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Arts Education as a Career: Meet Emerging Teaching Artist Asiko-oluwa Aderin

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When art students are considering career paths, becoming a teaching artist may not come to mind. But for one Norfolk State student, that’s now a viable career option, thanks to Arts for Learning’s new Emerging Teaching Artist program.

Asiko-oluwa Aderin is a junior who’s majoring in fine arts with a concentration in graphic design. She’s a visual artist who works in digital and acrylic mediums, using geometric, abstract motifs that explore themes of Black excellence and empowerment.

Last summer, Asiko guided children at A4L’s STEAM camp at the Suffolk Center for Cultural Arts. She was then invited to join A4L’s new Emerging Teaching Artist program, helping children create nature-inspired picture frames in special workshops at Norfolk Botanical Garden while working with an experienced mentor, teaching artist Cindy Aitken. That’s the whole idea of the program—pairing up college students with professional artists and A4L staff who can guide them on essential elements of being a teaching artist, from developing professional programming to reading a business contract.

A4L Chief Operations Officer Anna Green, along with other members of the Education and Program team, designed the program for college students with less than one or two years of teaching experience. Although Asiko is a visual artist, students working in all art forms are welcome to apply for the program.

“Through the program they’ll receive professional development that will contribute to their working knowledge of classroom management, program development with curriculum preparation, and arts administration practices,” Anna says. “Our goal in working with these emerging artists is to cultivate them on to our teaching artist roster with one to two signature programs, or to help them advance throughout their profession.”

Asiko also taught high school students graphic design and comic book making in a ten-week residency for Norfolk nonprofit Next Step to Success. Through that experience, she discovered the joy of making a positive impact. On the last day of the residency, she asked students to tell her what they were taking away from the experience.

“One student in particular—who had presented a few challenges in terms of staying engaged and staying interested—he actually said that through the course of the program he had a love for art sparked,” Asiko says. “I think that was so cool, because as I went through the residency, one of my goals became to facilitate creativity within each individual child, however that may look like. To go from a kid who was like, ‘No, I’m not interested in art’ to ‘Okay, maybe this is something I can explore in the future’—it was really nice to be able to spark that in somebody.”

Drew Lusher, A4L’s Artist and Programming Manager, says Asiko came to Arts for Learning with some key attributes of effective teaching, such as a calm and reassuring presence and the ability to engage authentically with students. He’s seen strong growth in her in the months she’s spent in the Emerging Artist program.

“Once we worked with Asiko to unpack the content of her art form and align it with the interests and needs of her students, she grew into an amazing teacher,” Drew says. “I enjoyed the opportunity to observe her in the last week of the Graphic Novels program. The impact of her teaching on the students and the classroom environment was palpable.”

As for Asiko, she says arts education is an avenue she may want to pursue professionally, thanks to her experience in the Emerging Artist program. “I’ve been reaffirmed in my ability to teach and work with different age groups.” And at age 21, she may have one advantage over much older teachers. “While maintaining a professional demeanor and authority, I’m able to really connect with the students in a way that doesn’t feel intimidating and that they’ll still listen and have fun.”

Asiko has an exciting challenge ahead of her this spring when she moves on to the next phase of the program—she’s been selected to serve as the teaching artist in an after-school residency at Portsmouth’s Westhaven Elementary School, one of three schools participating in the first phase of the IDEAL (Intentional Designs of Expression in Artistic Languages) program. During the course of the ten-week residency, fifth graders will create mixed media works of art as they explore various aspects of self-identity through dance, written and spoken poetry, and visual art. Students from schools in Norfolk and Virginia Beach are also participating and will have opportunities to collaborate with one another.

“A lot of the residency is based off of trying to help these students figure out their own identities and where they fit into their communities,” Asiko says. “That conceptually is so in line with the work that I’m trying to do artistically that’s it’s going to be really neat to explore these concepts.”

We’re thankful for the sponsorship of #BankofAmerica that helped underwrite the launch of the Emerging Artist Teaching program. Their support is helping create new opportunities in the workforce for artists.

Students or colleges interested in participating in the program may contact Molly Stanley, Learning and Community Engagement Manager, at learning@Arts4LearningVA.org.

When I grow up I want to be a… Teaching Artist!

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When you think of career paths for artists, you may think of an actor or dancer who performs on the stage, or a visual artist who sells artwork at a gallery. At Arts for Learning, we’re helping create new opportunities in the workforce by highlighting a different career path that’s not as well known—working as a teaching artist.

Just this month we launched a new program where we’re partnering with Hampton Roads’ colleges to recruit, train, and mentor students in the arts. The Emerging Artist program creates a pipeline of new opportunities for student artists who may be unaware of the potential career path of becoming a teaching artist for an arts-in-education organization.

Two Norfolk State students are the first to be selected for the program, which features paid opportunities for emerging artists to work one-on-one with students in various settings. Anjenette Britton and Asiko-oluwa Aderin joined A4L teaching artist Cindy Aitken last Saturday in the first of four workshops at the Norfolk Botanical Garden, helping children make nature-inspired picture frames. Asiko-oluwa is also leading a graphic novel workshop for teens Monday, August 1 at the Portsmouth Public Library.

