Visual and Performing Arts Education
Resource Booklet
Spring 2014 Visual and Performing Arts Education Resource Booklet
Cover Page Artwork Angelo Melgar Spring 2014 Contents
Director’s Statement 1
Faculty & Lecturers 5
Teaching Associates 12
Course List 16
Guest Lecturers in Courses 28
Participating Majors 36
VAPAE Teaching Sites 38
Classroom-in-Residence at the Hammer 54
Book Arts Summer Workshop 64
AcademiCamp 72
VAPAE Afterschool Programs 74
Public Events 82
Alumni Updates 102 Project Manager Gretchen Gundlach Designer Stephen Ou Contact 108 UCLA’s Visual and Performing Arts Education Program (VAPAE) offers undergraduates the unparalleled opportunity to deeply engage with their artistic practice, and share their passion for civic engagement by gaining hands-on experience in the classroom as teaching artists and curriculum specialists. By providing culturally relevant theoretical, historical, and pedagogical knowledge, VAPAE prepares UCLA students to be effective leaders in arts education.
VAPAE is comprised of several components that work cohesively to support UCLA students as artists, scholars and researchers. It is our mission to provide high quality arts education for K-12 pupils in Los Angeles, and to serve as a model for institutions of higher learning, emphasizing research in curriculum development and progressive pedagogy. By increasing access to arts education we support academic achievement and provide youth in our communities with the tools they need to be creative, collaborative, and engaged citizens.
The Arts Education Teaching Sequence, the core of the VAPAE Program, is a series of three courses that introduces students to the fields of the teaching artist, arts specialist and credentialed classroom teacher. Allowing Director’s students to first observe and then implement carefully crafted arts-based units of instruction in actual classrooms over an extended period of time, we align our efforts with LAUSD Title I Schools and UCLA affiliated partner sites to provide an enriched environment in which pupils can Statement develop as creative beings and critical thinkers.
Director’s Statement 1 Each academic year, based upon qualitative evaluations, the VAPAE Program The Visual and Performing Arts Education Program at UCLA is an important carefully curates its school-wide course offerings to accurately reflect the school-wide initiative that supports the creative and intellectual growth interests of the UCLA undergraduate population. By providing a broad of UCLA undergraduates while providing much needed arts education range of courses that reflect the ever-changing landscape of the educational curricula to children in underserved communities. Through rigorous system, VAPAE students are exposed to current educational theories, collegiate course work, original arts education projects, engaging community new methods of pedagogy and effective collaborative practices that engender lectures and educational experiences, VAPAE provides a range of oppor- positive, lasting change in our partner school communities. The range of tunities for the community of Los Angeles to meaningfully engage with artists courses that VAPAE has offered includes Maximizing the Social-Emotional and educators in the construction of a creative environment that emphasizes Benefits of Arts Education, Critical Media Literacy for Artist Educators, the potential the arts have to inspire the future of our youth. and Addressing Empathy Development with Incarcerated Teens through Visual Arts. Participation in VAPAE requires deep knowledge and expertise in the theory and practice of the arts in addition to generosity of spirit and empathy for The VAPAE Program introduces UCLA students to key issues and others, and accordingly attracts UCLA students with tremendous talent and methodologies relevant to the field of contemporary arts education with intelligence who have a deep commitment to strengthening our community coursework that focuses on theory and practice for urban communities. through the arts and civic engagement. By offering rigorous and engaging courses that pose challenging questions and foster productive discussions relevant to the ever-changing field of At this time, I want to sincerely thank all of you who have contributed arts education, participants in VAPAE emerge prepared to work in a variety so thoughtfully and passionately to our amazing program! of fields and roles including the K-12 teacher, arts specialist, teaching artist, museum educator, art therapist and arts advocate.
In addition, the VAPAE Program develops and implements a variety of in-school, afterschool, and summer institutes, which promote arts-based community engagement with both undergraduates and K-12 pupils impacted by these innovative programs. VAPAE projects have been piloted to great effect in a variety of locations including the UCLA Hammer Museum, the UCLA William Andrews Clark Memorial Library, the Huffington Center at St. Sophia’s Cathedral, the UCLA Community School, and our other LAUSD partner sites. Each program is uniquely designed to fit the needs of its participants, and is implemented in ways that benefit the Barbara Drucker professional and creative development of all stakeholders including UCLA Associate Dean of Academic Affairs undergraduates and teaching artists, credentialed teachers and K-12 students Director of Arts Education along with their families and extended community members.
2 Director’s Statement Director’s Statement 3 Barbara Drucker, MFA Associate Dean of Academic Affairs Director of Arts Education
Barbara Drucker received her MFA from UCLA, where she is currently the Associate Dean of Academic Affairs for the School of the Arts and Architecture and Professor of Painting and Drawing in the Department of Art.
Drucker’s art practice includes painting, mixed media installation, sculpture, photography and video. It has been exhibited nationally and internationally at venues such as the Mazzocchi Gallery, Parma, Italy; Academy of Fine Arts, Brescia, Italy; Kulturzentrum bei den Minoriten, Graz, Austria; Kennedy Gallery, Athens, Greece; Bouzianis Gallery, Athens, Greece; Center for Book Arts, New York; and Mount St. Mary’s College, Los Angeles, CA.
Her work is also included in numerous public collections such as the Smithsonian Archives of Contemporary Art, Washington, D.C.; the Sackner Collection of Concrete Poetry and Artists’ Books, Miami, Florida; Faculty UCLA Special Collections/Artists’ Books; the Museum of Greek Folk Art, Film Archives, Athens, Greece; and the Museum of Greek Popular Instruments Center of Ethnomusicology, Athens, Greece. Drucker is a recipient of the prestigious Howard Foundation Award for Contemporary & Lecturers Art, Brown University, Providence, RI.
4 Faculty & Lecturers 5 Jessica Bianchi, MA, MFT-I, ATR Ping Ho, MA, MPH Lecturer Lecturer
Jessica Bianchi is a doctoral candidate at Loyola Marymount University, Ping Ho is Founding Director of UCLArts and Healing which studying Educational Leadership and Social Justice. With a Master’s degree facilitates the use of the arts for mind-body wellness and healing as in Marital and Family Therapy/Art Therapy, Jessica is an art therapist a vehicle for empowerment and transformation. UCLArts and Healing at Aviva Family and Children’s Services working with emotionally disturbed is an organizational member of the UCLA Collaborative Centers for teens. Jessica is also part-time faculty at LMU teaching on the importance Integrative Medicine of which Ping is a steering committee member and of providing visual arts in all classrooms for holistic learning, and also was founding administrator. She was also founding administrator for the co-teaches a class focused on art therapy with children in LMU’s graduate UCLA Cousins Center for Psychoneuroimmunology, wrote for Norman Marital and Family Therapy/Art Therapy department. In addition, Jessica Cousins and co-wrote the professional autobiography of the founder of is teaching a class at UCLA focused on creating empathetic communities the field, George F. Solomon, MD. Ping has a BA in Psychology with honors by way of creative expression with defended youth. For the past seven years from Stanford University, a MA in Counseling Psychology with specialization Jessica has directed an annual weeklong summer arts camp in collaboration in exercise physiology from the University of California, Santa Barbara, and with LMU’s Marital and Family Therapy/Art Therapy department and a MPH in Community Health Sciences from UCLA’s School of Public Dolores Mission middle school in East Los Angeles providing opportunities Health. Ping is on the Council of Advisers for the Academic Consortium for youth to explore identity via artistic expression. for Complementary and Alternative Health Care.
Kristen Greer-Paglia, MA, PhD Lindsay Lindberg, MA Lecturer Lecturer
Dr. Paglia, Executive Director of P.S. ARTS, earned her Master’s Degree from Lindsay Lindberg is the Arts Education Program Coordinator and a lecturer UCLA and PhD from Harvard University. Dr. Paglia has over twenty years in UCLA’s Visual and Performing Arts Education Program (VAPAE), of experience teaching special and general education in urban public and a member of the dance faculty at Gabriella Charter School, a dance independent schools. She has been an administrator for arts and professional educator for the Everybody Dance! Foundation, and a teaching artist development programs at the school and district levels, and served as at the Hollywood Schoolhouse. A graduate of UCLA’s World Arts and an advisor on numerous graduate thesis committees. Dr. Paglia is also Cultures Department with an emphasis in dance and NYU’s Master of a sought after speaker and consultant on educational equity and the arts. Arts in Dance Education, Lindsay has helped develop and implement many innovative K-12 projects and professional development programs in Los Angeles, and has been designing and teaching dance curricula for years.
