ITAC6 DIGITAL CONFERENCE

1. Today, August 29th, 2042: A Body Movement Programme With The Elderly - Lee Meewha / Hanseon Lee

The title of this program <Today, August 29th, 2042> is the date exactly 20 years from August 29th, 2022, when this online participatory workshop of E.J.Domoso, takes place at the ITAC6 Digital Programme.

E.J.Domoso senses and contemplates ageing, as making a supposition of an ‘old me’ 20 years later with Teaching Assistants from all over the world that would meet via online.

There would be a simple manual in the workshop provided for participants in order to experience the physically aged state. Participants would be able to experience the ‘me’ of today whose mind never gets old, although their senses would be more restricted than usual, such as blurry eyes, uncoordinated fingers that do not help to double-click, and heavier legs. The dance program <Slow Slow Tap Tap – the Cane Tap Dance>, where a cane, which is a tool symbolising the weakness of elderly, is turned into a tool of dance with a tap heel stuck on it, will be introduced by choreographer Hanseon Lee.

2. The Movement at This Moment: A Participatory-Based Choreography - Youn Gayeon / Tae-yoon Kim

With questions “Where are you at? What do you see? What will you choose?”, presenters and participants will explore the space we move in, what makes us move, and the movement itself. Join Youn Gayeon and Tae-yoon Kim to find the stimulating substances as a mediator to connect and interact with people over the screen by questioning and choosing.

3. Teaching Artistry Moving Forward - How Can We Inspire and Change Our Community through Arts Educational Activities at School?: A Discussion Session on Arts Education for Youth & Community in Small Schools - Jeong Sun Lee

Discuss and share new ways of approaching school activities by teaching artists as well as the innovative ways of collaboration between teachers and teaching artists to create experimental and intriguing arts educational programs. The presentation will also discuss our stance as teaching artists when we interact/work with teachers and students.

Hanseon Lee specialises in ballet and by chance, encountered a group of old people through dance. She is now learning about life becoming more abundant through movement. Since 2018, she continues to work with E.J.Domoso to create choreography of elderly movements for the <Slow Slow Tap Tap – the Cane Tap Dance>.

Lee Meewha manages a creative group ‘E.J.Domoso’ that observes the present elderly, precedent and studies the future ‘elder life’ within the boundaries of art and culture. She is currently planning a participatory project to explore the way of ‘existing well’ in order to ‘end well’, such as the preparation for death, time management of the elderly, and the reclamation of social roles.

Jeong Sun Lee studied music education in Germany and met many learners in various institutions which led him to a fascinating arts education. Sun Lee regularly meets students and teachers in small schools which inspires his personal growth and change. He feels that the future-teaching artists whom he meets and teaches at colleges will soon become his teaching artist colleagues. Sun Lee is also a teaching artist who explores and shares with his colleagues, novel and hopeful ways of arts education.

Youn Gayeon is the creator and manages ‘Project Got-got’, a dance collective in Korea. The project is helmed by Korea-based artist Ga-yeon Yoon and UK-based artist, Tae-yoon Kim. The group creates performances by the accumulation of movements and conducts educational activities where they hold exchanges with participants through improvisation. Since the Covid-19 outbreak, the collective has been dancing impromptu with children from the town Gayeon lives in. Their practice is improvisational in nature and is based on the stimulation they get from the streets.

1. A is for Arts Alliance - Iliyana Nedkova / Iga Bozyk

This online discussion, based on the nearly 10 years of over 50 curatorial and artists' residencies at Edinburgh's Abbeyhill Primary School and the local community arts festival Colony of Artists, will lead us to consider at least two specific questions in our attempt to ensure children and young people aged 3-12 years have an entitlement to quality cultural learning and meaningful access to contemporary arts:

- how we can adopt scalable, evidence-informed approaches to curatorship and arts pedagogy

- how we can foster an alliance between primary schools, independent curators and civil society

Together with the ITAC6 conference delegates, we will co-explore the nature, role and tendencies of the artists residencies at the primary school culminating annual festival group exhibition from a curatorial theory and practice perspective through the case study of "A is for Abbeyhill Artists"

2. Centering Participatory Arts in Civic and Social Life - Vikki Doig with Glasgow Life Arts Team and Associate Artists

What does it take to embed a meaningful and sustainable city-wide community arts programme? And how can local authorities, councils and cultural trusts effectively collaborate with artists to support, develop and measure the impact of creative projects at a hyperlocal level?

