funding, it’s no wonder that we get stuck in our old, comfortable ways. This last blog post in this series is intended to help prepare you, the art educator, for the future that is now here.

Preparation
I consider myself a pretty ‘tech savvy’ person. I ‘read’ the Internet more than I read print. I also taught online, go to school online, bank online, and work for Florida Virtual School. In fact, I could probably survive without ever leaving my house. In a recent course at school, I was asked to try a few new web tools. The thought of learning and using a new tool was overwhelming, much like the thought of starting a new diet. Unlike our students, getting started with a new tool is the toughest part. Once you dedicate to using it for a few weeks, it really does become a helpful habit.

In order to form a habit of using new web tools, you might try creating your own Personal Learning Network (PLN). This site will help you get started. The author suggests, starting with a few tools for your own personal uses, then branch out to your professional community. Will Richardson, author of “Blogs, Wikis, Podcasts, and other Powerful Web Tools for Classrooms,” has his own list of 5 things to do to grow your own PLN. I’ve read that it takes about 21 days to develop a new habit. Commit time each day to your developing your PLN. Your students will thank you!

Curriculum Exercises
Before we can change the way we teach, we must train and exercise our minds. I highly recommend Daniel Pink’s book, “A Whole New Mind” for more on the topic of thinking for the future Conceptual Age. He suggests the following (more listed in the book) for developing the six high-touch, high-concept senses:
Design
Design is more than how things appear around us. Good design can help improve life, while poor design can drastically hinder accessibility and usability within our day-to-day lives.
1. Keep a design notebook
2. Visit a design museum
3. Become a design detective
Story
Story is a way for individuals and entrepreneurs to distinguish their goods from others. There are many ways to capture story. We as art educators do this through images. What kind of story do your images tell about your teaching?
1. Use a tape recorder
2. Visit a storytelling festival
3. Experiment with digital storytelling
Symphony
Symphony is the ability to grasp the relationships between relationships, which put simply is ability to see the big picture.
1. Buy magazines that you’ve never bought before
2. Draw
3. Keep a metaphor log
Empathy
Exercise your ability to stand in someone else’s shoes.
1. Eavesdrop
2. Empathize on the job
3. Take an acting class
Play
Pink writes, “Play is emerging from the shadows of frivolousness and assuming a place in the spotlight.”
1. Find a laughter club
2. Go back to school
3. Dissect a joke
Meaning
Find meaning around you.
1. Say thanks
2. Take a Sabbath
3. Dedicate your work

Implementation
Defining your own 21st century art pedagogy is the fun part! Once you’ve created good habits using Web tools via your own PLN and practiced using your six high-content, high-touch senses, its time to think about your teaching.

I recently asked in a blog post, “If students were only provided one experience in Art (K-12), what would the course look like?” I believe that all art educators, in preparation for the future, should teach art like “it’s the end of the world as we know it.” Considering the current state of education across the nation, the idea of ‘disruptive innovation’ guiding curriculum and content delivery, what should we be teaching in our art courses?
In order to answer this question for myself, I rely on both “Art Education” and “Studies in Art Education” journals to be my guide. Getting a peek at what other art educators are teaching can help drive your own choices.

Here are some of the articles that you might find of interest:
In Art Education Journal
“Digital Portfolios in Visual Arts Classrooms” 9/08 – these portfolios provided an opportunity for rich student reflection and development of perspective
“Art Café’: A 3D Virtual Learning Environment for Art Education” 11/08 – Example of a alternative devise for art learning
“Media Literacy Art Education: Logos, Culture, Jamming, and Activism” 1/09 – project to raise social awareness and initiate change through art (engages many of the 6 senses)
“What is Web 2.0 and How Can it Further Art Education?” 5/08 – great supplement for developing your PLN (includes suggestions specific to art)

In Studies in Art Education, 2008 49(4)
“Art Curriculum Influences: A National Survey” – research to determine the degree art education theory learned in high education influenced practice in classrooms
“Survey of Art Teacher Educators: Qualifications, Identity, and Practice” - great study on the demographics of the art educators in the field

Call to Action
Change is inevitable. I see this time as a unique opportunity for art educators to be proactive, rather than reactive. I also see this time as an opportunity to reach students who aren’t currently being exposed to the benefits of a complete education via online learning, which includes the arts. What can we do to prepare ourselves? By instituting the ideals mentioned in this blog series into our own personal lives and into our teaching we are ready.

