Higher Education News
Student Artists and Writers Spark a Celebration of Creativity; 2017 Scholastic Art & Writing Awards Winners Exhibits Open at ED
On Sept. 15, 2017, for the 14th year, the U.S. Department of Education opened the Scholastic Art and Writing Awards exhibit of works by students from across the country, with a special exhibit this year of winners from Harris County (Houston), Texas. Presented by the Alliance for Young Artists & Writers and founded in 1923, the Scholastic Art and Writing Awards is the longest-running and most prestigious award program for teenagers in the U.S. This year, 330,000 pieces of art and writing were submitted, and only 2,700 students were selected as national winners. Of those national winners, the Department has the honor of exhibiting 66 for the entire year, along with an additional 30 artists from Harris County, Texas, through Oct. 31, 2017.
A standing-room-only audience of 230 students, family members, educators, arts leaders, and ED staff joined in the celebration. Featured ED speaker Jason Botel, acting assistant secretary and principal deputy assistant secretary for elementary and secondary education, summed up the value of arts education from his perspective: “Through these exhibits at the Department of Education, and the opportunities your schools provide, we can gain a better understanding of each other.” Virginia McEnerney, executive director of the Alliance, pointed out that many past winners are contributing immensely through their talents in other fields because of their success in the Scholastic competition: “If you want to be a human rights activist or an educator or an entrepreneur,” she said, “we talk to lots of people in those fields who also point to this experience of winning a Scholastic Award as having been seminal and essential to them.” 2016 National Student Poet Joey Reisberg, now a senior at the George Washington Carver Center for Arts and Technology in Towson, Maryland, recited two of his poems, giving us perhaps a reason for the arts: “So much in this life is so unnoticeable— ” (from Lamedvovniks, The Thirty-Sixers).
Following the ceremony, the Herb Block Foundation, which awards Scholastic winners for their editorial cartoons, held a workshop for the students.
The student artists and writers made clear that their educators were instrumental in helping to define themselves as artists. Mt. Vernon (Virginia) High School’s principal Dr. Anthony Terrell and art teacher Sally Gilliam, along with 25 current students, came to celebrate award recipient Jaron Owens. Gilliam shared that, when the award announcement was made, “[Jaron] jumped out of his chair and told me that he didn’t realize that he could be a serious artist. At that moment he realized that he did have artistic talent.” Terrell spoke of the impact of the event on the students from his school: “These students are now inspired to make more meaningful artwork because next year their work could be featured here.”
The parents noted that, without great teachers, their children may not realize their talents. Grace Sanders, artist of an untitled photograph, confessed that she didn’t think her photo would win because, to her, she was just splattering paint on her face. But she submitted the photo because her teacher saw something special in it. Grace’s mom said, “Grace likes to hide all her power and beauty in the dark” and that she was grateful this award gave her the confidence to talk about her work.
We had the opportunity to talk with other student award winners in the shows, who shared these reflections about their works:
“I had a vision and just went for it. It took me about three or four months to create the piece. The wiring took me four hours.” Virginia Dragoslavic, NSU University School, Davie, Florida, on her ceramic vase.
“My friend had a hard childhood. The bottom [of my drawing and illustration] represents her broken past filled with depression and darkness. As you move up, the piece starts to lighten. It is the representation that she could finally see her beauty.” Edward Bustos, Langham Creek High School, Houston, Texas
“My [editorial cartoon “A”] was inspired from a prompt from a literary arts magazine looking for pieces about what holds people back. I thought about stress from pressures of homework, grades, college applications, and student life. ” Evie Polen, Gaston Day School, Gastonia, North Carolina
“My [drawing and illustration] is based on a Scottish proverb, “You can’t keep the birds of sadness from flying above your head but you can keep them from nesting in your hair.” Allison Maeker, Klein Oak High School, Spring, Texas
The national show will remain at the Department through July 2018, and the Harris County exhibit will remain through October 2017.
Morgan Bassford is an intern from American University in the Office of Communications and Outreach at the U.S. Department of Education.