6 Faculty & Lecturers Faculty & Lecturers 7 Angelia Leung, MA, CMA Martha Ramírez-Oropeza Chair, World Arts and Cultures/Dance Lecturer
Angelia Leung, born in Guangzhou, China, emigrated to the USA when Martha Ramírez-Oropeza is a visual artist and mural painter, a theatre arts she was six years old and grew up in California. As a faculty member performer and director, researcher of the Mexican Nahuatl pre-Hispanic in UCLA’s Department of World Arts and Cultures/Dance, her teaching codices, K-5 drama teaching artist and lecturer at UCLA. areas include: improvisation, choreography, fundamentals, movement analysis, modern dance technique, dance education, and production In Mexico City, she was vice-director of the Mascarones Theatre Group for management/administration. 32 years. Later she designed and co-founded the Nahuatl University pyramid campus in Ocotepec, Morelos, Mexico. She apprenticed under master Leung is an independent choreographer/dancer as well as one of the muralist David A. Siqueiros, under Frida Kahlo’s apprentice Guillermo founders of Chopsticks & Sneakers, a collective of Asian and Asian- Monroy, and more recently under Chicana muralist Judith F. Baca. American choreographers, which has produced concerts since 1984. She has taught as a guest artist wherever her works have been presented Currently, Professor Ramírez-Oropeza teaches part-time at UCLA on various throughout the United States and internationally. Leung’s teaching and topics such as “Roots of the Day of the Dead,” and “Introduction to the creative work reflects her primary interest in praxis - in creating bridges Teaching Artist.” She has co-authored a book linking the ancient oracles in between intuition and the analytical, the theoretical and the practical, the pre-Hispanic Mexico with Chinese philosophy called, “The Toltec I Ching,” conceptual and the physical. Her most recent work included an invited (Larson Publications 2009), and conducts international Nahuatl culture presentation of her paper, “An American Story – Reflections on Dance seminars in the United States, Canada, and Mexico. Education and the Future of Contemporary Dance in the U.S.” for the 2010 Dance Symposium on “The Future of Contemporary Dance – Connecting She is an artist-in-residence at the Social and Public Art Resource Center Artistic Exploration and the Market Needs” held in Guangdong, China. (SPARC) in Venice, California, and a performing and visual arts teacher with P.S. ARTS at the Edison Language Academy, a Spanish immersion elementary school in Santa Monica, California.
8 Faculty & Lecturers Faculty & Lecturers 9 Carolina San Juan, PhD Tom Skelly, MFA Lecturer Lecturer
Carolina San Juan received her PhD from the UCLA Department of Tom Skelly was born in St. Louis, Missouri in 1952. He received a BA World Arts and Cultures. Her research focuses on popular entertainment from the University of California, Santa Barbara and a MFA in Painting and social movements in the Philippines and in the Filipino American from Claremont Graduate University in 1979. Upon graduating he began Diaspora. Carolina’s work in the arts and social justice includes assisting exhibiting and teaching painting, drawing and design. the development and opening of Oakland School for the Arts, developing the UCLA AAP Arts INitiative (Arts IN), teaching courses on community- In 1980 Skelly accepted a full time artist-in-residence civil service position based arts organizing at UCLA and for the Flourish Foundation, and to design and implement a multi-disciplinary fine arts program at the programming with FilAmArts, the nation’s oldest and largest Filipino California Institution for Men in Chino. During this time he began American community based arts presenter. collaborating with artists in a variety of disciplines including theater and music. Over the course of his thirty year tenure, Skelly engaged the inmates in his Arts-In-Corrections program to develop award-winning community Jeff Share, MA, PhD partnerships for the creation of public art projects including murals, mosaics, Lecturer sculptures, and media arts. While at the Institution he taught classes and workshops, supervised contract artists, wrote grants, managed budgets, Jeff Share is currently a faculty advisor in the Teacher Education Program curated exhibitions and special events for music, theater, and dance at UCLA, working with new teachers in a master’s level credentialing program, performances. He created two half hour radio documentaries for NPR’s in addition to providing professional development training in critical Soundprint: The Artistic Culture of the Incarcerated, and Prison Portraits media literacy to K-12 teachers in the Los Angeles Unified School District. which received an award from the New York Festival’s International His research focuses on theoretical frameworks and practical applications for Radio Competition in the field of Social Issues/Current Events category. teaching critical media literacy in inner-city K-12 classrooms. Share is the In 2010 the Arts-In-Corrections program did not survive budget cuts for author of Media Literacy is Elementary: Teaching Youth to Critically Read and programming and was eliminated. Create Media, published in 2009 by Peter Lang Publishers. Skelly currently teaches Arts Programs in Correctional Institutions – History, Before joining the faculty at UCLA, Share worked for ten years as a freelance Theory and Practice part-time at UCLA. He also teaches a painting course photojournalist documenting situations of poverty and social activism on for inmates at the California Rehabilitation Center through Cal Poly three continents. He spent six years teaching bilingual primary school in Pomona’s Prison Education Project. These positions allow him to continue the Los Angeles Unified School District, and then worked as the Regional his commitment for prison reform through advocacy for the arts. Coordinator for Training at the Center for Media Literacy. When that grant funding ended, Share returned to UCLA where he earned his PhD in the Graduate School of Education and Information Studies.
10 Faculty & Lecturers Faculty & Lecturers 11 Anthony Bodlovic, MA, MFT Teaching Associate
Anthony Bodlovic received his BA in Fine Arts from UCLA, and holds a MA in Secondary Education and a Single Subject Teaching Credential in Art, both obtained at Loyola Marymount University. While at LMU, Bodlovic also obtained a Master of Marital and Family Therapy with specialized training in Clinical Art Therapy, working as an MFT Trainee/Intern in community centers. Bodlovic has been a teaching assistant at both LMU and UCLA and an ESL teacher at San Fernando Senior High School. As a graduate research assistant at LMU, he helped direct ARTsmart – a service learning program which provides arts community Teaching outreach as well as student teaching opportunities for Art Education majors at Loyola Marymount University. At present, Bodlovic is working toward a PhD in Culture and Performance from the Department of World Arts Associates and Cultures/Dance (WAC/D) at UCLA.
12 Teaching Associates 13 Keli Arslancan Teaching Assistant
Keli Arslancan is a VAPAE alum, and currently completing her Master’s in Teacher Education at UCLA. In obtaining an art and history credential, Keli works to intersect critical media literacy, historical inquiry, and art- making process at the high school level.
Jeremy Jacob Peretz Teaching Assistant
After studying anthropology as an undergraduate, Jeremy worked for 4 years in LAUSD schools and for the California Department of Developmental Services supporting students with disabilities and various special needs. Returning to UCLA as a graduate student in the Culture and Performance studies program, his current work examines health and healing practices in the Caribbean, with a specific focus on Guyana and the role of religion in understanding and dealing with health.
14 Teaching Associates Teaching Associates 15 As interest in VAPAE grows, new courses have been created and listed under the school-wide heading “Arts & Architecture” making the program more visible to all UCLA undergraduates. This year, VAPAE expanded the number of course offerings and established areas of concentration that explore new models in arts education. Six arts education-related courses were offered, each including historical and theoretical components plus an experiential learning segment emphasizing the development of the creative process. The following courses represent the areas of concentration emphasized this year:
Arts Education in Non-Traditional Settings • Arts Programs in Correctional Institutions: History, Theory & Practice • Critical Media Literacy for Artist Educators: Theory & Practice
Approaches to Developing Diversity in the Classroom • Introduction to the Performing Arts Teaching Artist • Arts in the Inclusive Classroom: History, Theory & Practice
Nexus of Arts Education & Art Therapy • Addressing Empathy Development with Incarcerated Teens through Visual Arts Course List • Maximizing the Social-Emotional Benefits of Arts Education
16 Course List 17 Arts Education
Art&Arc M102 Curriculum Introduction to Arts Education: Development Theory & Practice Fall 2013 Angelia Leung, Instructor of Record Anthony Bodlovic, Teaching Associate
Spring 2014 Lindsay Lindberg, Lecturer
Offered as the first course in the Arts Education Teaching Sequence, this class focuses on arts education history, theory and practice for urban settings, exploring core issues in arts education, creativity and social justice.
Art&Arc M192 Arts Education Teaching Practicum
Fall 2013 Carolina San Juan, Lecturer Keli Arslancan, Teaching Assistant
The Arts Education Teaching Sequence, the heart of the Visual and Winter 2014 Performing Arts Education Program, comprises three courses (Art&ArcM102, Barbara Drucker, Instructor of Record M192 and M192SL) in which selected undergraduates explore core issues Anthony Bodlovic, Teaching Associate in arts education, creativity and social justice. Students are assigned to K-12 classrooms in the Los Angeles area where they first observe and then Upon successful completion of Art&Arc M102, students enroll in Art&Arc implement an original eight-week arts-based unit plan under the supervision M192 to develop original arts-based lesson plans geared towards their assigned of a guiding teacher and UCLA faculty. K-12 classroom, while simultaneously engaging in classroom observations.
18 Course List Course List 19 Arts Education Curriculum Development
This year’s students created units based on a wide array of interests and talents including:
Art&Arc M192SL Arts Education Teaching Practicum Social Justice through Poetry & Capstone Project Architecture Soundscape and Identity in Music Winter 2013 Abstract Collages Carolina San Juan, Lecturer Poetry and Confidence Keli Arslancan, Teaching Assistant Media Literacy and Self-Representation Songwriting Spring 2014 Ukulele Musicianship Barbara Drucker, Instructor of Record Collaborative/Participatory Musical Culture Anthony Bodlovic, Teaching Associate Theatre Character Development Upon successful completion of Art&Arc M192, students enroll in this course Improvisation for implementation of their arts-based lesson plans under the supervision of Costume Design their assigned guiding teacher at an off-campus K-12 school site. Dialogue Creation and Performance
20 Course List Course List 21 Arts Education in Non-Traditional Settings
Art&Arc 100 Arts Programs in Correctional Institutions: Art&Arc 101 History, Theory & Practice Critical Media Literacy for Artist Educators: Theory & Practice Spring 2014 Tom Skelly, Lecturer Fall 2013 Jeff Share, Lecturer This course presents a comprehensive study of the historic Arts-In- Corrections Program from its inception in 1977 to its closure in 2010. Critical Media Literacy combines the theoretical foundations of cultural It examines attitudes towards, and approaches to, developing prison arts studies and critical pedagogy with practical classroom applications of new programming with correctional staff, artists working in prisons, political digital arts media and technology as well as traditional print-based means figures, and community members. It also explores the consequences of of communication. This course prepares students for teaching K-12 pupils a correctional environment without the positive influence of the arts as to explore their relationships with media, technology, and popular culture a role model for inspiration and discipline. These goals are accomplished by critically questioning different types of representations and creating their through class discussions of critical readings, visual and audio documentation, own media messages. Students investigate media representations of race, and presentations by relevant guest speakers. At the end of the course, class, gender, sexual orientation and other identity markers while exploring students comprehend how informed arts programming in prisons affects alternatives for creating multimedia messages. All students analyze as well as positive changes in thinking and behavior of inmates, as well as its impact create media projects. on outside communities.
