Artist-in-Residence



//Because I am writing from the experience of both visiting artist and classroom teacher, my words of introduction to this Artist-in-Residence Program are grounded in both practice and theory. The arts infuse thought with feeling! As a result, an artist's residency in the classroom has the potential to ignite enthusiasm for learning. I also know that successful artists' residencies are the culmination of extensive collaborative preparation and planning between classroom teachers and the artists of their choice. The residency learning and teaching relationship has everything in common with a thoughtful courtship and a good marriage - nothing at all in common with a blind date.//

//Typical questions addressed below provide a framework for thinking about residency opportunities for your students and their school. These questions are followed by a list of area artists to whom you may issue an invitation to become your collaborative teaching partner(s). Once a collaborative team has been formed, residency planning can begin. Materials to support successful planning and available resources for implementation are found in this section.//

//Please keep in mind that residency collaborations, like all relationships, are complex. They require the ultimate in patience and communication skill. They also have the potential to take on a life of their own and so require a sense of adventure.// **Bon voyage** //and do not hesitate to regularly revisit 'where do I go for help?'//

// Jan Hyatt, Dance Specialist //

Residency Information and Documentation
 * [[image:Saihou.jpg width="195" height="148"]] || [[image:Adam_with_Kids.jpg width="197" height="149"]] || [[image:https://artinaction.wikispaces.com/file/view/BOL-P4%3A8.2.10.JPG width="202" height="150"]] ||
 * 2013-2014 Residencies
 * [[file:Teaching Artist Roster.pdf|AIA Teaching Artist Roster]]
 * AIA Teaching Artist Wiki Pages
 * [[file:Artist Residencies QandA.pdf|Residency FAQs]]
 * 2012-2013 Residencies
 * 2011-2012 Residencies
 * 2010-2011 Residencies
 * Pilot Residencies

Residency Planning Forms

 * [[file:Residency Plan Worksheet.docx|Residency Planning Worksheet]]
 * [[file:Residency Planning Guide.docx|Residency Planning Guide]]
 * [[file:StandardsBasedLessonTemplate.docx|Standards-Based Planned Instruction Template]]
 * [[file:Lesson Plan Rubric Art in Action draft_rev1 03 15 2012.pdf|Rubric for Evaluating Planned Instruction]]
 * [[file:Lesson Plan Checklist draft.docx|Standards-Based Planned Instruction Checklist]]
 * [[file:TechChecklist.pdf|Technology Checklist for Residency]]
 * [[file:Teacher and Artist Collaborative Reflection.docx|Teacher and Artist Collaborative Reflection]]
 * [[file:DOEResidencyContractTemplate_Updated_Aug1_2012.pdf|Residency Contract]] and [[file:Residency Budget Worksheet.pdf|Budget Worksheet]]

Materials for Teaching Artists

 * [[file:Residency Checklist for Teaching Artists vr2.pdf|Residency Checklist for Teaching Artists]]
 * [[file:ResidencyObersvationforArtist.pdf|Residency Observation Form for Teaching Artists]]
 * [[file:Residency Invoice Form.pdf|Residency Invoice for Teaching Artists]]

A Typical Residency Day is...
a minimum of 5 hours and includes the activities listed below. Note that all of the times are approximate and the artist’s work in the classroom will adjust to the school’s schedule.

A Typical Residency Day will include….
 * Artist(s) arriving in the morning; sign-in at the office
 * 1/2 hour for morning lesson preparation and materials set-up
 * 1 hour of work with teacher and students in the ‘Core Group A’
 * 1 hour of work with teacher and students in the ‘Core Group B’
 * 1/2 hour lunch
 * 1 hour of work with teacher and students in the ‘Core Group C’
 * 1 hour for reflection and discussion of the day’s lessons with the core group teachers, and planning for next day’s lessons.

The artist(s) works with each of their Core Groups each day they are in residence at the school. If there is time remaining during the artist’s day, the artist may schedule extra activities or lessons with other classroom teachers. These ‘extra’ lessons must be scheduled with the artist at least a day in advance and should occur separate from the core group work with the artist.