The emerging artists will be mentored by Cindy Aitken and Katherine Willet as teaching artists themselves and by members of the A4L Education and Program Team. Molly Stanley, a former teacher who serves as Learning and Community Engagement Manager, will work with the emerging artists on classroom management and how to develop arts-integrated curriculum for students. Chief Operations Officer Anna Green will guide the pair on some of the essential business aspects of being independent teaching artists, such as knowing how to read a contract.

You can meet Anjenette and Asiko-oluwa at our final Saturday workshops at the Norfolk Botanical Garden: September 10 at 10 a.m. and 2 p.m.

 

The Emerging Artists Program wouldn’t be possible without the sponsorship of #BankofAmerica. Thank you for underwriting this program that will help create new opportunities in the workforce!

#BofAGrants

Rhythm and Me: An Adaptive Dance Residency

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After twelve weeks filled with growth and exploration, students in a Rhythm and Me residency in Virginia Beach shared what they learned in a special performance for family and friends, choreographing the presentation by themselves. The adaptive dance program is a partnership between Arts for Learning and Families of Autistic Children in Tidewater (FACT). The residency was designed for students to join with their peers and learn new skills in a supportive environment.

Starting in September, the students met twice a week with A4L teaching artist Angela Taylor, a certified yoga instructor. In each class, she led students in a particular dance style—ballet, hip hop, jazz, party dances and more—with each dance paired with discussion about a different life skill. The curriculum was specially formulated for middle and high school students with autism.

“We were looking at the social emotional aspects of learning, of togetherness, community, social justice, understanding each other, and being okay with who we are in our bodies,” Angela says. As the program progressed, she witnessed growth in students from week to week. One student, for example, had difficulty speaking and let her aide speak for her, but by week three, Angela saw that the girl had become confident enough to communicate by herself. “That was truly amazing to watch her grow.”

“Overall, I think that a lot of them came out of their shells and they’re just free with their dancing, free with their movements. Even some of the parents would say, ‘Oh, my child can’t do ballet.’ And I’ve always said that it’s not about the dancing. It’s about coming together and creating a community and enjoying life and having a great time. I don’t mind if the moves aren’t perfect because I’m not perfect. I just want everybody to have a good time and have a positive experience in the class, and I feel like we accomplished that.”

Parents provided overwhelmingly positive feedback about the residency. But Kara Rothman, mother to 13-year-old Jesse Elia, says she didn’t initially have high hopes for the program.

“We’ve signed up  and paid for so many things that I’ve had to drag him to, but he wants to go to [Rhythm and Me], which is the first time ever. For me, it was huge because I’ve taken him to so many different places where I have to preface who we are and his quirks, and [at Rhythm and Me] he’s allowed to be quirky. It’s okay. In other places he has to be quiet or follow directions—it’s very structured—and he was always getting kicked out of stuff. Nothing ever worked, ever. Every time I’m just so grateful that he wants to be there.”

Jesse calls the program “fun, interactive, and entertaining,” and says he especially likes being with other students on the spectrum. He also says he finds the yoga portion “calming,” and the program less stressful than others.

“If I say I don’t want to do something, it’s not like I have to do it,” he says. “But I usually like doing the stuff, and it’s fun.”

Angela says her approach as a teaching artist is to “honor each person for who they are and where they stand in this world. And I think so many people pressure children like, you have to do it, you have to do it. With Jesse, I always gave him the option. I would say, ‘Would you like to join in?’ And if he said no, we just kind of moved on because I think it’s so important to be honored by your choices.”

Jesse is an only child who is homeschooled. His mother says the socialization portion of Arts Adventures was “huge.” After his first time going to the program, Jesse told his mom he had “gone in expecting the worst, but I ended up getting the best.” As for Kara’s reaction when Jesse said that:

I cannot tell you what those simple words meant to me. Well, yes, I can. It meant the world!”

Another parent, Lori Beatty, says her 13-year-old daughter, Calli Laundre, always became excited when she heard she was going to dance class.

“When I pick her up, she’s full of energy. If we get there early, she grabs her mat and she’s just ready to go. I think the whole program is great. It’s been really good for her.”

Rhythm and Me class

The Rhythm and Me residency was the first year of a three-year Arts Adventures partnership between FACT and Arts for Learning, with funding provided by the Hampton Roads Community Foundation.  The focus of the second year will be music and the third year will be visual art.

“We’re delighted to partner with FACT because the population they serve overlaps with a group of students that we prioritize reaching with our programming,” says Chris Everly, CEO of Arts for Learning. “We’re excited to be planning future collaborations.”

Behind the Scenes of the A4L Cultural Enrichment Project

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Nathan Richardson as the real Frederick Douglass
Nathan Richardson portrays abolitionist Frederick Douglass in our Norfolk studio.
Sarah Osburn Brady and Sheila Arnold record their civil rights program.
Sarah Osburn Brady and Sheila Arnold record their civil rights program.

There’s been lots of activity in our Norfolk office lately—which doubles as a production studio—as artists record special programs for our new cultural enrichment project funded by a new SHARP grant.

