Feed on
Posts
Comments
C_Cogger_Bridgid_12x12_mixedmedia2014

“Mixed Media 2014 12 x 12”

Cassia Cogger harnesses the inherent simplicity and harmony of the circle as a means for personal storytelling and for connecting with the inner self.  She is the author of the newly published, Creating Personal Mandalas: Story Circle Techniques in Watercolor and Mixed Media, where she shares exercises in self-exploration via the endless possibilities of creating within the circle.  Cogger heralds the circle as the most basic of shapes– one that can open your heart, lead you back to your center, and ultimately, give rise to your authentic voice.

During the opening reception on Thursday, June 1, 2017, Cogger will lead a free personal mandala workshop from 5:30-6:30p.m.  The exhibit will run from June 1-July 26 with an opening reception in conjunction with Middletown ArtWalk evening on June 1 from 5-7p.m.

The gallery’s regular summer viewing hours are Monday through Thursdays from 9a.m.-5p.m. and Fridays from 9a.m to noon.

Our Discovery AfterSchool Instructors share stories from their classes in this guest blog series Discovery AfterSchool Stories. For more information on our AfterSchool Program, please visit – http://wesleyan.edu/greenstreet/youth/afterschool.html.

Musical Storytelling
By: Anna Flurry

Musical Storytelling

A drum machine sets up a rhythm as students take turns playing along on their instruments and making their own beatboxing sounds. “We were working on our blues song,” says Mr. Peter Van Siclen, teacher for the Musical Storytelling class. “They’ve written a blues song where they tell the story of a school day and the funny moments in it.” As a reward for finishing the blues song, the students got to make up their own beat with the drum machine. In terms of the class overall, Mr. Peter says, “They’ve been really creative and done way more than I expected. They did their own original song about a shark-eating whale that lost its saxophone and then used a mermaid to help find it! And then they did their own drawings and made a movie putting that all together.”

In addition to Musical Storytelling, Mr. Peter is teaching BoomWhackers and African Drumming at Green Street this semester. He has been working here for several years and says of the program, “I think the variety of options for the kids is incredible… I love seeing the overlap between dance and music and art and how the kids get to blend it all together and go from one to the other each day.”

Next semester, Mr. Peter is looking forward to teaching more classes that let the students be creative using music. into adding a class on film scoring, as well as a found instruments class. Keep a lookout for next semester’s classes!

D_Long_Sacred Geometry

Sacred Geometry 14 x 21” 2016

 

Dan is a professor of photography at Manchester Community College. His exhibit “Natural Selection” is a modern-day photographic homage to the Cabinet of Curiosities.  The images are larger than life and highly detailed, presenting cultural artifacts and natural objects often in juxtaposition, featuring, among other things, insects, plants, skeletal remains, and other material “selected from nature.”

 

D_Long_Last Rose_Anniversary Portrait

Last Rose Anniversary Portrait – archival pigmented ink, 21 x 14” 2013

 

 

 

 

Join us for the opening reception on Thursday, April 20th from 6-8 p.m.

The exhibit will run from April 20-May 24.  The gallery’s regular viewing hours are Monday through Fridays from 9a.m.-3p.m.

Our Discovery AfterSchool Instructors share stories from their classes in this guest blog series Discovery AfterSchool Stories. For more information on our AfterSchool Program, please visit – http://wesleyan.edu/greenstreet/youth/afterschool.html.

By: Peter Van Siclen

Musical Storytelling

In musical storytelling we have been playing live music behind books, recording sound tracks on the computer, and writing original story songs. In the beginning of the year we wrote a blues telling a silly story of an average school day. Since then we have been practicing the original song by stamping, clapping, and singing. Not only are we practicing keeping a steady beat, singing together as a group, and learning the blues form, but we’re having fun doing it!

We are continuing to practice this blues, finish recording the soundtrack to “Frog Goes to Dinner” and complete our original whale tale, complete with GarageBand compositions and illustrations.

Our Discovery AfterSchool Instructors share stories from their classes in this guest blog series Discovery AfterSchool Stories. For more information on our AfterSchool Program, please visit – http://wesleyan.edu/greenstreet/youth/afterschool.html.