Join Glasgow Life as they reflect on the successes and failures of their own city-wide Artist in Residence Scheme and lead an open and practical discussion on the benefits, challenges and complexities that organisations need to consider when developing artist-led place-based programmes within communities.

3. Responding To The Intersectional Needs Of Young And Emerging Artists In Scotland In The 2020’s - Mahri Reilly with SYT Colleagues

A practice based participatory theatre workshop (online) for those who work with young people, sharing the methods we at Scottish Youth Theatre embed to ensure the stories we creatively produce as theatre or performance pieces are rooted in changemaking, artistic integrity and ethical practice.

Please bring a pen and paper or a device to write with, as well as an object from your life that has some form of significant meaning.

Scottish Youth Theatre

Scottish Youth Theatre is a national young artists’ development organisation. The company designs and produces projects that offer artistic development opportunities for aspiring, emerging and early career artists, age 14 to 25. We work with young people who are based in Scotland, across intersections and geographies.

Mahri Reilly

I am a cultural producer, programmer, curator and general organiser specialising in theatre and arts strategy. I apply an intersectional approach to my leadership and creative practice, with empathy and collaboration at the heart of what I do. I am driven by an ethos of social justice, equity of opportunity and positive wellbeing, valuing the power of storytelling as a method for social and political transformational change. Across all my work, I strategically design programmes and produce projects that gently invite communities of people to engage in and author quality arts experiences, reducing systemic barriers to participation and redistributing power. I am interested in Artivism - where art and activism meet

Vikki Doig, with colleagues from Glasgow Life

Glasgow Life is the charity providing the support, inspiration and opportunity for Glasgow’s citizens to access the services that matter most to them. Working across museums, the arts, music, sport, world-class events, festivals, libraries, community facilities, and physical activity, learning and heritage programmes; the scale and reach of our activity makes a real and positive impact on the lives of Glasgow’s residents and creates unforgettable experiences for our visitors.

Iliyana Nedkova

Sofia-born and Edinburgh-based, I am a curator, writer and producer with nearly 30 years of experience curating over 200 curatorial projects and initiatives on behalf of cultural organisations based in Europe, UK, China and USA. I hold a MPhil in Curating Contemporary Art from Liverpool John Moores University and a MLitt in English and American Studies, as well as in History and Theory of Culture from the University of Sofia. My current positions include associate curatorships at AM Contemporary, Basel; CONJUNCTION public art curatorial collective; Peace & Justice Scotland; Colony of Artists; Cutting Edge Theatre; Scottish Storytelling Centre; Citymoves Dance Agency; Screen.dance Festival Scotland; Bulgarian Cultural and Educational Centre Scotland and criss-crossings collective.

Welcome and Introductions

Lincoln Center Education

1. Dr. Chris Emdin
Keynote Address:
Radical Welcoming and the 7 Rights of the Body

2. Julie and Matt Guidry
Upstream Arts
The Art of Access and Inclusion offers a framework for discovering connections and building relationships with individuals of all ages and abilities through creative play. This interactive workshop will use activities from Upstream Arts’ unique multidisciplinary arts curriculum to explore how we can use our creativity and curiosity to shape intentional moments of shared experience, and work towards generating a shared language. The Art of Access and Inclusion is designed to cultivate ideas and practices that move beyond traditional attitudes and ideas about accessibility, and diversify the ways in which people of all abilities are included and welcomed into our practice

2. Erin Orr
Arts Connection – Bridges
Explore and Describe – Building curiosity about materials and skills in the K-2 art making process

Explore and Describe lessons dismantle the teacher/learner top down hierarchy commonly at the core of teaching approaches to "developing expertise" or building skills, including the assumptions about young children's existing skills and experience they bring to any learning situation. The teaching practice we are sharing addresses obstacles to learning for varied learners by providing many entry points, diffusing the idea of right or wrong, or that knowledge is held by the adult.