22 Course List Course List 23 Developing Diversity in the Classroom
Art&Arc 101 Art&Arc 101 Introduction to the Arts in the Inclusive Classroom: Performing Arts Teaching Artist History, Theory & Practice Winter 2014 Fall 2013 Martha Ramírez-Oropeza, Lecturer Kristen Greer-Paglia, Lecturer Jeremy Peretz, Teaching Assistant This course provides students with an introduction to the field of the Teaching Artist with a focus on K-5 performing arts curriculum standards. An introduction to the role of the arts in inclusive classrooms covering Students are immersed in a unique, project-driven approach to arts clinical, institutional, and practical dimensions of educating children with education that goes beyond the traditional scripted arts program. special needs alongside their typically developing peers. In addition to weekly Students study a method of teaching that is generated and built upon the readings and class discussions, students experience the benefits and challenges instructor’s experience working with indigenous Mexican children in of inclusive education programs through a 10-hour experiential practicum Ocotepec, Morelos, Mexico, and children in the Spanish Immersion in which they observe and assist in a public elementary school inclusive- program at the Edison Language Academy in Santa Monica, California. arts program. Upon completion of the coursework and practicum, students This child-centered approach to teaching transforms a classroom into a safe submit: 1) an adapted performing or visual arts lesson plan demonstrating creative space where diverse groups of children, working directly with appropriate modifications and in-depth understanding of Universal Design a teaching artist, learn not only art skills and concepts, but also gain for Learning (UDL) principles; 2) practicum field notes recording standout proficiency in problem-solving, peer collaboration, self-control, and develop moments, specific examples of successful inclusive practice, and questions values that strengthen cultural identity and foster community development. for group discussion; and 3) an inclusive teaching philosophy grounded in Guest lecturers, site visits, and practical demonstrations of curriculum design current special education policy and other practical considerations. inform this pedagogical process.
24 Course List Course List 25 Nexus Between Arts Education & Art Therapy
Art&Arc 100 Art&Arc 101 Addressing Empathy Development Maximizing the Social-Emotional Benefits with Incarcerated Teens through Visual Arts of Arts Education
Fall 2013 Winter 2014 Jessica Bianchi, Lecturer Ping Ho, Lecturer
Exploring the nexus between creative process, studio practice, arts education This course empowers students to develop and deliver process-oriented arts and art therapy, students experience how the visual arts can act as a tool education for youth in school and community settings to improve emotional to address psychological development, while simultaneously exploring the well-being, the social climate and the learning environment and, thus, to impact that arts psychotherapy can have on individual creative practice and encourage lifelong participation in the arts. Arts education programs that artistic development. Coursework focuses on the development of original can be shown to improve social-emotional learning and that are evaluated visual arts lesson plans that incorporate relevant theories and methods from in ways that are meaningful to stakeholders, such as school administrators, art education and art therapy and specifically address empathy development will increase the likelihood of adoption by schools, which in turn, will with incarcerated emotionally challenged teenage girls. These arts-based increase access to arts experiences for underserved youth. lessons are then implemented as part of a three-week project working on-site with participating teens.
26 Course List Course List 27 Guest Lecturers in VAPAE’s AETS Courses
Jasmine Burgos Dance Educator and Teaching Artist.
Nick Kello, MFA Music Demonstration Teacher at UCLA Lab School.
Valentina Mogilevskaya Guest Teaching Artist and Program Coordinator at LACMA.
Evelyn Serrano, MFA Lecturers Instructor at Cal Arts & Teaching Artist at Los Feliz Charter for the Arts.
28 Guest Lecturers 29 Arts in the Arts Programs Inclusive Classroom in Correctional Institutions
Sabra Williams
Creator of the Actor’s Gang Prison Project and long-time member of The Actor’s Gang theater company. She has worked in rehabilitation in James Catterall, MA, PhD the United States for 6 years and previously in the UK. Professor Emeritus, GSEI&IS, UCLA Director, Centers for Research on Creativity, Los Angeles and London Leah Joki
Geri Fuchigami Leah Joki is an actor, director, and author of Juilliard to Jail. She is Coordinator of Least Restrictive Environment, Special Education Division, a graduate of the University of Montana and the Juilliard School’s Los Angeles Unified School District Drama Program. Before she became involved in prison-theater she worked as an actor in New York and Los Angeles. Under the auspices of Arts in Corrections she taught and/or performed in almost every state prison Varina Bleil, EdM in California over eighteen years. She was the first female Artist Facilitator in Executive Director, Inside Out Community Arts a men’s maximum-security prison.
30 Guest Lecturers Guest Lecturers 31 Maximizing the Social-Emotional Benefits of Arts Education Kathy Cass, MA, BC-DMT, NCC
Kathy is a board certified dance/movement therapist, nationally certified counselor, and a certified yoga therapist with over 25 years of instructional and clinical experience with a variety of populations. She has expertise as Camille Ameen a long standing director of a non-profit therapeutic dance/yoga organization called Chance to Dance, serving persons of all ages and abilities, and as Camille is a co-founder of “Inside Out Community Arts” (IOCA) and a movement/yoga consultant for numerous institutions and individuals. teaching artist with UCLA’s Imagination Workshop for nine years, serving psychiatric patients, homeless families, the elderly, and homeless/addicted veterans in recovery. She has received a Certificate of Commendation Erica Curtis, LMFT, ATR-BC from the City of Los Angeles, the Wave Award from the Venice Chamber of Commerce for teaching excellence among others, and has a Professional Erica is a practitioner, writer, consultant, and educator in the fields of art Designation in Arts Education from the L.A. County Arts Commission. therapy and marriage and family therapy. A Board Certified Art Therapy and Licensed Marriage and Family Therapist, Erica has 15 years of experience and education in integrative approaches to health and well-being. Erica is Joseph Bocage Few, MA, BC-DMT, LPC a professor at the Loyola Marymount University Department of Marriage and Family Therapy with a specialization in art therapy and has a therapy Joseph is a board certified dance/movement therapist and licensed pro- practice in Santa Monica where she works with children, adults, and families fessional counselor who has spent the past 12 years working in various and supervises interns. residential treatment facilities with severely abused and neglected children and adolescents. Helen Dolas, MS, MT-BC, BA
Carolyn Braddock, MA Helen has a BA in Music Therapy and an MS in Special Education from California State University, Long Beach. She has been the Clinical Training Carolyn is a nationally and internationally known consultant, educator, Director of her American Music Therapy Association (AMTA)-approved trainer, and group facilitator who specializes in innovative mind/body music therapy internship program since 1984. She is currently on the music approaches to managing stress and patterns resulting from traumatic events. therapy faculty at California State University, Northridge.
32 Guest Lecturers Guest Lecturers 33 Gabrielle Kaufman, LPCC, BC-DMT, NCC, MA
Gabrielle is a board-certified dance/movement therapist and licensed pro- fessional clinical counselor with over 20 years experience in the helping profession. Currently, she is Director of Training and Technical Assistance for the Los Angeles County Perinatal Mental Health Task Force.
Perie Longo, MFT, PTR, PhD
Perie is a marriage and family therapist and registered poetry therapist in private practice since 1990. She is director of poetry therapy groups for Sanctuary Psychiatric Centers (1991), Hospice of Santa Barbara (2002), and Cancer Center of Santa Barbara (2004).
Stephanie Nash, MFA
Stephanie has an MFA from the Yale School of Drama, and a BA in psychology from Duke University. She has been a working actress in New York City and Los Angeles for 30 years. Stephanie is also a respected acting teacher, an Associate Professor at Art Center College of Design Film Directing Department, and has taught expressive movement at University of Southern California. She is the founder of both Mindfulness Arts and Laugh for Inner Fitness.
Mimi Savage, RDT
Mimi Savage is currently a doctoral candidate and is a registered drama therapist and Southern California Chapter President of the North American Drama Therapy Association. She has created drama therapy programs in acute psychiatric in-patient units as a member of rehab departments in hospitals.
34 Guest Lecturers Guest Lecturers 35 Art History Psychology Ethnomusicology Dance
Sociology Anthropology Music World Arts & Cultures
Design | English Media Arts Architectural Studies
Philosophy Chicana/o Studies
Gender Studies Biology
Political Science Economics Art
Biochemistry French Geography/ Environmental Studies History Human Biology & Society International Development Studies Jewish Studies Linguistics Middle Eastern Studies Molecular, Cell & Developmental Biology Psychobiology Participating Spanish Theater Majors
36 Participating Majors 37 1
2
5
3 4
7 VAPAE Teaching
38 Sites39
6 2013-2014 Arts Ed Teaching Sequence Sites UCLA Lab School1
330 Charles E. Young Drive North, Los Angeles, CA 90095 Ages: 4 years old – 12 years old Phone: (310) 825-1801 Fax: (310) 206-4452
www.labschool.ucla.edu
The UCLA Lab School was previously known as the Corinne A. Seeds University Elementary School (UES). The name was changed in 2009 to better convey its purpose as a laboratory for research and innovation in education. The Lab School’s major areas of focus include advancing partnerships with schools and districts in Los Angeles and California, expanding professional development programs for teachers, and expanding educational opportunities for students and families in traditionally underserved communities in Los Angeles. The progressive format of this school makes it an engaging site for VAPAE students to complete an internship. VAPAE students may consider this site as a first or second internship opportunity, or for placement in the Arts Education Teaching Sequence.
