Tag Archives: iLEAD Schools

Culture and Curriculum, Presentations of Learning, Project Based Learning, Studio

iLEAD AV Debuts Schoolwide Art Gallery, Arts Integration

As many schools do, iLEAD AV hosts an annual Winter Production. These are an opportunity for learners, families, and community members to come together and focus on the performing arts. This year, however, Family Engagement Coordinator Holly Vasconez saw an opportunity. Parents, guardians, and families were not only treated to a fantastic performing arts program, but a full-scale art gallery featuring visual arts pieces from learners in grades K- 8. 

Vasconez said she got inspired several weeks before the winter program. She decided to take her own love for the visual arts and share them through classroom instruction with each of the grade levels.

She went into classes starting three weeks for the final show in order to introduce each grade level to a different artist, as well as art medium. For example, 3rd grade learned about Vincent Van Gogh and Starry Night, 6th grade learned about Henri Mattis and The Cut-Outs, and 8th grade learned about Claude Monet and his Landscapes. (See complete list Here)

The entire concept was driven by Vasconez and the raw enthusiasm she shares for learners and art. 

“I just thought it was a great time to integrate visual arts school wide,” Vasconez said. “I really wanted to feature even more talent and diversity at our annual winter program.”

Although she said she has no formal training in art, Vasconez has worked previously as an arts teacher at another school site and has also traveled through Europe studying art and art history. As she embarked on this newest art adventure, Vasconez said she relied on technology to help her.

“I relied on resources such as YouTube and Pinterest,” she said. “I was learning right alongside the learners, while often staying up until two or three in the morning watching videos and researching online.”

She said she was not only excited about the final art gallery and show, but also about the process the learners experienced. She said from day one she reminded the learners that their art would be displayed publicly and challenged them to do their best.

“I was thrilled with their work throughout the process and in the end,” Vasconez said. “Many of the learners had not enjoyed this much art integration before.”

She was committed to displaying every learner’s art. She made sure each piece was framed and properly identified in order to highlight the art as much as possible. 

“We used lights and music to enhance the ambiance,” she said. “We worked to create an interactive art experience for the community.”

Vasconez and the iLEAD AV staff were thrilled with the success of this first all school art gallery, as well as the feedback they received from families and learners alike. 

One parent said that he loved how the learners connected to the masters of the various art genres and how they interpreted the art in their own unique ways.

“The learners created some amazing artwork by some iconic artists of our time,” said Josh M. 

Another parent said she and her entire family thoroughly loved the entire experience. 

“I liked the way it was set up as it reminded me of a museum-art gallery,” said parent Jessica V. “We really enjoyed seeing our own learners’ artwork and the artwork of all their classmates.” 

Another parent said she was truly overwhelmed by all of the creativity.

“The Winter Art Gallery was amazing. All of the learners did an incredible job,” said Ivonne V. “We look forward to more future art events like this.”

The iLEAD AV learners were equally impressed with the event and the work of their peers. 

“I loved doing the artwork and can’t wait to do more,” said 3rd grader Lia B. “I felt like a real artist and was so excited to see the finished product!”

Other learners commented on their own growth and experience as visual arts. 

“When Ms. Holly showed us the painting of Starry Night, I didn’t think I could do it,” said 3rd grader Sheila P. “But once I finished, I really loved the picture and had a great time.”

“I didn’t think I was that great at art, but now I know that I can make some really great art work,” said 4th grader Trinity G. “I am very excited to do more for the next art gallery.”

The staff also took notice. Front office assistant Kelly Uhl said she and her colleagues were overjoyed with all of the learners’ creativity. 

“There were so many vibrant colors and creations,” said Uhl. “It was very obvious that every learner put a lot into every masterpiece.”

Registrar Minerva Alonso concurred with Uhl’s assessment of the event.

“I felt extremely honored to be able to witness all of the beautiful work from our learners,” said Alonso. “Kudos to our learners and Ms. Holly for their amazing work.”

Vasconez and the entire iLEAD AV staff are also interested in future art galleries and visual arts integration. This could include an art gallery each semester, Friday or Saturday workshops, as well as infinite opportunities to work with facilitators to integrate art into daily classroom instruction and projects. 

“Art is one of the best ways to connect with everyone – learners, parents, families. It’s so personal,” said Vasconez. “We now have learners coming up to me and asking to do more art and have another art show. And that was my goal.”

 

Staff Spotlight, Studio

iLEAD AV Begins New School Year With New Director

Each new school year brings changes and new experiences. There are new learners, new technology, new programs, new experiences and often new staff. This year, iLEAD AV is starting with a brand new director as well. Meet Talaya Coleman. Coleman recently shared some of her background, experience and thoughts on joining the iLEAD AV Team:

Hobbies / Personal Interests:

Shopping
Decorating
Being outside, relaxing and/or playing with grandkids.
Spending time with family and friends.