Part Two: The Changing Landscape of Art Education

President Obama recently declared, “We have an obligation and a responsibility to be investing in our students and our schools. We must make sure that people who have the grades, the desire and the will, but not the money, can still get the best education possible.”

I’m sure we all agree that teaching and learning about art is part of getting the “best education” possible. The Center on Education Policy notes, “The more a school fell behind, by NCLB standards, the more time and money was devoted to those tested subjects, with less going to the arts. The National Education Association has reported that the cuts fall hardest on schools with high numbers of minority children.” How will art education be available to low performing, high minority, and poor school districts? I believe that part of the answer is in the theory of ‘Disruptive Innovation.’

In the future, more students will be learning art online than they will learn by traditional face-to-face methods. There are four factors that will accelerate this substitution. First, computer-based learning will continue to improve. In fact by 2012, computer-based learning will hold half of the market share. Secondly, the ability for students, teachers, and parents to choose individualized learning pathways will assist in moving toward a student-centered education. Next, teacher shortages in certain subject areas will attribute to school districts needing online course offerings. Finally, teachers will be able to oversee more students online driving costs down. Is art education ready for this shift to the online environment? I believe we are!

Albert Einstein once said, “The significant problems we have cannot be solved with the same level of thinking we were using when we created them.” What is the new way of thinking? I believe we should look at the work of Daniel Pink when searching for the direction of art education. In his book, “A Whole New Mind,” Pink (a great read for every art educator) states that, “A master of fine arts, an MFA, is now one of the hottest credentials in a world where even General Motors is in the art business.” The Conceptual Age is approaching fast. In order to develop the mind for this age, we need to master “six high-concept, high-touch senses.” Those are: Design, Story, Symphony, Empathy, Play, and Meaning. “Anyone can master the six Conceptual Age senses. But those who master them first will have a huge advantage.” I believe that art education is already at an advantage since by nature, we already teach these senses. So what is the big challenge?

Becoming part of the ‘Disruptive Innovation’ by changing how we teach and making sure that things like the five Conceptual Age senses are a part of what we teach will help make sure that art education prevails. Are we as a field opposed to teaching and learning online? What components, if any, of art education do we feel will be lost in an online format? Now is the time to start brainstorming these thoughts.

In my experiences teaching middle school art online for Florida Virtual School, I found that I was actually reaching students who otherwise did not have access to art. In my four years teaching online, 1200 kids had art experiences that they would not have had otherwise. These students learned about the elements and principles of design and demonstrated their understanding through a variety of studio experiences. They had opportunities to relate their experiences with their peers through an online discussion board. They also visited a multitude of famous online galleries, which is an experience that might not otherwise be available to traditional school students. In fact, I found that teaching art online did not limit what I could teach or what my students could do. Instead, we had the opportunity to do even more. We exercised Einstein’s new way of thinking and Pink’s advancement into the Conceptual Age.

I am one art teacher, with one method of teaching. What could and will happen if more and more art educators get on board to designing a new way to teach art? I believe that the disruption will lead to reaching and teaching art to many more students in a new way. In the final piece of this blog series, I will share ways that art educators can get prepared for the future of teaching art.

Change is here…The future is now…Art Education for EVERYONE!

21st Century Skills, Teaching in the 21st century, Art pedagogy and the 21st century…At nearly a decade into the 21st century, Where does art education fit into 21st century education? Some titles imply that the 21st century is on its way. It is here! In this three part blog series, I will share a broad to a more narrow view of the 21st century ideals and its implications on art education, including you the art educator.