By: Peter Van Siclen

IMG_7894

In Boomwhackers we have been combining the sound of tuned plastic tubes with stomping dance moves to create harmonic beats. The class has created a robotic routine where individual students introduce the beat and the rest of the class “powers up” to join them. Our most challenging song this semester has been playing the Star Wars theme while pretending the Boomwhackers are musical light sabers. The class is learning to work as a team to make music together, and they are even trying to throw in some showy spin and twirl moves, too!

Green Street is looking for a Wesleyan Student with strong content understanding of mathematics and an interest in education. The Intel Math Internship is 8 weeks (June 26 – August 18, 2017) and full time (40 hours a week). The pay is $4,000 for the full internship.

Intel Math is an intense math course for K-8 teachers. The Intel Math Intern will assist with an Intel Math course this summer (July 10 – 21) and then use that experience along with guided research to develop classroom materials for teachers. These materials will be posted on a State website for broad access.

This is the general overview of the Intel Math Internship — regular check ins with Intel Math instructors and Green Street team are required. Much of the work, outside assisting with the Intel Math course, can be done independently. We can offer space at Green Street or the Intern can work within the common spaces in the Exley Science Center.

Week 1:    Overview of a) Intel Math content, b) Common Core Mathematics Standards and Practices,

  1. c)  State-vetted mathematics lesson plans and classroom activities website.
  • Get familiar with Common Core Practices and “cluster” focus areas for each grade level of Common Core Standards
  • Get familiar with the State e-Quip rubric for mathematics classroom materials
  • Research existing classroom activities and lesson plans available via the State for examples of what makes a rigorous activity

Weeks 2-3:    Assist with Intel Math course with guidance from instructors Leidy and Keazer.

Interact with teachers in course to get familiar with their needs in the classroom.

Weeks 4-5:    Research materials for Intel Math topics of interest (TBD) that can be vetted for use

on the State website using the State rubric as a guide.

Weeks 6-8:    Developing a set of lesson plans and classroom activities for teachers in Intel Math topics

areas of interest (TBD)

  • Include clear connections to Common Core Standards (“clusters”), Common Core Practices, and appropriate grade levels
  • Include something on the topic for each grade level K-8 even if it is simply how it relates to the progression of content (for example – you’re not teaching fractions in kindergarten but you are setting a foundation for fractions in higher grades)
  • Include a student work analysis for targeted grade levels

Intern must be reliable, self-directed, and have regular internet access to complete independent research. Intern should have strong math skills and an interest in education; experience with K-8 students is preferred. Interested Wesleyan students should email the following to Green Street Director, Sara MacSorley (smacsorley@wesleyan.edu), by May 1, 2017:

1) cover letter expressing interest and explaining why this internship would be a good fit,

specifically  listing the last mathematics course taken in college

2) a resume

3) contact information for a Wesleyan professor who has agreed to be a reference and can speak   directly about the candidate’s mathematical ability

Our Discovery AfterSchool Instructors share stories from their classes in this guest blog series Discovery AfterSchool Stories. For more information on our AfterSchool Program, please visit – http://wesleyan.edu/greenstreet/youth/afterschool.html.

By: Anna Flurry

The Time Traveler’s ClTime Travelersub began the AfterSchool semester with a trip to ancient Egypt!! The kids got to learn about the Nile, the pyramids, scribes, and hieroglyphics, and best of all, they got to take a trip on the fantastic time machine that Instructor Aidan made from scratch. The students have already told us about several different places that they want to go next, including Mexico, Puerto Rico, and China! Who knows, maybe the mysterious riddle in the time traveler chest will take us to one of those places next week…

HOT Logo

HOT Schools – Internship positions available

Connecticut Office of the Arts Higher Order Thinking (HOT) Schools™ in partnership with Wesleyan’s Green Street Center for Teaching and Learning is offering two internships to Wesleyan University or Middlesex Community College Students.

This is a unique opportunity for organized, tech savvy individuals interested in the elements of planning, developing, implementing and coordinating particular aspects of the HOT Schools program including the HOT Schools 24th Annual Summer Institute (SI). The SI is an intensive interactive arts education experience for 200 plus artists, teachers, administrators and parents engaged in school culture change through strong arts, arts integration, and democratic practice.  For more information about the HOT Schools Program visit www.higherorderthinkingschools.org

The program is a synthesis of educational pedagogy and strategic partnerships with teaching artists and arts and cultural organizations dedicated to cultivating arts energized school communities.  Program interns will assist in all aspects of planning and implementation of this intensive week- long professional development opportunity.