40 VAPAE Teaching Sites 41 UCLA Community School2 To Dean Christopher Waterman, UCLA One of six schools that comprise School of the Arts and Architecture the Robert F. Kennedy Community Campus Dear Dean Waterman: 700 South Mariposa Street, Los Angeles, CA 90005 Grade Levels: K-12 On behalf of the students, families and guiding teachers of the UCLA Phone: (213) 480-3750 Community School I would like to thank you for your commitment in supporting sustained access to the arts at our unique school. www.cs.gseis.ucla.edu Due to the state budget crisis we have had no funding for any kind of arts program since our school’s inception in 2009. With the help of SOAA and the VAPAE Program, hundreds of our urban students have been afforded “The VAPAE Program plays a critical role in helping us create a rich a rich arts experience. Without the VAPAE Program and without your educational experience. We could not do this without you, and we support our students would have no formal experiences or instruction in the thank you. I certainly look forward to continuing our collaborative arts. The artworks that were produced in our K-12 classrooms were creative groundbreaking work. With your support, UCLA Community School and inspiring. I am deeply impressed and inspired by this unique partnership is crafting a new narrative about urban education and success for and by the scholars’ receptiveness to our students. Under the supervision minority students.” of Associate Dean Barbara Drucker, the scholars have been adept at being culturally responsive to our students and we find that the scholars and our Leyda Garcia students are learning from each other. Current Principal, UCLA Community School As the Principal of the UCLA Community School, I am very appreciative of Associate Dean Drucker’s leadership and of her vision in ensuring that the The UCLA Community School (UCS) in mid-town Los Angeles is located students of our UCLA Community School are afforded this critical necessity in an under-resourced community with an almost completely non-native of arts education. While many others have seen the arts as a luxury for our English speaking student population. The school partners UCLA with the children, I am grateful that the VAPAE Program has supported this need Los Angeles Unified School District and community organizations to serve at our school. The VAPAE Program has provided our students a very rich K-12 children in one of central Los Angeles’ most underserved neighborhoods and unique experience and it is my hope that we will be able to continue this and is a model for how universities can work within current school systems partnership in the future. to be a catalyst for change in urban education. This site offers VAPAE students a unique perspective and teaching opportunity in the LAUSD public school Sincerely, Georgia Lazo system. VAPAE students may consider this site as a first or second internship opportunity, or for placement in the Arts Education Teaching Sequence.
Principal, UCLA Community School (2010-2012)
42 VAPAE Teaching Sites VAPAE Teaching Sites 43 University High School3 Nora Sterry Elementary School4
11800 Texas Avenue, Los Angeles, CA 90025 1730 Corinth Avenue, Los Angeles, CA 90025 Grade Levels: 9 - 12 Grade Levels: PK - 5 Phone: (310) 914-3500 Phone: (310) 473-2172 www.tie-ins.gseis.ucla.edu www.tie-ins.gseis.ucla.edu
University High School has a rich tradition of excellence and its strength The Nora Sterry Elementary School is a LAUSD elementary school lies in the school’s diverse student population. University High School located in West Los Angeles in close proximity to UCLA. The Nora Sterry students come from all over the world, and speak over 40 different languages. community currently serves 380 Pre-K to 5th grade students, and includes As a result, it has one of the most tolerant and diverse campuses in the general and special education classrooms. Nora Sterry strives to provide rich, Los Angeles Unified School District. stimulating learning and social environments by nurturing the students to become knowledgeable and responsible community members. This site University High School offers a wide range of personalized learning programs offers VAPAE students the opportunity to work in an elementary school with in its small schools. For VAPAE minors, the School of Communication Arts close ties to the UCLA community. VAPAE students may consider this site as (SCA) is often the first choice as it combines creativity and academics in areas a first or second internship location, or for placement in the Arts Education such as art, graphics, computer applications, film, photography, journalism, Teaching Sequence. web design, animation and television production. University High School students take core academic classes to fulfill requirements and also select from a wide variety of elective courses that emphasize the arts and writing through visual, print and digital communication.
University High School is located on a historic 24-acre site in West Los Angeles. The campus is built atop a freshwater spring that was used for centuries by the Gabrieleno Tongva people, and a portion of the campus is a dedicated California State Historical Site.
44 VAPAE Teaching Sites VAPAE Teaching Sites 45 Ralph Waldo Emerson Middle School5 Ventura High School*
1650 Selby Avenue, Los Angeles, CA 90024 2 North Catalina Street, Ventura, CA, 93001 Grade Levels: 6 - 8 Grade Levels: 9 - 12 Phone: (310) 234-3100 Phone: (805) 641-5116 www.emersonms.org www.venturahs.com
Emerson is a small school environment that focuses on the whole child with Ventura High School is a large public secondary school located in Ventura, an innovative staff committed to teaching its students traditional academics California. The school was founded in 1889 and is a California Distinguished in non-traditional ways. By working collaboratively to develop instruction School. It is part of the Ventura Unified School District and serves 2,149 that is based on projects and critical thought, students are challenged to students. Ventura High is deeply committed to the arts, and houses two Jazz synthesize information conceptually into “original” products. The result is Bands, a Jazz Combo group, a Wind Ensemble, a Symphonic Band, and a worthwhile experience that is nurtured by the teacher and the entire a String Orchestra. Emerson community. Emerson Middle School celebrates and supports high student achievement in an environment where all stakeholder voices are valued, cultural diversity is embraced, and students are prepared for academic success in order to shape a more just and equitable world. *not shown on map
46 VAPAE Teaching Sites VAPAE Teaching Sites 47 WISH Charter School6 The Help Group, Culver City7
6550 West 80th Street, Los Angeles, CA 90045 4160 Grand View Boulevard, Los Angeles, CA 90066 Grade Levels: TK-6 Grades: K-12 Phone: (310) 642-WISH (9474) Phone: (310) 751-1101 www.wishcharter.org www.thehelpgroup.org
The WISH mission is to maximize every scholar’s learning potential Founded in 1975, The Help Group is the largest, most innovative and within an atmosphere of caring and belonging. The WISH instructional comprehensive nonprofit of its kind in the United States serving children philosophy rests upon the concepts of hands on learning, meaningful with special needs related to autism spectrum disorder, learning disabilities, instructional activities, systematic instruction, and a collaborative group of ADHD, developmental delays, abuse and emotional problems. professionals working together to make the learning environment exciting for students. Evidence-based teaching strategies are tailored to meet The Help Group’s nine specialized day schools offer pre-K through individual development. high school programs for more than 1,500 students. Its broad range of mental health and therapy services, child abuse and residential programs WISH is modeled after the award-winning CHIME Charter Elementary extends its reach to more than 6,000 children and their families each year. School in Woodland Hills, which received the distinction of “Charter With more than 950 staff members, The Help Group’s state-of-the-art School of the Year” by the US Department of Education in 2005. In April of schools and programs are located on seven campuses in the Los Angeles area. this year, WISH was named a SWIFT Knowledge Development Site by the University of Kansas due to exemplary work implementing our core tenets The Help Group is widely regarded for its high standards of excellence, —one of only six schools in the US selected for this auspicious designation. unique scope and breadth of services. Through its public awareness, WISH has also been asked to host “Promising Practices” seminars for district professional training and parent education programs and efforts at the state schools by the LAUSD. and national levels, The Help Group touches the lives of children with special needs across the country and in other parts of the world. At the WISH offers instruction in grades Transitional Kindergarten through heart of its efforts is the commitment to helping young people fulfill their 6th grade. They are excited to expand to include 7th grade next year and 8th potential to lead positive, productive and rewarding lives. grade the following year.
48 VAPAE Teaching Sites VAPAE Teaching Sites 49 Art&Arc 100 2013-2014 Addressing Empathy Development with Incarcerated Teens Arts Ed through Visual Arts Fall 2013 Internship Sites
Aviva Family and Children’s Services 7357 Hollywood Boulevard, Los Angeles, CA 90046 Phone: (323) 876-0550 www.avivacenter.org
The mission of Aviva Family and Children’s Services is to provide a com- prehensive range of diverse and culturally sensitive therapeutic and educational programs to help at-risk, emotionally distressed, abused, and neglected youth – as well as their families – function more effectively as individuals and within the family and community.
50 VAPAE Internship Sites 51 Art&Arc 101 Introduction to the Performing Arts Teaching Artist Winter 2014 TAG Gallery, Bergamot Station 2525 Michigan Avenue, Santa Monica, CA 90404 Phone: (310) 829-9556 www.taggallery.net
UCLA Krieger Center 3233 South Sepulveda Boulevard, Los Angeles, CA 90034 Phone: (310) 825-5086 www.ece.ucla.edu
Los Angeles High School 4650 W Olympic Boulevard, Los Angeles, CA 90019 Phone: (323) 900-2700 www.lahigh.org
Edison Elementary School 2425 Kansas Avenue, Santa Monica, CA 90404 Watts Tutorial Program Grades: K-5 408 Kerckhoff Hall, UCLA Phone: (310) 828-0335 Phone: (858) 382-6614 www.edisonelementary.org wattstutorialprogram.tumblr.com
The mission of Edison Elementary School is to meet the needs of all students by equipping them physically, emotionally, and academically to become Westwood Charter Elementary healthy, self-confident, and independent learners through a student-centered, 2050 Selby Avenue, Los Angeles, CA 90025 multicultural, technology-integrated, collaborative program within a safe and Phone: (310) 474-7788 secure environment. www.westwoodcharter.org
52 VAPAE Internship Sites VAPAE Internship Sites 53 The CIR@H project under the leadership of the Visual and Performing Arts Education Program (VAPAE) in the UCLA School of the Arts and Architecture is the most extensive partnership with a university that has ever occurred in the entire network of sites using the Open Minds model over the twenty years since the program originated in Canada.
