The Art of Learning

DOs and DON'Ts for Artists and Teachers

DOs

Artists

Teachers

Any time you are going to be doing a series of workshops or a residency in a class, have a planning meeting with the teacher in advance. Be specific about what you see as the role of the teacher during your visit (responsible for classroom management, etc.)

Know the artist and be familiar with his/her work

Any time you are going to have a series of workshops or a residency in your class, have a planning meeting with the artist in advance. Discuss your role during the visit (responsibility for classroom management, etc.).

Be assertive about the needs of your program (adequate planning time/classroom time)

Before confirming a date with an artist, be sure and check for any conflicts due to: testing, in-services, and conferences, etc.

Ask the teacher to actively participate during the workshop.

Agree with the teacher how discipline issues will be handled.
Identify needs and objectives.

Emphasize the process, not the product. Ask about the artist's expectations.

Make sure you are aware of, and prepared for, any special equipment or space needs the artist may have.

Do find out if artist is paid for planning time as well as for performing.

Have a written contract/ agreement detailing the date, time, place, duration, program, grade level, class size, and costs for any artists' programs. Include what you will provide and what the artist will provide. If you are not responsible for this, ensure that those who are have key information and that both parties do have a signed copy. Be sure you review before the signings.

Make sure you have a written contract/agreement detailing the date, time, place, duration, program, grade level, class size, and costs. Include what you will provide and what the school will provide. You may want to include a waiver of liability and media release.

For multiple-day performances, DO ask about the need to check in daily.

If you have specific needs (multipurpose room, sound system, world map, CD player) check with the teacher well in advance to be sure they can be provided.

Do make contact the day prior to confirm details.
Have open communications with: faculty, parents, students, administration.

Do provide self-addressed stamped envelope for return of evaluations.

Secure financial resources.

Do allow for 'comment' feedback on the evaluation form.
If the artist has provided you with a study guide, review it and incorporate the pre- and post-visit activities and other suggestions into your lesson plans.

Leave gum at home.

Allow extra time before your school visit to make allowances for lack of parking, time to sign in at the office, etc.

Prepare students through integration of objectives

Carry an introductory letter outlining who you are and what the teacher's responsibilities are during your visit to share with the substitute if the teacher is absent.

Invite parents to classroom the day of the visit (and BOE, Supt. and media).

Do have class/setup prepared in advance of the performance.

Watch your language. It's discouraging for a teacher who has spent a lot of time teaching kids not to say "ain't," etc. to have a visiting artist do it.

Do talk to the artist the day before.

Do remind artist to rendezvous at the office.

Always address students by name or simple description ("the boy in the blue shirt") when calling on or responding to them. Don't call students "honey, dear, sweetie," or any other term of endearment. Don't make value judgements in your descriptions ("the beautiful girl with the fabulous red shirt").
Do have student escort set up.

If the artist is working with your students for more than one session and you have suggestions for improvement, share them as soon as possible but away from your students.

Do maintain a sense of humor.
Stay in classroom with students.

Do ask for specific vocabulary. Participate with students.

For programs you do regularly, develop a study guide for the teacher that includes a vocabulary list, a bibliography, the standards and indicators the program reinforces, and some suggested pre- and post-visit activities. Stay flexible.

Do give 'time's up' sign.

Determine how you will know the artists' program was a success and use an appropriate assessment tool to confirm it.

When you fill out a written evaluation of the artist after the program is completed, take time to add any suggestions you have for improvement.

Follow up with the objectives being taught.

Use the artist's follow-up activities if possible.

Do 'calm-down' things toward the end.

Learn how to manage different student personalities/learning styles.