Dr. Chris Emdin

Dr. Christopher Emdin is an associate professor in the Department of Mathematics, Science, and Technology at Teachers College, Columbia University, where he also serves as Associate Director of the Institute for Urban and Minority Education. He’s the creator of the #HipHopEd social media movement and Science Genius B.A.T.T.L.E.S., author of the award-winning book Urban Science Education for the Hip-Hop Generation, New York Times Best Seller For White Folks Who Teach In The Hood and the Rest of Y’all Too, and the recently released Ratchedemic: Re-imagining Academic Success. Emdin is currently an advisor and scholar-in-residence at Lincoln Center.

Julie and Matt Guidry, Co-Founders of Upstream Arts

Matt and Julie Guidry are the Co-Founders of Upstream Arts, and since 2006 have been using artistic and creative practices to revolutionize life-long Social and Emotion Learning for individuals with disabilities of all ages, and to infuse an Attitude of Access into organizational cultures throughout the Minneapolis/St. Paul metro and beyond. Using their experience raising a child with significant disabilities, and bringing together Julie’s non-profit leadership experience and Matt’s professional artistic practice, they have built Upstream Arts into a cross-sector leader at the intersection of disability, arts, and learning. In addition to the 100 arts residencies annually that Upstream Arts facilitates in special education classrooms and at disability organizations serving adults, Julie and Matt regularly facilitate trainings for disability service organizations, schools, districts, arts organizations, and other arts-, disability-, and education-focused organizations, focused on arts based instructional strategies, universal design for learning, and using our innate creativity to develop new attitudes and ideas to build a culture of access. Their work undermines social stigma, promotes a culture of inclusion, and builds connections across communities, engaging professionals across numerous sectors in trainings that advance the organization’s vision of a more vibrant and inclusive world.

Beata Moon
A versatile musician acclaimed for her expressivity and sincerity, Beata Moon continues to reach audiences through her many-faceted roles as composer, pianist, educator and activist. Moon graduated with a Bachelor of Music degree from the Juilliard School where she was a student of Adele Marcus. Reviewer Andrew Druckenbrod of Gramophone magazine wrote, “Moon writes compelling music that is utterly sincere...” Moon also works as a teaching artist for Carnegie Hall, Lincoln Center and the New York Philharmonic. Through her various roles as an educator, performer, composer and activist, Moon fulfills her wish to work musically with people of all ages and backgrounds. She has facilitated conversations about race and restorative justice and believes in the power of music and the arts to heal and work towards social change. She recently became certified as a Climate Reality Leader trained by former US Vice President Al Gore and The Climate Reality Project.

Erin Orr
has been a puppetry teaching artist in New York Public Schools for over 20 years, specializing in puppetry and storytelling in early childhood classrooms. For the last 8 years, she has been the Artist Mentor and Curriculum Specialist on the Bridges research team, focusing on collaboratively creating curriculum that allows classroom teachers and teaching artists to support and build on the diverse artistic literacies of young children. Erin also creates puppet shows as an experiment in visual storytelling, frequently in collaboration with living composers and has performed internationally as a professional puppeteer.

Maggie Fishman
(Director of Action Research, Artsconnection) is a cultural anthropologist and artist, who has been designing and implementing ArtsConnection’s Bridges project for 8 years. Maggie’s study of arts education activism was shaped by UDL principles, and how they resonate with the work artists do to learn and create. The focus of Maggie’s research has been how children Work and Think like Artists. The Bridges model will be shared in a website and resource library (late 2022). The responsibility of adults to honor the voice and vision of children is a theme in her work as a visual storyteller.