It’s an exciting project for a couple of reasons—it will bring quality, humanities-based arts-in-education programming to disadvantaged students in Virginia at no cost to them or their schools. And the project will provide income to artists on our roster during a time when opportunities to practice their art forms remain limited.

Sarah Osburn Brady and Sheila Arnold record their program on civil rights.
Sarah Osburn Brady and Sheila Arnold record their program on civil rights.

Molly Stanley, A4L’s Learning and Community Engagement Manager, says the programs have significant educational value, with topics that include the civil rights movement, slavery, and the Holocaust.

“Students learn about these historical events through core classes such as social studies and language arts. Through the videos we’re producing, students can deepen their learning and make connections with these topics that are relevant to their lives.”

Participating schools can choose from these videotaped programs:

  • Frederick Douglass “On Slavery and Emancipation” by Nathan Richardson: A performance that brings the true tales of Frederick Douglass to life, from his time as a slave and his escape to freedom to his rise as a great writer, orator, and abolitionist.
  • Conscience, Stories, and Hope: Hans and Sophie Scholl’s White Rose by Sarah Osburn Brady: The story of German siblings who dared to become part of the World War II resistance, no matter what the consequences.
  • Coretta: A Legacy of Love by Valerie Davis: Hailed as the “First Lady of the Civil Rights Movement,” Coretta Scott King comes to life through music and stories revealing the triumphs and tribulations of an American legend.
  • Arabiqa by Karim Nagi: An exploration of Arab culture through language, folk music, dance, and costume that bridges the east-west cultural gap.
  • Civil Rights: Finding Your Voice by Sheila Arnold and Sarah Osburn Brady: An interactive exploration of voices from the Civil Rights movement whose lessons in speaking up show us the way to effect social change today.

The programs are designed for either elementary or middle school students and include age-appropriate teacher guides for easy and effective classroom implementation. The videos are set to debut in February. Photography and editing is provided by Rob Holmes.

Photographer Rob Holmes videotapes Sarah Osburn Brady's program.
Photographer Rob Holmes shoots Sarah Osburn Brady’s program.

Thanks to our participating artists and to the funders of this grant–Virginia Humanities and the National Endowment for the Humanities (NEH). The funding is part of the American Rescue Plan (ARP) and the NEH Sustaining the Humanities through the American Rescue Plan (SHARP) initiative.

Arts for Learning Shares Stories of the African American Heritage Trail

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Screenshot from African American Heritage Trail video

Laced with compelling stories of the real-life triumphs and struggles of African-Americans, a new video produced by Arts for Learning (A4L) is set to debut in Norfolk Public Schools. The African American Heritage Trail highlights times of historical interest in the Lower Norfolk area, now part of modern-day Chesapeake, from the 1500s through the early 1900s.

Master storyteller Sheila Arnold, a longtime member of the Arts for Learning roster of professional artists, developed the program by researching the history of the area, writing the script, and working with an A4L production team to record the video. The project was underwritten by Bank of America.

Why did some African Americans fight for the British in the Revolutionary War? Why did slaves flee to the Great Dismal Swamp? And how did a unique ship design—and stripping down to her underwear—help one unforgettable slave escape to freedom? The answers are fascinating and can be found by watching the video, which includes stories related to the American Revolution, Underground Railroad, Civil War, and Reconstruction. The culturally responsive content is aligned with Virginia Standards of Learning for grade five.

Arnold, who goes by “Ms. Sheila” as a storyteller, believes the program is important even beyond telling stories of the African Americans who helped shape the history of the Tidewater area.

Bigger than that, it looks at a continuum, which is often not looked at in history, looking at what happens in a particular place over time.”

“Kids really don’t get a continuum, and that’s why they get confused and ask if Harriet Tubman knows Martin Luther King,” Arnold says. “I hope it will lead to teachers and students wanting to know what happened over time in their own areas and with other ethnic groups as well.”

For the 2021-2022 school year, NPS fifth grade teachers have exclusive access to the video, which is divided into five segments for easy classroom implementation. Teacher guides to facilitate discussion are included for each segment. A4L is providing the video at no charge to the thirty-one NPS elementary or combined elementary/middle schools, which have more than 2,100 fifth graders enrolled.

Arnold and the A4L staff designed the program in collaboration with Norfolk Public Schools’ history/social studies specialist Christopher Mathews, a former teacher of the year at Bay View Elementary School who is also on the A4L artist roster. The African American Heritage Trail features curricular connections to American history, character education, language arts, and reading.

Arts for Learning’s CEO, Christine Everly, calls Arnold’s program one of the best that the organization has ever offered. “We’re thrilled to offer stories few have ever heard before about the important contributions of African Americans with ties to our area. And we’re very grateful to our sponsor, Bank of America, for providing us the financial support to develop this important project.”

The Chesapeake Convention and Visitor’s Center has developed a driving tour and podcast along the African American Heritage Trail, as well as a brochure that describes the points of interest along the route. The Center is providing free brochures to all NPS students who view the video in their classes.

Watch the trailer of the video here: