Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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The Art of  
A Workshop for High School Teachers
the Arts

In This Program


A choreographer talks with student dancers


Students and teachers in a theatre classroom watch a performance

Visual Art

Visual art teacher and curator at an outdoor sculpture park


A band teacher playing with visiting musicians

Workshop 7 Making the Most of Community Resources

Watching the Program Additional Resources Support Materials
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Activities and Discussion
(45 minutes)   |  Homework

Part I. Risks and Benefits of Community Collaboration, Revisited
(20 minutes) 

Revisit the lists of barriers, benefits, and risks you generated while Getting Ready to watch the program. Discuss these questions:

Planning and time are often seen as obstacles to utilizing community resources. How can planning reduce the risks and obstacles and increase the benefits for teachers, students, and community members? How can time be used wisely so that everyone has a positive experience? As a group, share examples from your own experiences.

Part II. Extending The Learning Community (25 minutes) 

Michael O'Banion, the dance teacher at the Denver School of the Arts, described his philosophy of community involvement as a series of concentric circles with the students at the center, and then expanding to include teachers, guest artists, parents, and the community at large.

What educational opportunities are there for you and your students to go out into the community, and when do community members come into the school?

Using the chart below, identify two opportunities for curricular extensions — one you have experience with and would like to share with others; and one you have not experienced but would like to. This chart is organized by the stages of the artistic process: creating, performing, and responding.

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In the Community

In the School


Students attend open rehearsals

Alumni visit and participate in classes

Students participate in internships and apprenticeships

Guest artists, choreographers, conductors, directors work with the students

Students take private lessons

Teaching artists assume residency

Students participate in clinics and workshops

Guest artists conduct clinics, sectionals, and workshops

Students attend summer camps


Students participate in master classes

Guest artists conduct master classes

Students perform in regional honor bands and choirs

The public attends dance, music, and theatre performances

Students and teachers exhibit their artwork

The public attends exhibits

Students and teachers participate in community dance, music, and theatre performances

Guest artists perform in concerts and productions

Students and teachers put their work up on a Web site

Students use the Web to see the work of other students


Students attend and reflect on dance, music, and theatre performances and art exhibitions

Guest clinicians and critics assess student work

Students take virtual tours on the Web to museums around the world


As a group, share the opportunities you have identified. Be sure to recommend local resources — both people and organizations — you know about. Take notes on some of the following that your colleagues recommend:

Guest artists

Theatre companies
Dance companies
Bands and orchestras

If you can, share specific collaboration experiences that were successful. Describe and/or take notes on:

  • Learning goals for students
  • Skills that students needed to be taught
  • Planning and preparation that had to be done
  • Relationships that had to be cultivated
  • Outcomes that were important
  • Ways of sharing work/presenting to school or outside community

Homework opens in a new window.

NEXT: Additional Resources



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