To apply: Please send a resume and letter of interest to hotschools@wesleyan.edu by March 10th, 2017.

Arts in Education (AE) Conference Interns

Duration:  The AE Conference Planning Interns will work from June 5 – July 19, 2017

Description:  Participating in event design, planning and implementation

  • Research and compile relevant resources
  • Assisting in creation of promotional materials
  • Managing multiple data systems (school reports and plans, on-line registrations and surveys, etc.)
  • Organizing materials and supplies for presenters
  • Networking with educators, artists and presenters
  • General clerical duties (copying, filing, assembling materials, etc.)

Qualifications: The candidate for this position should be a self-starter with strong writing skills, be proficient in using excel and Google docs and have general clerical skills. The position requires flexibility, strong interpersonal skills and an interest in working collaboratively. Drivers license and access to a vehicle preferred.

Payment: $10.00 per hour

June  5 – June 23 at 20 hours a week

June 26 – July 19 at 40 hours a week – Room & Board at the Hilton will be provided from 7/9 -7/14.

Jessica Torres is a Middlesex Community College student completing a Human Services internship here at Green Street this semester as a teaching assistant in our Discovery AfterSchool Program. She will be making several blog posts and reflections during her time here for an inside look at our AfterSchool classes.

Middlesex Community College Robotics Club Visits Green Street

By: Jessica Torres

mixyThe Discovery AfterSchool students received a special visit for a recent half day program. However, it was not just a human visit. A robot named Mixy was brought over by the Robotics Club from Middlesex Community College to show the children all that she could do.

The students sat in awe as Mixie greeted them saying “Hi my name is Mixy”. Next, Mixy’s head sensor was touched and she was told to stand up and walk. The children were so surprised that Mixy could walk across the room like a human being. The Robotics Club college students then explained how they have to program Mixy to talk and move. First, they have to signal the robot to do something touching the head sensor.

Then, the college student touched the top of Mixy’s head and said “Mixy can you do a dance?” Mixy replied “Yes. I can do the Macarena, the YMCA, and the Gangnam Style”.  Mixy was asked to “Do the YMCA”. The children laughed and screamed in excitement as Mixy broke it down and did the YMCA dance.

Each student was able to pick a word or sentence to program in the computer to tell Mixy what to say. Some children came up with silly things to say like as a joke or a long word such as “Mississippi”. The students learning about robotics and really enjoying getting to participate by directing Mixy to talk to the group.

Jessica Torres is a Middlesex Community College student completing a Human Services internship here at Green Street this semester as a teaching assistant in our Discovery AfterSchool Program. She will be making several blog posts and reflections during her time here for an inside look at our AfterSchool classes.

Working with Ms. Renee

By: Jessica Torres

miss. renee class

Over my two months volunteering at Green Street, I really enjoy the Beads, Baubles, Boxes, and Beans class with Ms. Renee. The kids always have so much fun doing the projects she designs. We have decorated masks, jewelry boxes, pumpkins, bookmarks, and more.

Spending one day a week in this class, I have noticed Ms. Renee’s passion for and dedication to her instruction and most of all, to the students. She makes every class exciting for the students and knows just how to keep their attention. She knows how to bring the class from more rowdy state to a nice and calm level when needed.

One technique I have noticed that she uses to redirect a student when they are having a hard time is to nicely tell them it is time to be quiet and pay attention to the instructions. She says it in a funny high pitched voice though and that makes the students laugh yet lets them know that they need to listen at that moment. I admire this approach because it shows that you can use a positive, humorous approach to help students get focused or redirected.

I also admire how Ms. Renee is very open minded and always willing to listen when a student is very upset about how their project came out. The student will point out all the negative things they see with their finished product but Ms. Renee points out all the unique things she sees. This always seems to make the child feel a lot better and helps them to see the good in their situation. Art is unique and the students all get to show that in their own ways with Ms. Renee’s guided techniques and positive approach.

Older Posts »

Log in