Part One: A 21st Century View of the Educational Landscape
Change will not come if we wait for some other person or some other time. We are the ones we've been waiting for. We are the change that we seek.
–President Barack Obama (2008)

How much change is being imposed on art education today? How much change are we prepared to make ourselves?

Like the rest of education, the arts are undergoing dramatic changes. As Florida and the rest of the nation undergo record-breaking budget cuts, education is fighting to hold on. The effects of these cuts can be felt in a variety of areas. Throughout my travels to school districts around the state, I have witnessed some of the drastic measures that administrators and board members have to take. For example, in one district principals and assistant principals will be covering two schools next year. In other districts, art courses will be eliminated and students will be using “other” practical arts courses to meet the visual art requirement for graduation. Click here for a list of the possible substitution courses. Florida Virtual School is also facing several challenges due to decisions being made during the 2009 legislative session. Competition and change, seen as a challenge, can strengthen and enrich programs. Are we up to the challenge?

How does President Obama feel about arts education?
Obama- YouTube video on Art Ed

Based on this video and the following excerpt from his platform on art education, one can assume that Obama understands the importance of art education in schools.

A PLATFORM IN SUPPORT OF THE ARTS
Reinvest in Arts Education: To remain competitive in the global economy, America needs to reinvigorate the kind of creativity and innovation that has made this country great. To do so, we must nourish our children’s creative skills. In addition to giving our children the science and math skills they need to compete in the new global context, we should also encourage the ability to think creatively that comes from a meaningful arts
education. Unfortunately, many school districts are cutting instructional time for art and music education. Barack Obama and Joe Biden believe that the arts should be a central part of effective teaching and learning. The Chairman of the National Endowment for the Arts recently said “The purpose of arts education is not to produce more artists, though that is a byproduct. The real purpose of arts education is to create complete human beings capable of leading successful and productive lives in a free society.”
Link to Obama_FactSheet_Arts

A few years ago Time Magazine published a very popular article regarding education in the 21st century, which has this to say about the importance of art in education,

Thinking outside the box. Jobs in the new economy—the ones that won't get outsourced or automated—put an enormous premium on creative and innovative skills, seeing patterns where other people see only chaos, says Marc Tucker, an author of the skills-commission report and president of the National Center on Education and the Economy. Traditionally that's been an American strength, but schools have become less daring in the back-to-basics climate of NCLB. Kids also must learn to think across disciplines, since that's where most new breakthroughs are made. It's interdisciplinary combinations--design and technology, mathematics and art--that produce YouTube and Google, says Thomas Friedman, the best-selling author of The World Is Flat.

With support of the President and media such as Time Magazine, why does art education have to worry about the future? A theory called, ‘Disruptive Innovation’ from the book, “Disrupting Class” helps explain some reasons:

Q: Disruptive innovation usually applies to business. How does it apply to education? A: Disruptive innovation can occur where there are people who want to do something but cannot access the available offering. Looking inside of schools reveals many opportunities for disruptive solutions, like computer-based learning, to take root. There are many classes that individual schools cannot offer because of lack of demand or resources, but there are nevertheless many students who would love to take those classes. Offering students the course on the computer is welcomed, certainly by the students, but also by the schools who otherwise simply could not offer the course.

Click here for a podcast with an interview with Clayton Christian, the author.



Is online learning (specifically teaching and learning art online) a disruptive innovation that will change the way we teach and learning about art? Absolutely. In my next post, I will explore the ways in which art education can heed the challenge of change and ultimately reach all students!

Hollywood & Politics

One of my favorite shows is "House," which is why this article caught my eye. Kal Penn has left the show to join President Obama as an arts liaison. He has decided that the cause is worth more than his substantial Hollywood salary.
Hmmm, maybe my work as an FLVS liaison is preparation for a different liaison position in the future? :-)

It's the end of the world as we know it!

Not really. Well maybe? Again, in an effort to find my own blog voice, I’m writing exactly what I’ve been thinking about this week. So here goes nothing…

This legislative session is proving to be the most exhausting yet. In education, what programs should go, which ones should stay? What funding should be reduced and should any be increased? It seems like the only institutions that are safe in Florida right now are prisons.

