Making Masks and Tribes

An Activity Developed and Contributed by
Susan Brasch
http://www.susanjbrasch.com
Objectives:
The participants will:
1. Learn about the cultural significance of masks
2. Create masks to hang on the wall using design and art elements
3. Brainstorm to create their own “tribes” using the masks as a focal point

Audiences:
This activity can be enjoyed by all age groups but was used with middle-school and high school students.

Poster for arts classes at Hull House, showing a budding plant, a sculpture of a bird, and an artist's palette.

Linguists take it for granted that all languages, including languages in the Global South, are worthy of study. Yet some 40% of children in the world are prevented from studying in and valorizing their home languages—including some of the very languages that linguists study with such fondness. So much research in linguistics and the benefits thereof remain inaccessible to the bulk of the very speech communities whose languages linguists study. This seminar examines efforts by linguists and educators to make their research more inclusive, accessible, and hospitable, and to reduce linguistic-discrimination practices in various communities world-wide.

Team think is one of the most powerful tools that may be leveraged in supporting the lives of children; youth; non-minor dependents and parents/families. This workshop will focus on the skills and knowledge a facilitator must have to move a team from introduction to innovation.

Team think is one of the most powerful tools that may be leveraged in supporting the lives of children; youth; non-minor dependents and parents/families. This workshop will focus on the skills and knowledge a facilitator must have to move a team from introduction to innovation.

This resource was created by Kayla Henery, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

Host Harry Kreisler welcomes Admiral Charles R. Larson for a discussion of his career in the military and the role of education in shaping tomorrow's leaders. (50 min)

This series of programs introduces middle school students to creativity and music. This installment features renowned pianist and educator Cecil Lytl.e (27 minutes)

This inquiry by Kristina Labadie, Evergreen Public Schools, is based on the C3 Framework inquiry arc. Third-grade students view the lifestyle and cultural development of Early Native Americans through the same lens of how lifestyles today have developed.

features Monroe Elementary, the school attended in 1950 by third grader Linda Brown. Because she was black, Brown was barred from attending a white school much closer to her home. The cases brought by father and others led to the Supreme Court's unanimous decision in 1954 that racial segregation in public schools was unconstitutional.

Lesson designed for a 7th Grade ELA Deaf Education class room. Discusses the differences between fiction and non-fiction in literature as well as how to use the title and cover of the book to create an educated guess on whether the book is fiction or non-fiction. The lesson includes a learning center in which students apply what they have learned into a practice in which they organize characteristics of fiction and nonfiction into their appropriate category. 

This resource was created by Jill Anderson, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This resource was created by, Brenda Sebade, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and making art materials available to participating schools.

The Chemistry of Shoe Game: Using Sneaker Culture to Teach Science Technology Engineering Art and Mathematics (STEAM) contains an introduction to sneaker culture and highlighting it as a method for teaching STEAM education within both formal informal learning environments.

This professional development course consists of a series of workshops focused on NGSS-aligned & local phenomenon-centered curriculum, developed by IslandWood with funding from the OSPI ClimeTime Grant. It is currently structured to be delivered online and for Upper Elementary (3-5) educators. A slide deck and accompanying handouts are available to complement the course outline. 

Know thyself. These two, small words hold tremendous power. The path to understanding who we are and how we relate to others is long and ever changing. This unit has been designed for high school special education students enrolled in English I. The novel Flight by Sherman Alexie and other supplemental readings will be used to explore the development of self-identity and the importance of empathy. Through classroom support in the general education classroom and specialized instruction in the resource room, students will engage in learning experiences that explore how we as individuals define ourselves and relate to others who come from different backgrounds; it is through our differences that we can find common connections.

This resource was created by Staci Simonsen, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

This resource was created by Ginny Callahan, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This edited volume highlights how institutions, programs, and less commonly taught language (LCTL) instructors can collaborate and think across institutional boundaries, bringing together voices representing different approaches to LCTL sharing to highlight affordances and challenges across institutions in this collection of essays. Sharing Less Commonly Taught Languages in Higher Education showcases how innovation and reform can make LCTL programs and courses more attractive to students whose interests and needs might be overlooked in traditional language programs. The volume focuses on how institutions, programs, and LCTL instructors can work together, collaborating and thinking across institutional boundaries to explore innovative solutions for offering a wider range of languages and levels.

With challenges including instructor isolation, difficulty in offering advanced courses or sustaining course sequences, and minimal availability of pedagogical materials compared to commonly taught languages to overcome, this collection is a vital resource for language educators and language program administrators.