Those involved in the Canadian program are extremely impressed by the interweaving of an academic course for undergraduates that was taught jointly Classroom- by UCLA Arts faculty and staff from the Hammer, and with the program itself involving pupils and teachers from the UCLA Community School. A major goal of this programmatic model is teacher professional development, in-Residence and thus an in-depth introduction of this unique approach to immersive inquiry-based learning in the community to arts education students is very powerful and important. at the Hammer I hope that this UCLA initiative will point the way to how things could be done in the future with the Open Minds program around the world.
(CIR@H) Gillian Kydd, PhD Founder of Open Minds/Campus Calgary Program
54 Classroom-in-Residence at the Hammer 55 Classroom-in-Residence at the Hammer (CIR@H) is an innovative program designed to strengthen student and teacher learning about art through a weeklong, immersive experience at the UCLA Hammer Museum. CIR@H is a collaboration between the Visual and Performing Arts Education Program (VAPAE) in UCLA’s School of the Arts and Architecture, the Hammer Museum, and the UCLA Community School.
In 2013 and 2014, two sixth-grade teachers from the UCLA Community School collaborated with VAPAE and the Hammer to develop arts- integrated lessons inspired by the museum. By taking learning out of the traditional classroom and into a museum setting, students made cross- curricular connections in a new environment, and were given the rare opportunity to deeply reflect on original artworks through writing and observational drawing.
This Classroom-in-Residence model, developed by VAPAE at UCLA, establishes a template for an immersive arts-based program that can be replicated at any number of community sites. For more information about the CIR@H, visit our website at www.arts.ucla.edu/vapae or go to www.bit.ly/classroominresidence to view a video of this project.
CIR@H was implemented for a second time in March 2014 when two specially selected sixth-grade classes from UCS (with 30 pupils in each cohort) consecutively spent their school week “in residence” at the Hammer in the Education Lab located at the center of the museum. This week-long curriculum-based program integrated traditional models of classroom learning with hands-on arts-based experiences that emphasized the development of creative thinking, critical problem solving, collaborative process, writing and literacy skills.
56 Classroom-in-Residence at the Hammer 57 In order for students to fully engage with curricular material, they must be physically, mentally, and emotionally prepared. Current research indicates that 6th graders are at the optimum developmental stage for an immersive project like CIR@H. Findings also demonstrate that the amount of learning actually absorbed in one-day field trips is minimal, greatly reduced due to the “novelty effect” of the unique event.
The format of an extended weeklong experience at one site in an experiential and stimulating learning environment has been shown to produce a lasting impact, both for the teachers and pupils involved, helping them to develop and sustain meaningful connections to the specific subject matter explored and to their extended community.
Planning and support for this multi-layered project extended over three academic quarters. During the fall quarter, VAPAE students, staff from UCLA, and the Hammer Museum collaborated with classroom teachers from UCS to design and plan curricular units leading up to the week in residence at the Hammer Museum. During the winter quarter, VAPAE students implemented their eight-week arts-based units in the 6th grade classrooms prior to the actual residency at the Hammer providing crucial instruction in the arts including lessons in drawing, journaling and Visual Thinking Routines – to support the culminating week in residence at the Hammer Museum. During the spring quarter, VAPAE Teaching Artists implemented follow-up arts lessons at the UCLA Community School to strengthen and deepen the pupils’ understanding of the creative process.
58 Classroom-in-Residence at the Hammer 59 For each cohort, the week at the museum was structured as follows – the first part of each day (approximately 2.5 hours) focused on exploring various aspects of the museum facilitated by Hammer Museum educators, curators, artists, and staff. Lunch each day was followed by approximately 45 minutes of a specially integrated dance, movement, and mindfulness curriculum that allowed pupils to kinesthetically focus on their experience and increase their understanding of the concepts and themes of the week’s curriculum. The final segment each day (approximately 2.5 hours) was led by the UCS classroom teachers during which lessons from the museum were discussed and integrated into the 6th grade curriculum followed by time for writing, sharing and reflecting upon what had been learned that day and throughout the week.
The format of CIR@H is based upon current research in the field of cognitive science, especially recent findings about creativity and how the brain functions. More evidence is being collected to support learning theories that demonstrate students learn best by:
• Participating in concrete, engaged, project-based learning experiences • Developing tangible, transferable skills by applying writing and math techniques to real-life situations • Building on prior knowledge by making meaningful connections between disciplines • Communicating in a variety of forms including music, dance, and the visual arts • Fully engaging in educational experiences through developmentally appropriate modes of reflection and observation • Demonstrating the ability to work both individually and collaboratively through project-based instruction
60 Classroom-in-Residence at the Hammer 61 CIR@H has been documented, evaluated and analyzed at all stages of the process via teacher journals, the collection of student work, evaluation surveys and extended observation in the classroom and on-site at the Hammer Museum. The project provided valuable professional development opportunities for the participating UCS classroom teachers and staff through extended access to and support from UCLA faculty and students, Hammer Museum educators, staff and professional artists. UCLA VAPAE students benefited from this project through their exposure to and involvement in the extensive planning, design and implementation process of this substantial and multi-layered pilot program. The Hammer Museum benefited by introducing the world of contemporary art to its future audience and is enriched by engaging more deeply with the local community. Finally, the Los Angeles Unified School District and the UCLA Community School participated in a well-researched and documented project demonstrating the importance of arts education as a core subject that can be introduced and replicated in other classrooms, schools and alternative learning environments.
62 Classroom-in-Residence at the Hammer 63 Book Arts Summer Workshop at the William Andrews Clark Memorial Library
An innovative summer program in-residence at the Clark Library focused on exploring the book arts through creative process and critical thinking
Selected pupils from the UCLA Lab School, UCLA Community School, and 24th Street Elementary School collaborated at the Clark Library for a weeklong arts immersion program that engaged them in the creative Book Arts process of bookmaking. This pilot project was designed to introduce children to primary source materials at the Clark Library using critical inquiry, creative writing, and the visual and performing arts. All programming was intended to extend the innovative arts and writing curricula from UCLA into Summer West Adams, an underserved neighborhood at the heart of Los Angeles. Inspired by books of different size and design, illustrated and annotated, the summer program culminated in the creation and exhibition of their original book of thoughts, illustrations, poems and stories that gave voice Workshop 2013 and vision to children from a variety of life experiences.
64 Book Arts Summer Workshop 65 Pupils engaged in mindfulness practices throughout the day, tapping into the tranquility of the Clark Library grounds. Drumming emphasized focus and listening, team building, positive risk taking, empathy and awareness of others, while creative movement experiences were designed for students to appreciate diversity and develop kinesthetic, social, emotional and civic competencies.
This program introduced students and teachers to the Clark Libary as a rich cultural and artistic resource for the city of Los Angeles — as a building, an archive, a book center, a collection, a garden, and a uniquely historic part of the city.
66 Book Arts Summer Workshop 67 The days began with drumming and reflection. The children then took their tablets outside to photograph details of architecture, sculpture and foliage to use as inspiration for designing the ornamental borders to include in their books.
Dance was held each afternoon on the Clark grounds. The students enjoyed lunch on the grass, some impromptu soccer, and learned how medieval books and manuscripts were made.
68 Book Arts Summer Workshop Alumni Update 69 Upon completion of illustrations and original text for their books, students attached real gold leaf to their pages using fish bladder glue and heat from their breath. The students created their own pigments using ground up cochineal insects, minerals and plants, including saffron and spinach.
Special guest visitors included Marcelo Suárez-Orozco, Dean of the Graduate School of Education and Information Studies, Norma Silva, Principal of the Lab School, and Mary Ann Sullivan, the new Principal of the 24th Street Elementary School.
On the final afternoon, teachers and children exhibited their work in the bookmaking atelier and the Clark Library was open for a docent-led tour for the families. All parties loved the opportunities to view the students’ artwork, explore the grounds, and the extensive collection in the library.
70 Book Arts Summer Workshop 71 UCLA Community School AcademiCamp
One hundred 6th-9th grade UCLA Community School (UCS) pupils were exposed to three interdisciplinary art making experiences by participating in a four-week summer intensive. VAPAE undergraduate students implemented three literacy-based visual and performing arts units of study AcademiCamp for the UCS pupils—Bookmaking, Literacy through Dance, and Visual Art. UCS pupils participated in a daylong field trip to UCLA which included three, two-hour master classes in Visual Arts, Theater, and Dance, led by VAPAE undergraduates. The summer experience culminated in a weeklong Summer 2013 residency at UCLA’s UniCamp.
72 AcademiCamp 73 Visual and Performing Arts Education Afterschool Programs
VAPAE’s Afterschool Arts Programs were developed in response to the pressing need to provide middle school students in the Los Angeles area with supportive and constructive afterschool activities. Research has consistently indicated that quality afterschool programs have the capacity to enhance children’s academic achievement, support their social-emotional development and foster relationships with adults and their peers. These afterschool Studio VAPAE Sessions at St. Sophia’s and Emerson Middle School aimed to provide students with the tools and support they need in order to develop as artists and constructive community members. Participants found inspiration in Afterschool their everyday surroundings, developed their own visual language to express their unique thoughts and ideas, and gained a more open view of what art can be through carefully curated artistic experiences each week by professionally trained teaching artists. All workshop leaders were current or former VAPAE Programs participants, and are deeply trained, experienced arts educators.
