As a former educator-turned-project manager at Creative Generation, I hold the tension of currently working in a professional role that my former teacher colleagues (and myself) were often so skeptical of. In this post, I explore how Jill Schinberg’s consultant-ethnographer (CE) framework helps me balance this divergent experience, wherein Creative Generation’s objective to be in co-creation with our collaborators is actualized as we “understand, document, and interpret” important contextual information to successfully see projects through with integrity and care.
Read moreDiversity, Equity, and Inclusion: A Collective Responsibility
In June 2020, the Bloomingdale School of Music (Bloomingdale)—like many communities around the world—paused in reaction to what was happening with the convergence of multiple pandemics and began to reflect on the organization’s growing edges.
Read moreYoung and Emerging Leaders Forum Spotlight: Sul Ju Kim
Artistsnowww (Sul Ju Kim) is a teaching artist from South Korea. My artistic identity has been constructed since I was very young. I started painting at the age of 4 and studied orientalpainting, western painting, sculpture, and design in the art high school. While I studied University and Graduate School, I contemplated how to communicate with the world as an artist and was involved in various projects. In particular, I have endeavored to be an artist who works with marginalized groups. Spontaneously, most of my works address the life of the socially disadvantaged.
Read more5 Learnings from Our Work Building and Engaging STEAM Audiences Alongside the Innovation Collaborative
Over the course of 2022, I had the pleasure of working closely with the Innovation Collaborative to help build their audience of Science, Technology, Engineering, Arts, and Mathematics Education (STEAM) supporters this year, which included conducting a focus group of educators — and their supporters — to learn more about the STEAM educational landscape and their unique interests and needs as those cultivating creative learning.
Read moreHOLDING TENSIONS: On Being a Creative and an Academic
I have always been a scholar and a poet. I won my first award for poetry in the 4th grade. I remember my algebra teacher in high school scolding me for writing poetry in the margin of my math notes. It made perfect sense to me. I wrote poems about mathematical concepts to draw connections and define terms. She reprimanded me. Freshman year of college I left the private art school where I was enrolled because I felt my scholarly appetite was not being fed. I remember writing poems to explain my emerging epistemological stances during my doctoral program. Yet, when I went to my community open mic where I was born and raised as a young poet, the language of academe felt ill placed peeking through my stanzas. I remember wondering what was happening to my voice as a poet.
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