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Welcome to the

ArtSEL SUMMER INSTITUTE!

Grab�a Seat

7 per Table

Introduce Yourself

What’s your favorite summer treat?

Get a Beverage and a Treat

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Evan Grande

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Grade Level Mask Projects

& Mask Performance

The Littles Performance by Playhouse Arts

Shadow Puppetry

Year Three: Theater

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ARTSEL STAFF

Lizzy Dostal

Coordinator

Jesse Wheeler

Coordinator

Stacy Young

Director

Laura

Phelan-Shahin

Expressive Arts

Ronda Stemach

Data Coordinator

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ArtSEL Teaching Artists

& Mentors

Julie Eccles- Benson

Theater

Haley Davis

Visual Art

Sophia Pelafigue

Mentor

Bethany Ibbitson

Mentor

Cherie Paul

Mentor

Rebekah Horvath

Mentor

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Melanie Rick

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ArtSEL

Schools

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PENINSULA

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MAPLE CREEK

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MORRIS

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Mattole Unified

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LAUREL TREE

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Welcome back ArtSEL Community!

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Agenda

Morning: all staff

Afternoon: Certificated

Breakout Sessions: 1:00-4:00 PM

Tk-2 Unique Me Masks

3-5 Expressing the Animal Inside

6+ Fantastic Expression

Melanie Rick

Administrators and Psychologists

9:00 AM Welcome

Grounding/Journal

Theater Games

9:50 AM Reading Art/Tableau

With Melanie Rick

10:45 AM Break

10:55 AM Getting to Know Our

Nervous System

11:55 AM Closing For All Staff

11:55 AM Lunch On Your Own

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RESOURCES

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RESOURCES

ArtSELSummer Institute - August 14th, 2024

+

I appreciated…

Keep…

I felt (honored/heard/seen/valued/appreciate

I would appreciate…

Consider…

I would feel (honored/heard/etc…)

We Value your feedback!

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Title

ArtSEL Culture:

Be Present

Devices

Attention

Time

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LAND ACKNOWLEDGEMENT

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Baduwa’t

This land acknowledgement was written with collective input from Erika Tracy, Sasheen Raymond, members of Council of American Indian Faculty and Staff (CAIFS)

and Dr. Cutcha Risling Baldy’s TK-12 cohort

MAD RIVER

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Wigi

HUMBOLDT BAY

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Wiya’t

EEL RIVER

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Hupa

Karuk

Mattole

Tolowa

Wailaki

Yurok

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Title

Glimmers

Introduce yourself to your table:

Say your name and share one glimmer you’ve recently had.

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Grounding

Journal

Check In

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Draw or Write:

How are you showing up today?

What is moving for you?

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Turn and talk to a partner:

How are you showing up today?

What is moving for you?

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Julie Eccles-Benson &

Stacy Young

Theater Games

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Melanie Rick

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BREAK: 10:55-11:00

Grab a Drink

Get Up & Stretch

Connect with a Friend

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Agreements/Stipends

artsel@hcoe.org

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STIPENDS & BONUSES

$ Bonus at 75% of hours

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The four pathways include Artspas, where you can unwind in a serene setting while exploring new visual art modalities including visual art, theater and music. Socialize over food and beverages as you immerse yourself in workshops designed to spark creativity. Whether crafting for personal joy or classroom enrichment, our sessions cater to every level of expertise.

Art Expressions with laura Phelan-Shahin allow for a journey of self expression and discovery through a varieties of visual art and theater workshops.

Whether you're a new teacher eager to discover the power of Reading Art and Acting Right, or a seasoned educator seeking fresh strategies for incorporating Reading Art and Tableau in your classroom, Melanie Rick offers tailored coaching sessions. Receive personalized guidance and support to enhance your teaching practice and deepen student engagement through an online community of practice.

This can also include classroom support in January.

Last but not least Join the Focus 5 team for a year of engaging, participatory online sessions focused on various arts-integrated teaching strategies on Zoom on Saturdays.

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September

First Thursday

November

December

October

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Pathway Hours

Certificated Staff: 6

Classified Staff: 3

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Laura Phelan-Shahin, LMFT REAT

Expressive Arts Therapist

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Getting to Know Our Nervous System

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Understanding our nervous system to guide our exploration and skills so we can practice and strengthen our ability to anchor ourselves and each other in safety.

The Why

CO-REGULATION

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Behaviors

Co-regulation

Regulation

Behaviors in children; difficult feelings in adults- not needed to be suppressed or feel ashamed of. These arise naturally inside of us an attempt to take care of us.