Sara Jane Munford
Sara Jane is an action researcher/teaching artist who joined the Bridges team 4 years ago. She learned the bridges model alongside her classroom teacher partners and her observations about her own learning, teacher learning and student learning have been instrumental in developing lessons where students become the experts and teachers. She is most interested in the many different ways student’s engage and find points of intrinsic motivation to drive their process of learning who they are as artists. Additionally, Sara Jane is a puppeteer and interdisciplinary artist living and working in New York City.

Alex Velozo
Alex Velozo is a trans and disabled sculptress, educator, and performance artist raised in North Florida swamps, currently residing in Baltimore, Maryland. Their installations and performances combine cultural imaginations of illness, touch, the medical industrial complex, and kinesthetic learning models.They most recently received their M.F.A. in Sculpture and Extended media from Virginia Commonwealth University, and previously received a B.F.A. from Cooper Union for the Advancement of Science and Art. Velozo has exhibited, taught, and facilitated in New York, New Jersey, Philadelphia, Richmond, Miami, and Chilchota, MX. They currently teach and consult with Community Word Project, Future Makers, GIVE, University of Maryland Baltimore County, George Washington University, and Maryland Institute for the Arts.

Leigh Wells
Leigh (she/they) grew up in central Kentucky, on the ancestral lands of Eastern Cherokee peoples, Tsalaguwetiyi. She is passionate about the potential, importance, and long-term impact of art-making, critical viewing, intersectional, and interdisciplinary thinking as tools for greater shared understanding and re-envisioning education. Leigh’s work in arts education and non-profit administration has been centered in New York City, on the ancestral lands of Munsee Lenape and Canarsie peoples, including work at the Queens Museum, Museum of Arts & Design, PROOF: Media for Social Justice, and Museum of the Moving Image. She is currently the Deputy Director of Programs & Operations at Community-Word Project. Her writing and photography have appeared in CMYK, Gourmet, Spinning Jenny, Poets & Artists, Narrative, and more.

ArtsConnection: Bridges Team
The Bridges team collaboratively creates curricula that allows educators to support and build on the diverse artistic literacies of young children. Erin Orr has been a teaching artist in New York Public Schools for over 20 years, specializing in puppetry and storytelling in early childhood classrooms. Maggie Fishman is a visual artist and cultural anthropologist, whose research focuses on how children think and work like artists. For the last 8 years, Erin and Maggie have designed and facilitated the Bridges research at ArtsConnection. For this session, they are joined by Bridges teaching artists and action researchers Sara Jane Munford and Susanna Brock who have spent 4 years mentoring and partnering with classroom teachers to develop lessons where students become the experts. In addition to their work in schools they are each artists working in mediums that include puppetry, visual art, installation, devised theater and a bit of dance and music.

Kamini Ramachandran is a pioneer in the field of oral storytelling in Asia. Through her work in Moonshadow Stories she is known for promoting storytelling for adult audiences. She founded The Storytelling Centre Limited to advance the art of storytelling through the Young Storytellers Mentorship Programme. She is also creative producer of StoryFest Singapore. A respected teaching artist, she is a specialist storytelling lecturer for tertiary level programmes in Communications Studies, Arts Management, Expressive Arts and Performing Arts. Known for designing site-specific storytelling experiences for museums, galleries and cultural institutions, she believes in the power of stories to breathe life into artefacts and communities.

Peggy Ferroa is an independent performance maker and arts educator who uses theatre to help individuals build new relationships with themselves, their community and their audience. She has co-created performances with special groups in hospices, prisons and with cultural communities like the Peranakans. Her plays have been featured at various local and international festivals, such as the Singapore International Festival of Arts and Japan’s World Gold Theatre Festival. She is best known for her work with inmates, a community she has been working with since 2008. Her work with them has been presented at local and international conferences as well as published in industry journals.