This has me wondering, “If students were only provided one experience in Art (K-12), what would the course look like?” Should students know design through studio art experiences? Would experiences in visual culture through the media be a better choice? I believe it is time to start teaching like, “It’s the end of the world as we know it.”

One benefit of teaching art, I believe, is that we do have some flexibility in curriculum design. Through your own informal program evaluation, can you justify every lesson you teach? Or are there areas in which you need to revamp? I’m curious as to what art teachers think about the idea of teaching like it was the last art experience our students will ever encounter.

What does learning art online lack?

I’ve been given the unique opportunity to observe my own daughter, Zoe, take the online art course in which I created for the Florida Virtual School. It’s a little nerve racking watching her breeze through, struggle, like, and dislike elements of the course. Ultimately she is grasping new concepts, stretching herself artistically, and enjoying the work. I am relieved.

I watched her work on the element of texture this week. She observed the work of artist Ansel Adams, looked for examples of texture in the comic section of the daily paper, and then created her own texture rubbings. She voluntarily spent more time than necessary trying to find unique textures. Her final task was to create a collage out of her texture rubbings. It turned out fantastic! Later, she discussed the process with other students in the course and received detailed feedback from her instructor.

This made me wonder…what does learning art online lack? With the flexibility of time, place, path, and pace, Zoe was able to get so much out of such a simple assignment. She was able to take risks that she might not have taken if she was in a room filled with other sixth graders working on the same project. Zoe looked forward to submitting the work, knowing that her instructor’s feedback would be detailed and positive.

I believe that learning art online helps provide where traditional art programs are forced to lack. For example, 30 minute classes once a week requirements are no longer an issue online. Being able to explore the web for added research on artists is easy online. Furthermore, teachers have more time to grade and provide quality feedback when their schedules allow. The differences are incredible.

Can traditional classroom art teachers design a blended model to improve art experiences at school? What if part of the class were taught online at school, preserving face-to-face time for studio work? What would the implications be?

Twilight and Learning?

I’m working each week to find my “voice” as I brainstorm and contribute to this blog. I thought about the various topics that I’ve encountered this week through work, school, and my personal life one sticks out in my mind… “Twilight!”

Friday night my family and I ventured to the mall to be one of the first to own the release of the “Twilight” DVD. This fictional fantasy started over a year ago with my 12 year old daughter, Zoë. She found the first book and in no time had read all four in the series. Little did we know the REST of America was, too. Zoë read the entire series not just one, but two more times. She saved her allowance for weeks just for Twilight merchandise. She counted down months until the release of the Twilight film, and yes, was there on opening night to see it. Yes, she is officially obsessed.

Yet she keeps going back to the books and is pretty critical of the film. She comments, in detail, about how the characters are not ‘accurate’ in the movie. Zoë also notes that many events were changed just for the movie. I have encouraged her to consider most of popular media this way. Copyright and artists’ rights have also come up as a result of the Twilight mania. Zoe was sad to learn that because of a copyright breach, Stephanie Meyer may not finish the series with a final book. The author took the time to write to her fans and explained how the motivation diminished along with the secrets of her draft. Read her blog entry for her thoughts and a copy of the draft of the unfinished final book.

There have been so many “lessons” surrounding Zoe’s journey with Twilight. From Art to Music to Copyright to Technology to Social Issues to Economics and more. I wonder if teachers are using Twilight as an opportunity to teach their students? I can attest that there are at least two hundred middle school aged fans in Gainesville, Florida who would respond to lessons surrounding Twilight. I know since they were in line with us until 12:01, March 21st for the DVD.

Does teaching and learning art online mean art without tactility?

Several question came up this week in one of my online doctoral courses, as some people believe that there are subjects that cannot be taught online. What experiences are left out when teaching and learning online? I say, “None!”

I believe that all subjects can be taught to all students effectively online. The nearing future may dictate that all of education head in that direction. I also believe that effectively teaching online desperately depends on having a quality teacher/facilitator in the course. I do NOT believe that students can get quality education via software alone.