If we can get to know our nervous systems, know where we go when we get dysregulated and how to connect back to a sense of feeling cared for or safe when we're upset- we will be more likely to connect back to regulation.

Co-regulation is when others who are regulated influence those around them to be more regulated (just by their presence).

It's like the oxygen on the airplane metaphor. We gotta give ourselves compassion. In order to give ourselves compassion we need to understand our nervous systems- we need to find a way to connect to a sense of safety and to ground into regulation. When we are regulated our students are more likely to be regulated.

So we put the oxygen mask on ourselves before we attempt to put the oxygen mask on our students.

When the majority of your class or the students around you are regulated, disruptive behaviors will decrease which supports a thriving learning environment. It all starts with us adults!

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We are talking about our nervous systems and the research about our nervous systems has come from the study of the vagus nerve. Dr. Stephen Porges was doing research on the vagus nerve in the 90’s. He was studying newborn babies and started to notice that the tone of the vagus nerve had a direct correlation to the babies’ ability to regulate.

The vagus nerve is the longest bundle of nerves in our body. It starts in our face, eyeballs, cheeks, and moves to the back of our ear down our neck, then wraps around to our front connecting our heart, lung, kidneys, other organs and ending in our gut.

There are three main states that we move between in our nervous system. These states are inspired by the vagus nerve but are actually a clinical (therapeutic) translation of what is happening in the nervous system.

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Dorsal State

Sympathetic State

Ventral State

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Dorsal State

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Dorsal State

Sympathetic State

How do you respond?

Ventral State

Most of us have a tendency to go to one state more than the other. Take a moment to review how you tend to react in situations that feel difficult.

Do you tend to react to difficulties by feeling lots of energy, feel the need to fix or get angry? Does your heart start pumping faster?

Or do you tend to move into a space of wanting to withdraw from everything, put a blanket over your head and just disappear for a while?

This is the first step to getting to know our nervous systems- is to know where we tend to go when our bodies get triggered into a state of feeling unsafe, or when something difficult happens and we start to feel dysregulated.

For example, I tend to go to sympathetic. I start moving through space with anxiety. I can switch from worry into anger relatively easily.

Just because we tend to go to one space more than another doesn't mean we never go to the other state. While I was getting ready for this presentation, I have a mild fear of public speaking. I noticed I started having fantasies of never talking in front of a big crowd ever again and sticking with one on one and small group work. This is a mild state of dorsal.

Just take a moment to scan the recent past, where do you tend to go? Do you know that feeling of anxiety well or are you very familiar with wanting to withdraw from everything when difficulty arises?

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Ventral State

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VISUALIZE

Ventral State

I feel connected to the greater world.

Safe
Connected
Regulated

Visualization- take a moment to think of a time in which you felt loved, connected, at peace or joyful. This can be a recent memory or a memory from long ago. If you can't think of a memory just think of an image that symbolizes this state. Take a moment to remember.

I invite you to close or downcast your eyes. Let's allow all of our senses to remember this time. What do you see in this memory? Shapes, colors? Natural elements, buildings? What is around you and who are you with? Notice any smells. Notice the temperature. What do you hear? Can your hands imagine touching a texture? Slick, rough, smooth, cozy? Notice your felt sense (what emotional feeling are you feeling in response to this memory). Take a moment to soak in whatever has arisen in your imagination. (Pause) Come on back gently…

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Group Gesture

Find a gesture and a word that describes your ventral space.
Share the gesture and word with your group.
Your group will mirror the gesture and say the word back to you.

Ventral State

I feel connected to the greater world.

Safe
Connected
Regulated

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Draw:

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Ventral Vagal Masks

Create a mask that represents a time you felt connected to joy, peace or love.

Pick 1-3 colors

Use shapes and lines inspired by your visualization to create a mask using markers, construction paper shapes and double stick tape.

If you finish your mask early write words on the back of your mask that connect with your sense of your ventral space.

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Share with Your Group

What is one thing you love about your piece?

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When we get to know our nervous systems, we realize that the difficult feelings we experience are not a mirror of our worth or something to suppress and stuff down, but our bodies giving us signals to make sure that we stay safe.

When we hear and feel these signals we can take a moment to connect to something that will help us to stay anchored or tethered to our ventral space while experiencing difficulty.

This is also a reminder that the states we float between are not permanent states, but fluid states that we move between.

Here is a list of things we can do to help us stay connected to our ventral state when we are feeling dysregulated.