Educational Background:

University of LaVerne – Bachelor of Arts/Liberal Studies
National University – Master of Science in Special Education
Education Specialist Credential: Mild/Moderate and Moderate/Severe
Administrative Credential

Professional Background:

Has worked with and supported diverse groups of learners.
Has facilitated professional development and workshops in the Interdisciplinary Approach to Project-Based Learning and Social-Emotional Learning throughout the country.
Experienced with Turnaround Programs and Initiatives.
Has served on WASC Visiting Teams.
Has served as a Mentor in the Learn and Earn Program.
Experienced in Collaboration, Educational Ethics and Responsive Education.

Why iLEAD? Why did you take on this new role?

“It was the right place at the right time. Originally, I was in banking for 18 years. Once I decided to make a career change and pursue education, I thought I wanted to be an elementary school teacher. I ended up working with the Los Angeles County Office of Education where I primarily served the high school population. Although I loved that experience, I was ready to start working with and serving the TK-8 learners of the amazing AV community. I’m also excited about my new seven-minute commute.”

How have you been welcomed or received thus far?

“It’s always a bit overwhelming to be new. However, everyone has been so kind, helpful and supportive.”

What are your thoughts about Project-Based Learning?

“As a Special Day Class teacher, I have been able to learn about and teach PBL in my classroom. I loved bringing the curriculum to life by incorporating meaningful projects that engaged the students. As a Program Specialist, I coached others on how to create authentic projects aligned to the standards. I look forward to bringing my PBL experience to iLEAD AV!”

Studio

iLEAD AV History Facilitator Priscilla Tucker Inspires Authentic Learning

By Michael Niehoff
Education Content Coordinator, iLEAD Schools

There has often been a disconnect between how educators and learners view the subject of history. Educators know the inherent value of understanding where we have been, while learners often wonder how it relates to where we’re going. Priscilla Tucker, iLEAD Antelope Valley’s 7th and 8th grade social studies facilitator, is focused on bridging that gap.

Having come from Los Angeles Valley Community College as a sociology instructor, Tucker brings a unique perspective. Instead of approaching history through storytelling or as a series of facts and figures, she is challenging all her learners through a sociology lens.

“It’s really an important shift,” Tucker said. “I want my learners to view history as the foundation of how we do everything.”

This approach is centered on essential questions about how we organize ourselves as societies and cultures through government, religion, culture and more.

“We examine and seek to understand how these work and why,” Tucker said. “How do we maintain these structures, what human behavior is at play here and how are these evolving every day?”

As an example, Tucker reminds her learners that their current status as 7th or 8th graders in a free, public school is a product of history.

“This is about getting to the ‘why’ of everything,” Tucker said.

This approach to history is aligned with the inquiry-based instruction of project-based learning (PBL) and also why Tucker said iLEAD is a perfect match for her.

“iLEAD’s PBL approach attracted me to the organization,” Tucker said. “The iLEAD approach to the learners — which is personalized, individualized and connected — is what attracted me.”

Tucker enjoys challenging her learners at high levels and asking the big questions. As an example, after they read the young adult dystopian novel The Giver last year, learners were asked to evaluate their own values and merge those with what a utopian society might look like. They created their own government structures, economies and systems, according to Tucker.

“These efforts and approaches create unique opportunities for deeper discussions and learning,” Tucker said. “This leads to very organic and authentic conversations.”

This year, Tucker aimed to demonstrate that history matters when she asked the learners to compare our current pandemic challenges with the Black Plague. She said learners began realizing that neither these problems nor our responses to them are new.

“One thing we learn from history is that we learn nothing from history,” Tucker said. “Often tragically, we never seem to learn.”

Tucker’s learners also examined the January 6, 2021, insurrection on the nation’s capitol through the lens of the Whiskey Rebellion. Learners considered the national debt and recent COVID stimulus packages alongside stories of the Great Depression. Tucker said these learning opportunities empower learners and bring history to life.

“We have to make it relevant. Everything about them is a consequence of history and what’s come before them,” Tucker said. “It’s a different way of looking at the world, and that’s what we want.”

According to Tucker, the learners’ current project stems from a conversation on Zoom in an advisory session that centered on changing or improving something on campus or at school. Through this process, she said the learners see in real time how change occurs and what avenues we collectively can take to make change. She said the learners will choose something and then consider whom they have to appeal to — school, local government, state government, etc. — in order to enact change.

iLEAD AV Director Dawn Roberson is inspired by Tucker’s powerful approach to both history and learning. “Her focus on the big picture allows her to push her learners to think globally,” Roberson said. “It’s not just about what’s happening in their neighborhood or their city but how the rest of the world is impacted by our actions on social and political levels.”

Tucker and her learners are in the middle of a paradigm shift. She said educators have the opportunity now more than ever to make their subjects — in this case history — relevant by connecting to what’s happening in all of our lives every day.

“We are literally providing our learners social capital to go out into the world and engage,” Tucker said. “We are helping develop their voice and autonomy.”

In the end, Tucker would like all educators — especially her fellow social studies educators — to realize the potential power they have.

“History is unfolding right now,” she said. “That’s the part that’s missing in many of our history classes.”