One of the most common questions asked of me is, “Polly, how in the world do you teach art online?” A few years ago I published an article answering that very question. Click here to read more. Most people are comfortable with teaching and learning about art history online, but not studio art. What do you think? Does teaching and learning art online mean art without tactility? With webcams, web conferencing, digital cameras (video & still), and more…are we really missing the hands on approach to teaching art? “Online” is basically where the teacher lives, but that doesn’t have to be the home of learning. Students can still create art at home much like they would in the traditional classroom. In fact, I would argue that (facilitated properly) students are likely to feel less inhibited to express their ideas at home, then they are at school- ESPECIALLY middle school students.

I googled “Art Education Online” which resulted in over 6,000,000 links. Most of the links to actual online art ed. programs were from higher education organization, the rest were to art resources housed online. The Academy of Art University has a video of how art is effectively taught online. Their philosophy is much like what I highlighted in the article mentioned above. Why aren’t their more K-12 programs? What is keeping “Art” from moving in this direction?

GPS in the Artroom

Image taken from: http://www.anttilaitinen.com/suun.htm

As art educators, we continually strive to implement new and exciting projects into our classrooms. One way to integrate technology, math, science, and history with design is to use a Global Positioning System in the art room.

One idea of a GPS in your classroom is to explore the world of Position Art- the art created by moving while tracking your GPS location. The World is Your Canvas is a position art project going on right now. Think of the possibilities! Here are some other examples of position art using a GPS.

Another interesting concept for art teachers using a GPS is the idea of “geocaching.” According to Wikipedia, “Geocaching is an outdoor treasure-hunting game in which the participants use a Global Positioning System (GPS) receiver or other navigational techniques to hide and seek containers (called "geocaches" or "caches") anywhere in the world.” Visit http://www.geocaching.com to read more. Take the challenge and find a “treasure” near you.

Geocaching is similar to a modern day version of a time capsule. “Finders” can leave their mark, while “planters” can truly make a impression by leaving a piece of art for others to seek out.

I believe that there are endless possibilities for using a GPS in the artroom. Happing tracking!

The Future of Art Education

Last night I had the pleasure of hearing Stephen Heppell speak on Education of Tomorrow. Stephen Heppell, one of the brains behind think.com, discussed many different ways of learning. Throughout his talk I wondered, “What will art education be like tomorrow?”

Will we be back to “art on a cart” as Susan Bivona blogged about for today’s NAEA Monthly Mentor? In contrast, will we be teaching our students to use the latest and greatest in technology (like a 3D printer) to design our next work of art? Will we be using a GPS to create positionable art as shown here: http://www.theworldismycanvas.com/ ? As art educators, how can we prepare for teaching the art of tomorrow?

I believe the first step in preparing to teach in the education of tomorrow is to create your own PLN (Personal Learning Network). The Innovative Educator provides 5 simple steps in creating your own PLN. I have taken their advice and most say, “I’m a believer!” I’m starting to feel like I’m “in the know” with current trends in technology, education, and art. You too can take the challenge of starting your own PLN and get prepared to teach in the art education of tomorrow.

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Things I Noticed This Week

What Can Education Learn from the Arts?

In the March 2009 edition of "Art Education," journal of the National Art Education Association, Elliot Eisner's article based on The Lowenfeld Lecture, describes ways that the arts bring education to life. Before reading this article, I thought about how I would answer the question, which then led me to think about the importance of art educators being able to thoughtfully answer questions like this one.

We've all known the importance of knowing our own philosophy of education, specifically art education, but times are changing. It used to be important to be able to "sell yourself." Now its important to help sell our field. We all know why its important, but can we articulate that message to school administrators, the community, and legislators? I want this blog to help you.

To sum it up, Eisner lists "eight ideas embedded in artistic practice that are relevant for the improvement of education." Education can learn from the arts that:

1. form and content cannot be separated. How something is said or done shapes the content of experience.

2. everything interacts; there is no content without form, and no form without content.