Michael Cheng is an applied drama practitioner and educator. As a practitioner using community arts methodologies, he has worked with diverse communities such as seniors, children and teens with disabilities, and youth with at-risk behaviours. Michael has taught applied drama workshops internationally both in online and in-person settings. He also trains teachers in drama facilitation in special school settings. He is the immediate past Chair of the Centre for Playback Theatre’s Board of Directors, and a Practitioner member of the International Playback Theatre Network (IPTN). He is the Artistic Director of Tapestry Playback Theatre (Singapore).

Dr Edmund Chow has an extensive number of years teaching in schools and universities. He has used applied theatre with psychiatric patients and prisoners in Singapore and New York, and in corporate settings, as well as in business schools. From 2011 to 2012, he lived in Afghanistan and worked for an NGO to manage a radio drama for women’s empowerment and entrepreneurship. His PhD research was on Afghan culture and theatre. Today, Dr Edmund Chow is the Programme Leader in the Master’s Programme in Arts Pedagogy and Practice at LASALLE College of the Arts in Singapore.

Jorge Melguizo, Colombia ex Secretario de Cultura Medellín

Social communicator. Consultant and international speaker on public management, culture, citizen culture and comprehensive urban projects.
Director of the Medellin - Barcelona Chair. Former Secretary of Citizen Culture and former Secretary of Social Development of Medellín.
For 12 years he worked in a drug prevention NGO: 7 years as director of SURGIR, in Medellín, and 5 years as director of International Cooperation of EDEX, in Bilbao.

Más info y en español, descargar programa completo.

Rosaura Luisa De la Cruz (Perú)

Visual artist, cultural manager and educator from Perú. She is committed to the integral development of the human being through the different artistic languages ​​and non-traditional education. Since 2009 she has been the Director of La Mancha Taller de Arte, an art and education proposal recognized by the Ministry of Culture as a Punto de Cultura in San Martín de Porres. She has experience in the design and coordination of inclusive proposals for art, education, social transformation and cultural heritage from the perspective of respectful education, a gender approach and non-violent communication.

Más info y en español, descargar programa completo.

Rasia Friedler Saludarte (Uruguay)

She is a Uruguayan multidisciplinary artist and psychologist. Creativity, art and humor as ways of exploring the human condition and social transformation are at the center of her concerns. In Uruguay she has developed a vast professional career in the most diverse surroundings. She is the founder and director of SaludArte, an organization that promotes health through art and humor, and of her Spontaneous Theater Company. In 2003 she created and directed the first Spontaneous Dance Company in the world inspired by the Playback Theater, within the framework of SaludArte, which began intense activity until 2010.

Más info y en español, descargar programa completo.

Lais Dória, Brasil Casa de Ensaio

She is a mult-disciplinaryi artist born in Ponta Porã, on the border between Brazil and Paraguay. Lais graduated in Pedagogy and Master in Arts from ECA/USP, and founded in 1996, the Center for Art, Education, Culture, Social and Environment - Casa de Ensaio,(1996) in the city of Campo Grande, a space where she developed her own methodology, called pedagogy of the amended arts, focusing on the art of social transformation for children and adolescents and applied in the course “Brincaturas e Teatrices” (name created by the students themselves).

Más info y en español, descargar programa completo.

Inés Sanguinetti, Argentina Crear vale la pena

Dancer and choreographer. She studied sociology at the Universidad del Salvador and the postgraduate degree in New Challenges in Teaching from the University of San Andrés.
Co-founder and president of the Fundación Crear Vale la Pena. She directs the Environments Program Creativos (Art and Creativity to transform life projects in schools and communities of vulnerable contexts) in alliance with the Ministries of Education of Jujuy and Corrientes in Argentina.

Más info y en español, descargar programa completo.