Humming or singing

stretching/movement (especially twists and forward bends)

Mindfulness exercises including box breathing

glimmers

Doodling

Visual arts

Fiber arts

Gardening

Imagining/remembering spaces that we've felt connected to safety and/or love

Anything that supports our connection to: ourselves, the natural world, spirit or others including our pets

For example, when I felt myself move into sympathetic and dorsal as I was putting this presentation together. I utilized mindfulness exercises and visual art making. I reached out to Jesse and Lizzy to connect. All of these things kept me anchored in ventral as I felt dysregulated.

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Debrief with a partner or small group:

Ways you already use some of these tools when working with kids in your school?

Tools you would like to explore with yourself, your family or with students?

Do you have experience with any of these tools already?

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Mask Making

& Mask Performance Support in Schools

The Littles Performance by Playhouse Arts

Fall Support In Schools

ArtSEL Teaching Artists in Schools!

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Thank you to our classified staff, we hope you have a great year and look forward to seeing you at our Pathways!

Lunch: 12:00-1:00

Certificated teachers we will see you back here at 1:00 for our breakout workshops!

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Title

Afternoon Day 1

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Introduction to Masks

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Title

Tony Fuemmeler

The Mask Maker

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Unique Me

Paper laminating with tissue paper while exploring color, shapes and lines that express your identity.

Expressing the Animal Inside

Learning how to create dimension through building forms while exploring character traits and symbolism.

Fantastic Expressions

Learning advanced paper laminating and dimensional building skills while exploring emotional granularity.

Year Three: Theater

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Title

Workshop Time

Breakout Sessions: 1:30-4:00 PM

Tk-2 Unique Me Masks

(HERC Learning Commons)

3-5 Expressing the Animal Inside

(Sequoia B)

6+ Fantastic Expression

(Sequoia A)

Melanie Rick

Administrators and Psychologists

(Redwood Room)

Don’t forget to sign out and turn in your plus delta after your workshop and leave your masks here for mask performance tomorrow!

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Title

Day 2

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Welcome to the

ArtSEL SUMMER INSTITUTE!

Grab�a Seat

6 per Table

Introduce Yourself

What’s your glimmer from yesterday.

Get a Beverage and a Treat

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Title

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Welcome Back!

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ArtSELSummer Institute - August 14th, 2024

+

I appreciated…

Keep…

I felt (honored/heard/seen/valued/appreciate

I would appreciate…

Consider…

I would feel (honored/heard/etc…)

Feedback

PLUS

Feeling heard when needing more studio time

Studio time!

Tea, coffee, fruit!

The ArtSEL journal

Knowledgable presenters

Small group discussions

Mask making

Ventral masks

DELTA

Coffee in the afternoons

Templates/ scafolding for mask lessons

More studio time

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GOOD MORNING!

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Morning Meetings

JESSE: As a teacher, morning meetings were an integral part of building my classroom community. From the very first day of school, we established a safe, structured space where everyone could be themselves and have a voice. The predictable structure paired with opportunities for creativity and play led to many magic moments.

The first full year back from the pandemic, I had a student who would barely look up; she was shy in the meeting and would pass during her turns. Over time, she slowly lifted her head, said good morning, joined in the activities, and by November, she was leading the circle.

Last year, one of my students had scores that were a bit behind the benchmarks. His mother called a meeting to discuss his slow reading progress, his frustration with math, and the idea that everything was hard for him. The next day, I came to school with him on my mind, worried that he would be feeling the stress of all of this. In that day’s morning meeting, we were using gestures to greet each other. When his turn came, he tipped his hat to the group and smiled. Everyone tipped their hats back, and I could see, at least for that moment, that he was all right and I had a good feeling he was going to be all right.

In morning meetings, not only was I, as a teacher, able to get eyes on everyone at the beginning of the day, but everyone had the chance to check in on each other to recognize when some might be ready for the day and some might need support or care. The benefits of the meeting were multi-fold, which is why we have chosen it as a focus for Year 3.

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Morning Meetings

LAURA: I have spent many years in classrooms as a classroom therapist. I've noticed a trend over the years that in a lot of more traditional classroom setups students get very little structured time to practice social skills. And it makes sense! There's a lot of pressure including having a ton of testing standards to meet, classroom sizes are big, in order to keep a classroom functioning it's hard to give space for students to practice social skills that are not related to academics.

If the only way a student is able to practice engaging in the classroom is to be on top of the academic side of things. Kiddos that don't have confidence academically are much less likely to engage socially (at least appropriately). Very often the time students get to practice social skills is on the playground at recess. In this classic structure there is no time for students to try on different ways of being. To learn social emotional skills.