3. nuance matters. To the extent to which teaching is an art, attention to nuance is critical.

4. that surprise is not to be seen as an intruder in the process of inquiry but as a part of the rewards one reaps when working artistically.

5. slowing down perception is the most promising way to see what is actually there.

6. the limits of language are not the limits of cognition. We know more than we can tell.

7. somatic experience is one of the most important indicators that someone has gotten it right.

8. open ended tasks permit the exercise of imagination, and the exercise of imagination is one of the most important of human aptitudes. It is imagination, not necessity, that is the mother of invention.

Art Teachers and the Web

Wikis, blogs, podcasts, Web2.0, Web3.0, and the list goes on and on. Do you feel overwhelmed and wonder where to start? If so, help is on the way!

Your first task is to replace your daily newspaper with an online version that lets YOU customize the content. With a free tool like Netvibes or iGoogle, you chose the content that is updated on one page within your computer’s browser.

I found myself having a hard time keeping up with it all. There are a few websites that I often visit, as well as a few blogs that I frequently check. With a customizable digital “newspaper,” all of the updates come to me on one page. I set my Netvibes page as my homepage so that it is the first thing I see when I log in. Now, I feel more up to date with the world of art education. You can too!

Please let me know if you have any questions or comments about your own digital newspaper experiences.

Wordle and Art

I'm starting to think about art in the digital age and how it all fits together. Wordle helped me bring my thoughts to life! Check out this very easy word cloud generator and let me know what you create.

The Conceptual Age & Art Education

Earlier this week I attended a school planning meeting at the University of Florida’s research school, PK Yonge. The director, Fran Vandiver, has one goal in planning the building of a new school and program: “it is time for “new new schools” and to stop building “old new schools” ....unless of course, we are satisfied with the current results.”

Their goal is to merge the new school‘s architecture with learning in the Conceptual Age. I was thrilled to hear the ideas of Daniel Pink and Sir Ken Robinson discussed in relation to a K-12 school! Why is this important to Art Education? Art plays an important role in learning during the Conceptual Age. It is theorized that an MFA IS the new MBA. Art is the vehicle for all other learning to make sense!

Take a look at Robinson's TED video entitled, "Do Schools Kill Creativity?" Can you relate to his ideas? How does your classroom foster creativity?

Practical Arts Meets Graduation Requirements

If you don't subscribe to the FDOE's Paperless Communication, you really should. Visit: http://www.fldoe.org/ and subscribe today. You can filter the types of communication you wish to be notified of and limit it to art related information.

Click here to read the Department's latest release regarding acceptable practical art credits to meet art graduation requirements. Is you mouth wide open? If not, it should be. "Food Sciences" is an acceptable course to meet an Art requirement? "Early Childhood Education"? "Jewelry Making and Repair"? Where was the art educator when this list was being compiled? Do they not see how traditional arts courses can have a practical value, too?

Doesn't this list contain courses which devalue the importance of art education?! It is very important for art educators to be activist and to see the value of having representation in Tallahassee and other state legislators' offices. The authors of this list need to be educated and we are the best ones to provide the information. It won't happen while remaining in your classrooms preparing for the next art show. It requires even more.

What are your thoughts?

Blog Focus

The role of the art educator is changing dramatically. As educational budgets are being cut all over the State of Florida and the US, art positions are being compromised. We’ve got a huge challenge before us and now is the time to act.

I’m an art educator first and foremost. I have taught elementary art at a magnet school in Ocala, Florida, as well as taught middle school art for Florida Virtual School. My current role is as a district liaison for FLVS (Florida Virtual School). My job takes me all over the state and nation. I’ve spoken with students, parents, administrators, and legislators. I’m at district level meetings to national conferences focusing on various educational topics. I have asked myself, “Where’s the Art?” more times that I can count. I’ve seen many opportunities for art education’s voice to be heard. That is the focus of this blog.

In this blog, I’ll share all of the opportunities that I come across and look forward to hearing your thoughts, criticisms, and other opportunities to help our cause.