Victor Martinez Caja lúdica, Guatemala

Victor Martinez is a musician, actor and cultural manager. He is part of the arts organisation, “Caja Ludica” since 2001, where he has worked in community cultural development in different communities of Guatemala, and participated as an actor, musician and artistic director in various artistic productions. With “Caja Ludica” he has performed in different artistic and cultural festivals in Europe, North, Central and South America. He was a staff member at Working Classroom from January 2011 to October 2012, in Albuquerque, New Mexico.

Más info y en español, descargar programa completo.

1. Opening - Professor Peter O’Connor

Teaching artists create the opportunities for change by making pathways for us to travel to the past and the future through our imagination. In welcoming participants to the New Zealand Hub’s ITAC 6 Digital Programme, Professor Peter O’Connor – Director of the Centre for Arts and Social Transformation at the University of Auckland considers how the arts in the Pacific have always been about how we know and share our knowledge about the world and how we dream to make it better.

2. Can I balance on a metaphor? (The [simple] freedom to move things around); Notes on Collaborating Across Borders - Associate Professor Alys Longley and pavleheider

In this lecture demonstration, creative collaborators pavleheidler and Alys Longley will share artistic-research practices for online interdisciplinary collaboration and discuss how these relate to the work of artist-teachers in precarious times.

Alys and pavle will discuss some of the political implications of such artistic practices in how they could create space for difference, neurodiversity and non-binary practices and methods. They enjoy working with terms/provocations that form their meaning out of resistance, carrying the tension of the not-this, into the evocation of possibility. This practice involves the blurring of poetics, conversation, and drawing, to work into feeling, ambiguity, viscerality, relationality, spatiality, and texture.

3. Beyond Borders: Reimagining the Curriculum for a (Post) Covid World - Dr Marta Estellés

In this presentation, Dr Marta Estellés will talk about Arts Beyond Borders, which is a multi-phased research project aimed at exploring the potentialities of arts-based pedagogies to promote global citizenship skills such as critical empathy, intercultural understanding, and sense of social justice.

This project was driven by the urgent need to develop global citizenship in a (post) covid world, in which nationalism, authoritarianism and social inequalities are increasingly on the rise. It draws upon a school-based project in Australia that uses Drama to frame and lead transdisciplinary inquiry with students, teachers, and artists, called the Sanctuary Project. Key questions will be explored: Arts Beyond Borders has joined educational scholars and practitioners of different disciplines in the design and research of classroom resources that use the arts to explore global problems such as racism, colonisation or gender inequality.

4. Imagining the Radical in Schools through an Arts-Led Curriculum - Dr Christine Hatton

This session explores how an arts-led curriculum can create change in schools, by enabling young people to activate their “ethical imaginations” (Heathcote, 1993).

• What can an arts-led curriculum do, that is unique and impactful in classrooms and communities?
• How can we use the arts to ‘stay with the trouble’ (Haraway, 2008) helping young people to develop their ‘response-ability’ as they grapple with difficult times and complex futures?

Education systems around are broken, arts educators need to seize the space to provide much needed radical changes to the way young people learn to live their lives.

5. Everyday Theatre: Applied Theatre for Social Change in Aotearoa New Zealand - Dr Moema Gregorzewski

Dr Moema Gregorzewski will present a case study of a long-running applied theatre programme, Everyday Theatre, which was designed to provide a safe forum for young people to discuss issues of family violence, child abuse and neglect. Dr Gregorzewski will describe the programme’s format and background, along with the potential of applied theatre to create social change.

Dr Christine Hatton is a Senior Lecturer in Drama in the School of Education at the University of Newcastle, Australia. Her research interests include gender in drama education and innovative approaches to curriculum. Recent projects have investigated teacher artistry, theatre for young audiences, and the impacts of sustained arts residencies in schools.

Dr Moema Gregorzewski is a Research Fellow at the Centre for Arts and Social Transformation, The University of Auckland. Moema's research explores how socially engaged, participatory theatre practices can foster critical-democratic citizenship, social cohesion, and community wellbeing. She is currently the lead researcher of the formative evaluation of Mitey – a whole-school approach to teaching mental health education in New Zealand primary schools.