Chareese Ross is a student art exhibit program associate and editor in the Office of Communications and Outreach at the U.S. Department of Education.
Photo at the top: 2017 Scholastic winners cut the ribbon to formally open their exhibit.
You can view additional photos from the event here. All photos are by U.S. Department of Education photographer Leslie Williams.
The Department’s Student Art Exhibit Program provides students and teachers an opportunity to display creative work from the classroom in a highly public space that honors their work as an effective path to learning and knowledge for all. To visit the exhibits or for information about exhibiting, contact Jackye Zimmermann at Jacquelyn.firstname.lastname@example.org or visit https://www.ed.gov/student-art-exhibit
Note: October is Learning Disabilities/Dyslexia/Attention Deficit Hyperactivity Disorder (ADHD) Awareness Month.
A teacher can make the difference between a good day and a bad one.
Actually, they can make or break a child’s entire school year by understanding what accommodations in a 504 Plan or an individualized education program (IEP) can do to help a person like me who works every day to overcome the impact of dyslexia, dysgraphia and attention deficit hyperactivity disorder (ADHD).
I think I am lucky to have been surrounded by teachers who worked hard to make sure I was able to be as successful as my peers.
I have had a 504 Plan since the fourth grade. It’s supported me through elementary school, middle school and now into high school.
At the beginning of the year, I introduce myself and my accommodations through email. I think it’s important for my teachers to know why I benefit from something that most of the other kids in my class don’t use. The game changers for me include:
- Extra time
Dyslexia makes me read slowly and work hard to decode words. This means that it takes me more time to take tests. Knowing that I can work hard and answer the questions correctly at my own pace is very helpful for me. I would like to be able to show my teacher what I know.
- Read on demand
Reading and spelling are harder for me than my classmates. I can decode almost any word after my remediation; it just takes me some time to do it if it’s a harder word. If I am really stuck, I would like to ask for help to have the word or phrase read to me. It makes me way more comfortable in class to know that if I get stuck, my teacher will know that I really need the help.
- Small group testing
It helps to be on my own or in a smaller group. If I am taking a test with the class I might get to the third question and someone next to me is finished with the test because they can read it faster. I’d like to be able to focus on the content and do my best.
I use my iPad to ear read (text to speech) everything I can. Eye reading is tiring for me. Sometimes, I use an app to change a handout to a readable PDF and then ear read it, if I need to. Normally, I just eye read the handouts. My iPad also has an app that will let me record the classroom lecture, if I need it. I don’t access the curriculum exactly like my peers, but the system in place right now works really well for me.
- Teacher notes
I am dysgraphic, too. That means it is hard for me to put my thoughts onto paper, quickly. I learn best by listening to the teacher first and then practicing what I have learned. It is very hard for me to listen and copy things from the board or write things down as the teacher is talking. I take notes, but I miss a lot. The teacher’s notes help me make sure that I don’t miss anything when I am studying.
- Advanced notice when called on to read in class
This accommodation makes me feel comfortable in class. It feels terrible if I think I might be called on to read out loud without knowing what I am going to read. If my teacher wants me to read something, they’ll just tell me the night before and I will practice first. I am a good reader now, but I still get nervous when I have to read out loud. Messing up on a word like ‘began’ feels really bad in a classroom full of my classmates. That’s what dyslexia will do to me.
With the help of my parents, my teachers and my accommodations, I’ve created a successful learning environment for myself. Because I need to work very hard to achieve the academic success I’ve had, I don’t take anything for granted. I appreciate my teachers who have made an effort to understand me and my accommodations.
Teachers really do make all the difference!
Carter Grace Duncan is a freshman in a Northern Virginia public high school. She is a youth advocate for Decoding Dyslexia Virginia who enjoys sharing her knowledge with students with disabilities about how accommodations in school can help create a pathway to academic success.
(Cross-posted at the OSERS blog.)
The post Understanding Teachers Make “All the Difference” for a High School Student with Dyslexia appeared first on ED.gov Blog.