74 Afterschool Programs 75 Studio Sessions @ Saint Sophia’s
January 15 - May 28, 2014
Working in a studio environment, up to 24 middle school pupils from the local community learned to connect their life experiences with an arts practice in a supportive, constructive environment. Facilitated by two recent UCLA Arts alumni, Erika Billings and Brittany Ko, this afterschool program was implemented at the Huffington Center at St. Sophia’s Cathedral beginning on January 15 and running through May 28, 2014 on Wednesday afternoons, from 4-6pm. This sequence of 20 studio sessions was made available to middle school students in grades 6-8, at no cost to the participants.
The curriculum for the UCLA VAPAE Studio Sessions explored the theme of space and its relation to self. Students investigated physical spaces through various forms of art while developing new ways of perceiving the world around them. They created a series of art pieces exploring their relationship to their physical environment, including the Cathedral at St. Sophia’s, the Byzantine- Latino Quarter, and their own neighborhoods. By selecting students from different schools and across communities, participants learned to address differences and develop empathy between youth from various backgrounds and to connect their life experiences with a meaningful arts practice.
76 Afterschool Programs Course List 77 The 20-week curriculum included guided studio work in which students explored a range of techniques including painting, sculpting, improvisation, sketching, and photography based on the themes of identity, community, dreams, and literature. The project culminated with a 3-dimensional installation that the students developed and created together, followed by a public presentation to parents, peers and community members.
The VAPAE Studio Sessions at the Huffington Center at St. Sophia’s Cathedral was a collaboration between the UCLA Visual and Performing Arts Education Program, St. Sophia’s Cathedral, St. Thomas the Apostle Parish and School and the Eisner Charter School.
78 Course List Afterschool Porgrams 79 Studio Sessions @ Emerson Middle School
April 2nd - May 21st, 2014
This 8-week workshop was designed and led by Isa Beniston, a senior at Inspired by the sketchbooks and journals of artists past and present, students UCLA majoring in Art with a minor in Visual And Performing Arts worked to create an artists journal over the course of 8 weeks. The format Education. She has been teaching classes about art, real-life issues, and of the Artist’s Journal was a handmade book including memories, images, health education to students in K-9th grade since 2010. As a teaching artist, beliefs, thoughts and goals. Students were introduced to different types of her lessons have focused on everything from papîer-maché and stamp- bookmaking techniques, painting, and drawing. Using a collage method to making, to critically analyzing advertisements. With each project, she aims create layers of written words, drawings, images, and recycled/found paper, to integrate the students’ unique personal experiences into their art using a students reflected upon the layered nature of their experiences in the world variety of media and techniques. by building their own book. At the end of the program, students displayed and read an excerpt from their journal to family and friends.
80 Afterchool Programs Afterschool Programs 81 Public Events
82 83 visual and 5:00–6:30PM performing arts 2101 BROAD ART CENTER education program REFRESHMENTS PROVIDED LIMITED SPACE, RSVP REQUIRED: [email protected] Tuesday Night Salons WINTER 2014 TUESDAY 2101 Broad Art Center NIGHT Tuesdays, Winter & Spring Quarters, 5pm SALONS A series designed as the place to meet fellow artists, educators, researchers, and other thinkers in a small group setting hosted by Barbara Drucker, Director of VAPAE. Each salon had a specific theme and presentation and included time for discussion with the guest speaker. THE PLACE TO MEET ARTIST EDUCATORS IN A SMALL GROUP SETTING HOSTED BY BARBARA DRUCKER, DIRECTOR OF VAPAE David Garcia, PhD Assistant Professor in UCLA’s GSE&IS JAN 28 DAVID GARCIA, PHD Historian and scholar of urban educational pedagogy ASSISTANT PROFESSOR IN UCLA’S GSE&IS, HISTORIAN AND SCHOLAR OF URBAN EDUCATIONAL PEDAGOGY From oral history interviews to performance monologues, Professor David G. FROM ORAL HISTORY INTERVIEWS TO PERFORMANCE MONOLOGUES, PROF. DAVID G. GARCIA WILL DISCUSS THE PEDAGOGY AND ETHNOGRAPHIC PLAY Garcia discussed the pedagogy and ethnographic play writing methods of the WRITING METHODS OF THE NATION'S PREMIERE CHICANO-LATINO THEATER nation’s premiere Chicano-Latino theater group, Culture Clash. GROUP, CULTURE CLASH. Barbara Drucker, MFA FEB 4 BARBARA DRUCKER, MFA Associate Dean of Academic Affairs, Director of Arts Education ASSOCIATE DEAN OF ACADEMIC AFFAIRS, DIRECTOR OF ARTS EDUCATION, Professor of Art at UCLA PROFESSOR OF ART AT UCLA
FROM BREAD-MAKING TO BURIAL RITUALS, BARBARA DRUCKER WILL SCREEN AND DISCUSS “BREAD AND DEATH,” HER SHORT DOCUMENTARY FILM THAT From bread-making to burial rituals, Barbara Drucker screened and discussed INTUITIVELY AND INTENSELY TRACKS AND RECORDS THE MULTI-LAYERED ASPECTS “Bread and Death,” her short documentary film that intuitively and intensely OF TRADITIONAL VILLAGE LIFE IN GREECE. tracks and records the multi-layered aspects of traditional village life in Greece.
FEB 25 ALMA CORTÉS, EdD, MSEd Alma Cortes, MSEd, EdD DIRECTOR, MEGAN E. DALY INFANT DEVELOPMENT PROGRAM; LECTURER, APPLIED DEVELOPMENTAL PSYCHOLOGY PROGRAM Director, Megan E. Daly Infant Development Program
ALMA CORTÉS WILL DISCUSS THE PROGRESSIVE EDUCATION MOVEMENT AND THE Lecturer, Applied Developmental Psychology Program IMPORTANCE OF INCORPORATING ARTS EXPERIENCES IN PROGRAMS FOR YOUNG CHILDREN AGES 0-5. Cortes discussed the progressive education movement and the importance of incorporating arts experiences in programs for young children ages 0-5.
TUESDAY NIGHT SALONS MADE POSSIBLE THROUGH THE GENEROSITY OF THE MAX H. GLUCK FOUNDATION
84 Public Events Public Events 85 visual and 5:00–6:30PM performing arts 2101 BROAD ART CENTER education program REFRESHMENTS PROVIDED LIMITED SPACE, RSVP REQUIRED: [email protected]
SPRING 2014 TUESDAY NIGHT SALONS
THE PLACE TO MEET ARTIST EDUCATORS IN A SMALL GROUP SETTING HOSTED BY BARBARA DRUCKER, DIRECTOR OF VAPAE
Kimberleigh Aarn, MFA APR 15 KIMBERLEIGH AARN, MFA Theatre arts educator, performing artist, ceramicist THEATRE ARTS EDUCATOR, PERFORMING ARTIST, CERAMICIST
KIMBERLEIGH AARN WILL DISCUSS HOW THEATRE ARTS CAN TRANSFORM THE Aarn discussed how theatre arts can transform the lives of all students, expanding LIVES OF ALL STUDENTS, EXPANDING THEIR CAPACITY TO EXPRESS AND UNDERSTAND THE WORLD AROUND THEM. their capacity to express and understand the world around them.
MAY 20 OSSIE MAIR, MA, LMFT PSYCHOTHERAPIST, DRUM CIRCLE FACILITATOR, ACTOR Ossie Mair, MA, LMFT OSSIE MAIR WILL DEMONSTRATE AND DISCUSS MINDFULNESS IN THE FORM OF Psychotherapist, drum circle facilitator, actor SPONTANEOUS, THERAPEUTIC HAND DRUMMING; VIBRATIONAL HEALING WITH DIDGERIDOOS AND TONE CHIMES. Mair demonstrated and discussed mindfulness in the form of spontaneous, therapeutic hand drumming; vibrational healing with didgeridoos and tone chimes.
TUESDAY NIGHT SALONS MADE POSSIBLE THROUGH THE GENEROSITY OF THE MAX H. GLUCK FOUNDATION
86 Public Events Public Events 87 The Deep Structure of the Arts
The Fowler Museum, Lenart Auditorium February 19, 7 p.m.
THIS INAUGURAL EVENT IN THE VISUAL AND
PERFORMING ARTS EDUCATION PROGRAM LECTURE SERIES
IS MADE POSSIBLE THROUGH THE GENEROUS SUPPORT OF
THE UCLA SCHOOL OF THE ARTS AND ARCHITECTURE, Ellen Dissanayake
THE MAX H. GLUCK FOUNDATION, THE UCLA DREAM FUND,
AND THE FOWLER MUSEUM. Ellen is an independent scholar, author, and lecturer whose writings about the arts synthesize many disciplines, including evolutionary biology,
In this lecture DISSANAYAKE will discuss her latest ideas regarding the relationship between the universal ethology, cognitive and developmental psychology, cultural and physical emotional needs and artistic proclivities that arise from our biological nature as human beings and are intrinsic to who we are as individuals and as a species. anthropology, neuroscience, and the history, theory, and practice of the ELLEN DISSANAYAKE various arts. Combining her interests in the arts and evolutionary biology and using insights gleaned from fifteen years of living and working in
Over the course of several decades, the aim of ELLEN nonwestern countries including Sri Lanka, Papua New Guinea, India, and DISSANAYAKE’s work has been to uncover what she calls the “DEEP STRUCTURE” OF THE ARTS. Based upon extensive research, she has revealed underlying principles of our nature as human beings that influence Nigeria, Dissanayake has developed a unique perspective that considers art to the making of our own arts and our responses to the works of others. Dissanayake proposes two sources for these underlying aesthetic impulses - one is our be a necessary component of our evolved nature as humans. prehistoric past when all humans lived in groups as hunter-gatherers and faced common existential problems; the other is our past as individuals when all begin life as helpless infants.