DOs and DON'Ts for Artists and Teachers

DON'Ts

Artists	Teachers
Don't make evaluation form long.	Don't interrupt without prior permission.
Don't go over time allotted.	Don't assume artist will have an evaluation. Ask.
Don't be late for your performance.	Don't make random choices; the visiting artist or art program needs to enrich the objectives that you are teaching.
Never go outside for a smoke between sessions. The odor lingers.	Limit your audience.
Don't assume you can use any school rest-rooms. Always ask first. Some schools do not want adults to use the boys' or girls' rest-rooms and instead, have designated adult restrooms.	Don't hold students out as punishment.
Don't leave the room a disaster area
Don't tell students to "shut up."
Don't ASSUME…anything
Don't expect miracles without adequate planning time

Artists	Teachers
Any time you are going to be doing a series of workshops or a residency in a class, have a planning meeting with the teacher in advance. Be specific about what you see as the role of the teacher during your visit (responsible for classroom management, etc.)	Know the artist and be familiar with his/her work
	Any time you are going to have a series of workshops or a residency in your class, have a planning meeting with the artist in advance. Discuss your role during the visit (responsibility for classroom management, etc.).
Be assertive about the needs of your program (adequate planning time/classroom time)
	Before confirming a date with an artist, be sure and check for any conflicts due to: testing, in-services, and conferences, etc.
Ask the teacher to actively participate during the workshop.
Agree with the teacher how discipline issues will be handled.	Identify needs and objectives.
Emphasize the process, not the product.	Ask about the artist's expectations.
	Make sure you are aware of, and prepared for, any special equipment or space needs the artist may have.
	Do find out if artist is paid for planning time as well as for performing.
	Have a written contract/ agreement detailing the date, time, place, duration, program, grade level, class size, and costs for any artists' programs. Include what you will provide and what the artist will provide. If you are not responsible for this, ensure that those who are have key information and that both parties do have a signed copy. Be sure you review before the signings.
Make sure you have a written contract/agreement detailing the date, time, place, duration, program, grade level, class size, and costs. Include what you will provide and what the school will provide. You may want to include a waiver of liability and media release.
For multiple-day performances, DO ask about the need to check in daily.
If you have specific needs (multipurpose room, sound system, world map, CD player) check with the teacher well in advance to be sure they can be provided.
Do make contact the day prior to confirm details.	Have open communications with: faculty, parents, students, administration.
Do provide self-addressed stamped envelope for return of evaluations.	Secure financial resources.
Do allow for 'comment' feedback on the evaluation form.	If the artist has provided you with a study guide, review it and incorporate the pre- and post-visit activities and other suggestions into your lesson plans.
Leave gum at home.
Allow extra time before your school visit to make allowances for lack of parking, time to sign in at the office, etc.
	Prepare students through integration of objectives
Carry an introductory letter outlining who you are and what the teacher's responsibilities are during your visit to share with the substitute if the teacher is absent.	Invite parents to classroom the day of the visit (and BOE, Supt. and media).
	Do have class/setup prepared in advance of the performance.
Watch your language. It's discouraging for a teacher who has spent a lot of time teaching kids not to say "ain't," etc. to have a visiting artist do it.	Do talk to the artist the day before.
	Do remind artist to rendezvous at the office.
Always address students by name or simple description ("the boy in the blue shirt") when calling on or responding to them. Don't call students "honey, dear, sweetie," or any other term of endearment. Don't make value judgements in your descriptions ("the beautiful girl with the fabulous red shirt").	Do have student escort set up.
	If the artist is working with your students for more than one session and you have suggestions for improvement, share them as soon as possible but away from your students.
Do maintain a sense of humor.	Stay in classroom with students.
Do ask for specific vocabulary.	Participate with students.
For programs you do regularly, develop a study guide for the teacher that includes a vocabulary list, a bibliography, the standards and indicators the program reinforces, and some suggested pre- and post-visit activities.	Stay flexible.
	Do give 'time's up' sign.
	Determine how you will know the artists' program was a success and use an appropriate assessment tool to confirm it.
	When you fill out a written evaluation of the artist after the program is completed, take time to add any suggestions you have for improvement.
	Follow up with the objectives being taught.
	Use the artist's follow-up activities if possible.
Do 'calm-down' things toward the end.	Use the artist's follow-up activities if possible.
Learn how to manage different student personalities/learning styles.