Writing about the teaching artist practice should mean writing about art making. As both teacher and artist, the authors are required to be cognizant of their own art-making processes, both how it works and why it is important to them, in order to make this process visible to their students. They also need the same skills to write about how and…

This article shares the author's experiences in teaching dance in an elementary school setting and initiating a project that involves teaching dance through several subjects. The author first started by collaborating with other special subjects teachers to teach songs and dances and develop an opportunity for students to physicalize their homeroom…

This collection of essays explores various arts education-specific evaluation tools, as well as considers Universal Design for Learning (UDL) and the inclusion of people with disabilities in the design of evaluation instruments and strategies. Prominent evaluators Donna M. Mertens, Robert Horowitz, Dennie Palmer Wolf, and Gail Burnaford are…

The author has spent six years teaching dance and movement to grades pre-kindergarten through fourth at an independent school in New York City. For five of those years, the author has had the privilege of hosting student teachers from New York University's Dance Education Program. Although the author has reflected on what the student teachers may…