WEDNESDAY FEBRUARY 19, 2014 THE DEEP STRUCTURE Over the course of several decades, the aim of Ellen Dissanayake’s work has been to uncover what she calls the “Deep Structure” of the Arts. Based upon extensive research, she has revealed underlying principles of our nature as human beings that influence the making of our own arts and our responses to the works of others.
7 PM @ THE FOWLER MUSEUM ELLEN DISSANAYAKE is an independent scholar, author, Dissanayake proposes two sources for these underlying aesthetic impulses - one was and lecturer whose writings about the arts synthesize many disciplines, including evolutionary biology, ethology, cognitive and developmental psychology, cultural and our prehistoric past when all humans lived in groups as hunter-gatherers and physical anthropology, neuroscience, and the history, theory, and practice of the various arts. Combining her interests in the arts and evolutionary biology and using faced common existential problems; the other was our past as individuals when insights gleaned from fifteen years of living and working in nonwestern countries including Sri Lanka, Papua New Guinea, India, and Nigeria, Dissanayake has developed all begin life as helpless infants. a unique perspective that considers art to be a neces- sary component of our evolved nature as humans. LENART AUDITORIUM OF THE ARTS DISSANAYAKE is the author of three highly regarded books - “What Is Art For?,” “Homo Aestheticus,” and “Art and Intimacy: How the Arts Began” - as well as over eighty scholarly and popular articles and book chapters. She currently resides in Seattle where she is an Affiliate Professor in the School of Music at the University of Washington. UCLA
88 Events Public Events 89
design: whl for UCLA School of the Arts, winter 2014 visual and performing arts Finding a Voice education program to Silence the Crowd: Mental Health Finding a Voice to Silence the Crowd: through the Arts Mental Health through the Arts
7:00-8:30pm, 2100a broad art center 2100A Broad Art Center this lecture series aims to promote dialogue, awareness, understanding, and compassion April 8, April 22, May 6, 7 p.m. regarding mental illness while exploring the capacity of creative arts processes to facilitate positive change in the community. artists, health care professionals, students and the public are encouraged to attend. refreshments will be provided.
apr 8 dr. noah hass-cohen associate professor and program director, marriage family therapy and art therapy program, california school of professional psychology, los angeles, ca dr. hass-cohen will present create, her unique relational neurobiology approach to art therapy and discuss how sensory expressive practices provide safe opportunities for emotive expression, repairing autobiographical memories and increasing resiliency and empathy. lecture will be followed by experiential component and q&a.
apr 22 dr. robert carroll family psychiatrist In spring 2014, the Visual and Performing Arts Education Program (VAPAE) in the UCLA School of the Arts and Architecture co-hosted dr. robert carroll will explore the power of expressive writing a three-part lecture series exploring the application of creative arts for healing, growth and transformation. he will demonstrate practices to the treatment of mental illness, in collaboration with UCLArts techniques from his private practice, with particular attention and Healing, Creative Minds and UCLA Mind Well. Designed for to psychiatric disorders and poetry therapy. individuals involved in the arts as well as health care, this lecture series aimed to promote dialogue, awareness, understanding, and compassion may 6 dave leon regarding mental illness while exploring the capacity of creative arts founding director of “the painted brain” processes to facilitate positive change in the community. Each 1-hour jim mcgrath lecture was followed by a facilitated discussion. director of the imagination workshop at ucla semel institute. jim mcgrath and dave leon will discuss the work of imagination workshop & painted brain, both peer driven creative arts programs for adults with mental illnesses. a 15-minute performance and a q&a between a psychiatrist and program participant will follow. 90 Events Public Events 91
this lecture series is co-sponsored by the ucla arts visual and performing arts education program (vapae), uclarts & healing, creative minds, and ucla mind well and is made possible through the generous support of the ucla office of interdisciplinary & cross campus affairs (icca). Robert Caroll, MD
2100A Broad Art Center April 22, 7 p.m. Noah Hass-Cohen, PsyD Robert Carroll, M.D. is a family psychiatrist and poet, and is on the 2100A Broad Art Center Clinical Faculty at UCLA. He served as Vice President of The National April 8, 7 p.m. Association for Poetry Therapy. As a poet he has been on the Los Angeles Performance Poetry Slam Team, and has toured and read his work nationally. Noah Hass-Cohen is a Marriage Family Therapy and Art Therapy Program Dr. Carroll has published an article entitled, “Finding the Words to Say director at California School of Professional Psychology at Alliant University It: The Healing Power of Poetry,” in Evidence-Based Complementary and in Los Angeles. In her publications she explores the advantages of thera- Alternative Medicine. He is the author of numerous articles, chapters, peutic art making from an interpersonal neurobiology perspective. She and poems in the medical/psychiatric and poetry literatures and has highlights how sensory expressive practices can provide solid opportunities published thirty chapbooks of poetry and a book entitled Amazing for softening relationships, increasing empathy, mending attachments and Change: The Wisdom that Illness, Death and Dying Provide published by repairing trauma. Bombshelter Press (2009).
Dr. Noah Hass-Cohen presented CREATE, her unique relational neurobiology Dr. Robert Caroll led an exploration on the power of creative writing. Ways of approach to art therapy and discussed how sensory expressive practices provide safe utilizing creative writing for healing, growth, and transformation were presented opportunities for emotive expression, repairing autobiographical memories and along with how these techniques are used in Dr. Carroll’s private practice. increasing resiliency and empathy. Particular attention was given to psychiatric disorders and poetry therapy.
92 Public Events Public Events 93 Behind the Razor Wire: International Journeys in Performance & Research Jim McGrath 200 Glorya Kaufman Hall April 29, 7 p.m. 2100A Broad Art Center May 6, 7 p.m.
In 1983, Imagination Workshop founders Margaret Ladd and Lyle Kessler trained Jim as an artist leader. He has worked with mentally ill and homeless clients for decades as a theater artist while pursuing a very successful Ashley Lucas, PhD playwriting career. In 2010 he became Executive Director of Imagination Workshop. Dr. Ashley Lucas is one of the world’s leading experts about issues surrounding incarceration and theatre happening inside prisons. Dave Leon, LCSW Andrew Martinez 2100A Broad Art Center May 6, 7 p.m. Andrew Martinez, PhD student in WAC/D Culture and Performance, investigates how the arts function symbolically and culturally within Dave Leon has worked with young adults for more than a decade. In group a repressive national context. homes, homeless drop-in centers, community mental health agencies and on college campuses, Dave has developed extensive experience as a psychotherapist in individual and group modalities, and sees therapy as one During the summer of 2013 two scholars traveled to Rio de Janeiro to research important component in recovery. He developed The Painted Brain in 2005 improvisational theatre practice inside two Brazilian prisons. as a way to combat the isolation and social loss faced by young adults with serious mental illness. For this presentation, Dr. Ashley Lucas and Andrew Martinez performed a version of their journeys through arts practice and research—tracing the Dave Leon and Jim McGrath discussed the work of Imagination Workshop & intersecting lines of scholarship, activism, theatre, rhythm, and dance—grappling The Painted Brain, both peer-driven creative arts programs for adults with with what performance can achieve within spaces where a government restricts its mental illnesses. subjects’ language, movement, and freedom of expression.
94 Public Events Public Events 95 Free & Open Behind to the Public
International Journeys in Performance & Research
During the summer of 2013 two scholars traveled to Rio de Janeiro to research improvisational theatre practice inside two Brazilian prisons.
For this presentation, Dr. Ashley Lucas and Dr. Ashley Lucas is one of the world's leading experts Andrew Martinez will perform a version of their about issues surrounding incarceration and theatre journeys through arts practice and research happening inside prisons now. - tracing the intersecting lines of scholarship,
activism, theatre, rhythm, and dance- grappling Andrew Martínez, PhD student in WAC/D Culture and with what performance can achieve within spaces Performance, investigates how the arts function where a government restricts its subjects’ language, symbolically and culturally within movement, and freedom of expression. a repressive national context.
200 Glorya Kaufman Hall UCLA
7 p.m. Join us for a pre-show reception hosted by the Center for Brazilian Studies Tuesday at 6:30pm in Glorya Kaufman Hall’s April 29th Room 230 This event is part of the Visual and Performing Arts Education Program Lecture Series and is made possible through the generous support of the UCLA School of the Arts and Architecture, the Max H. Gluck Foundation, the UCLA Dream Fund, the Center for Brazilian Studies and Latin American Institute, and is hosted by the department of World Arts and Cultures/Dance.
96 Public Events Public Events 97 visual and VAPAE SPRING performing arts education program WORKSHOPS VAPAE Spring Workshop Figure Theater
208 Glorya Kaufman Hall April 18, 9:30 a.m.-Noon
Figure Theater Workshop with MFA student Luis Tentindo Friday, April 18th, 2014; 9:30am-Noon, Kaufman Hall, Room 208 Luis Tentindo This workshop will introduce participants to puppetry techniques Figure Theater Workshop inspired by Japanese Bunraku Theatre. In this art form three people manipulate one puppet. Participants will explore the ‘dance of Luis Tentindo is an interdisciplinary artist/movement artist in UCLA’s collaborative intention’ as we enliven the figure objects. Students will WAC/D department. He designs, builds and directs puppet/object-theater make paper puppets and devise short scenes to share with the group. pieces, which are largely influenced by his choreographic and visual art This supportive workshop is designed for anyone who is interested in experience. He also creates installations based on his theater pieces. learning through the creative process and experimentation.
Luis Tentindo is an interdisciplinary artist/movement artist in UCLA’s WAC/D department. He designs, builds and directs puppet/object-theater pieces, which This 3-hour workshop introduced participants to puppetry techniques inspired by are largely influenced by his choreographic and visual art experience. He also Japanese Bunraku Theater. In this art form three people manipulate one puppet. creates installations based on his theater pieces. Participants explored the “dance of collaborative intention” as they enlivened
WORKSHOP IS FREE AND OPEN TO ALL UCLA STUDENTS. SPACE IS LIMITED. figure objects. Students made paper puppets and devised short scenes to share with PRIORITY WILL BE GIVEN TO VAPAE PARTICIPANTS. the group. This supportive workshop was designed for anyone who is interested in EMAIL [email protected] TO RSVP. learning through the creative process and experimentation.
MADE POSSIBLE THROUGH THE GENEROUS SUPPORT OF THE UCLA DREAM FUND
98 Public Events Public Events 99 visual and VAPAE SPRING performing arts education program WORKSHOPS VAPAE Spring Workshop Chinese Fan Folk Dance
208 Glorya Kaufman Hall May 2, 9:30 a.m.-Noon
Chinese Fan Folk Dance Practices with PhD student Ellen Gerdes Friday, May 2nd, 2014; 9:30am-Noon, Kaufman Hall, Room 208
In this workshop, participants will learn elements of two Chinese fan folk dance practices: mulan shanzi and yangge. In Ellen Gerdes, MA addition to teaching movement fundamentals, Gerdes will share Chinese Fan Folk Dance Workshop her pedagogical strategies for approaching issues of authenticity, authorship, and appropriation as a white woman Ellen Gerdes researches dance in China, Taiwan, and Hong Kong, and teaching Chinese dance. This workshop will be framed as a is in UCLA’s WAC/D department. She has taught Chinese dance at lesson plan for K–5 students. Temple University and the Folk Art Culture Treasures School in Philadelphia. Ellen Gerdes researches dance in China, Taiwan, and Hong Kong, and is in UCLA’s WAC/D department. She has taught Chinese dance at Temple University and the Folk Arts Culture Treasures School in Philadelphia. In this workshop, participants learned elements of two Chinese fan folk dance practices: mulan shanzi and yangge. In addition to teaching movement
WORKSHOP IS FREE AND OPEN TO ALL UCLA STUDENTS. SPACE IS LIMITED. fundamentals, Gerdes shared her pedagogical strategies for approaching issues of PRIORITY WILL BE GIVEN TO VAPAE PARTICIPANTS. authenticity, authorship, and appropriation as a white woman teaching Chinese EMAIL [email protected] TO RSVP. dance. This workshop was framed as a lesson-plan for K-5 students.
MADE POSSIBLE THROUGH THE GENEROUS SUPPORT OF THE UCLA DREAM FUND
100 Public Events Public Events 101 Keli Arslancan Graduated 2012, Art / History / VAPAE
Project Director, Mentor for Academic and Peer Support Community Programs Office, UCLA
Since graduation, I’ve entered the Graduate Teacher Education Program at UCLA. I have plans to work as a teaching artist when I finish the program.
The VAPAE Program pushed me toward developing a stronger foundation in education, critical theory, and provided me with internship opportunities. It also helped me build experience within the classroom and with creating arts-based projects for K-12 students.
Samira Mohammad Graduated 2012, Art / VAPAE
I currently work for the afterschool program, THINK Together, and for the summer college-bound program, Upward Bound. While working, I am also studying at Cal State University Los Angeles to receive my Multiple Subject Teaching Credential.
My intentions were always to shoot towards a teaching career after my undergraduate career, but VAPAE gave me the tools necessary to begin Alumni my journey. I walked into the CSULA credential program already holding an understanding of lesson planning and classroom management. Not only that, but it allowed me to incorporate art into my curriculum. Although I am working towards a Multiple Subject credential I do plan to receive a Updates Single Subject credential where I may focus on Fine Art.
102 Alumni Updates 103 Angelina “Angel” Trinidad Jacob Campbell Graduated 2012, Art/ VAPAE Graduated 2013, World Arts and Cultures/Dance/ VAPAE
Since graduation, I have started two successful businesses: Passion Planner Since September, I have been living and working in Madrid, Spain as and The Macaron Studio. Passion Planner is a paper planner designed to an English Language Assistant in a public, bilingual elementary school help people balance work while still chasing their passions. It has been through a program called NALCAP (North American Language and Culture ranked as the #2 best reviewed paper planner on Amazon.com and was Assistants Program) sponsored by the Spanish Ministry of Education. able to raise close to $50,000 in less than 25 days during its Kickstarter.com I continue to dance, train, and teach with the Spanish dance company campaign in 2013. Laboratorio180°.
I knew I wanted to use what I had learned in VAPAE to help as many After completing the WAC/D and VAPAE Program, I knew that I wanted to people as possible. The planner’s design creates a safe space for creativity and travel as well as build my skills as an educator - luckily my job in Madrid has provides a structure for internal exploration and experimentation. A planner allowed me to do both! While I’m not necessarily teaching an arts discipline, is just another form of teaching with the fundamental component of freedom this year has been invaluable in terms of improving my Spanish, classroom of personal expression and direction. management skills, collaborative lesson planning and developing creative, visual and interactive strategies for English language learners. Teaching taught me how to curate situations and simplify processes. It gave me confidence and taught me how to connect with a large group of people I felt well prepared to work in a school setting after completing the VAPAE as a public speaker. Empathy and patience were the most important things teaching sequence and my year teaching abroad has only bolstered the I learned which allowed me to try new ways of approaching situations while foundation provided by the VAPAE Program. With VAPAE, I was able to letting my students learn from experimentation. design and implement short term, arts-based programs. While in Madrid I’ve been able to navigate and negotiate working with students on a long-term, Teaching ESL students helped me refine my thinking and articulate myself multi-subject basis. Looking ahead to returning back to California in July, in simple terms. The connections I made in the VAPAE Program have led to I feel confident that the relationships I made within the VAPAE Program internships and networking events that continue to influence my approach will continue to support and inform my journey as an artist and arts educator. to running my business.
104 Alumni Updates Alumni Updates 105 Valentina Mogilevskaya Brittany Ko Graduated 2012, Art/ VAPAE Graduated 2013, Art / VAPAE
I work at LACMA as a teaching artist and program coordinator. I also teach Since graduating, I have been teaching art to people of all ages. I worked various workshops for seniors and kids through Barnsdall Arts. I definitely as a teaching artist at the VAPAE Book Arts program at the Clark became a teaching artist due to my completion of the VAPAE Program. Library in July 2013. I taught an afterschool arts enrichment program through VAPAE for middle schoolers in the Byzantine-Latino quarter of VAPAE gave me the skills necessary to work with students of various ages Los Angeles. I’m also teaching a mixed media art class for pre-schoolers at and to adapt to different working situations, such as classroom teaching and the Lycée International of Los Angeles, a night painting class for adults, working with the public. and I help out with tutoring and create and teach art classes for an afterschool program in Koreatown. I would like to help develop arts enrichment programs for communities and schools that do not have arts funding. Molly Temple I’ve been spending a lot of my time experimenting with print and book- Graduated 2012, World Arts & Cultures / Dance / VAPAE making, both in my free time as well as with my students. I would like to learn more about both of these processes. I would also like to learn about Right after graduation, I was a T.A. in LAUSD and then started the TEP mural making. program at UCLA. I am currently a resident (2nd year) in the TEP program and am teaching 1st grade in LAUSD. The VAPAE Program influenced me tremendously in deciding to pursue a position as a teaching artist. Before my involvement in VAPAE, I did not The VAPAE Program inspired me to become a teacher and helped me realize have a clear plan of where I wanted to take my art practice after graduation. the kind of teacher I wanted to become. I have always enjoyed spending time with children, whether it was baby- sitting, tutoring, or playing with my younger cousins. The VAPAE Program I learned so much through the VAPAE Program. I still use lesson plans that has allowed me to combine this joy with my art practice. I was nervous I developed during the program. The field work provided learning to teach at first, but after taking the teaching sequence and having the opportunities and valuable hands-on experience that I have carried with me. opportunity to delve into teaching first hand, I overcame my fear. Teaching allows me to fulfill my desire of gearing my art practice towards communities outside of myself. The VAPAE Program has provided me with confidence in my ability to teach art in a classroom setting.
106 Alumni Updates Alumni Updates 107 Director Barbara Drucker
Program Coordinator Lindsay Lindberg
Faculty
Barbara Drucker Lindsay Lindberg
Jessica Bianchi Martha Ramírez-Oropeza
Kristen Greer-Paglia Carolina San Juan
Ping Ho Jeff Share
Angelia Leung Tom Skelly
Teaching Associates
Keli Arslancan
Anthony Bodlovic Contact Jeremy Jacob Peretz
To contact us, visit www.arts.ucla.edu/vapae or e-mail us at [email protected]
108 Contact 109 The Visual and Performing Arts Education Program (VAPAE) is grateful to the Max H. Gluck Foundation, the UCLA Dream Fund, the UCLA Office of Interdisciplinary & Cross Campus Affairs (ICCA), the Center for Brazilian Studies and Latin American Institute, the Office of Instructional Development, and the School of the Arts and Architecture for their generous support of this program.