Enter morning circles. Morning circles offer a structured way to engage with one another and possibly even talk about feelings. It's a space where kiddos that aren't confident in academics have a chance to thrive and explore emotional intelligence. The casel 5 competencies are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Morning circles provide an opportunity to learn and practice all of these skills. Circles also give us an opportunity to utilize and practice some of the tools of regulation we learned yesterday and an opportunity to support our students starting to befriend their nervous systems.

In all the classrooms I've worked in we've always held morning community circles (a bit less structured version of morning circles). Every single time it has amazed me, the power of circles. The kiddos that end up in a classroom that has a classroom therapist are kiddos that have had some very rough experiences in their lives. School and social skills never came easy. These students were used to being labeled the troubled kids. They would usually start the school year by refusing to participate (participating in stuff had usually historically not gone well for them). The overall trust in adults and other students was usually pretty low. As the year progressed, it was so amazing to see these students build empathy for and trust in others. As their trust in others in the circle grew, it built their confidence in themselves as contributing members of a community. Circles became a safe place that students looked forward to daily.

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Morning Meetings

GREETING

SHARING

GROUP ACTIVITY

MORNING

MESSAGE

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GATHER

Please form a circle in the front of the room.

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GREETING: Choice Check-in

1 = CURTSEY

2 = HIGH FIVE

3 = HANDSHAKE

“Good morning, _________.”

LAURA: We are going to spend a couple minutes greeting a few folks in our group. There are 3 ways that we can greet. We can greet by curtsying, giving a high five or a handshake. 1 is curtsy, 2 is high five and 3 is a handshake. We will wander around the room holding up our hand with a 1 2 or 3 depending on which greeting we want to do. We will look for a partner that wants to do the same greeting. When we find a partner we will say “good Morning, partners name” (please make sure to have your name tag turned so that your name can be read). You will then engage in your greeting movement. After that we will keep moving to find another person to greet. Feel free to change your number or keep it the same, however you are feeling.

Jesse and I will model what this greeting looks like

Model greeting.

Ok, go greet, have fun, we’ll come back together in one minute.

Ok. Let's circle back up!

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Title

SHARING

Share an experience from your break that connected you to your ventral space (joy, peace, grounding…)

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Title

GROUP ACTIVITY

MIRROR

LAURA: Find a partner, one partner will be the leader and one will be the follower. You will stand and face one another.

Decide who will be the leader and who will be the follower. The leader will make gestures and movements and the follower will follow. The follower observes closely to imitate the partners movements simultaneously as though the partner were looking in a mirror. Both roles are supportive. The leader is not attempting to lose the follower. The leader's job is to support the follower to be able to follow every movement fully- not moving too quickly. You are free to talk through the movement if that is helpful.

The follower is not just following without any agency, the follower is following in a way that supports the leader to be able to do their job the best they can.

Jesse and I will model first and then we as a group will partner up to begin the Mirror. Jesse and I model.

Please pair up, pick who will be the leader first. We will let you know when to switch roles.

Come on back to the circle.

*Once your students have done this a few times you can modify this activity to do it silently.

When we finish this activity we can have a seat back at our tables

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Morning Message

Today we will be learning about mask performance!

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ANNOUNCEMENTS

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Afternoon

Morning Circle

Break

Reading Art and Tableau with Melanie

*6+ Mask Workshop with Tony

Administrator Meeting

(10:00-1100 am redwood room)

Lunch On Your Own

9:00 am

9:50 am

10:00 am

12:30 pm

Morning

Mask Performance with Evan Grande and Tony Fuemmler

Closing Information

Closing Circle

1:30 pm

3:00 pm

3:10

Today’s Agenda

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Turn and Talk

What worked today?
Share any successes, obstacles, and challenges for the morning meeting.
Where else could the Actor’s Toolbox fit in?

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Title

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PLAN

Take a moment to review materials and plan a meeting.

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BREAK: 9:50-10:00

Grab a Drink

Get Up & Stretch

Connect with a Friend

6-th Complete masks with Tony nextdoor in Sequoia A, everyone else come back here.

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Afternoon

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Thank you to our classified staff, we hope you have a great year and look forward to seeing you at our Pathways!

Lunch: 12:30-1:30

Certificated teachers we will see you back here at 1:00 for our breakout workshops!

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Evan Grande

Playhouse Arts

Tony Fuemeller

Dell’Arte

Mask Performance

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Mask Lessons and slide decks

Link to ArtSEL Pathways Registration

Next Week’s ArtSEL GRAM

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Mask Making

& Mask Performance Support in Schools

The Littles Performance by Playhouse Arts

ArtSEL Pathways

Fall Support

Julie Eccles-Benson

ArtSEL Teaching Artists in Schools:

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Winter & Spring Sneak Peek

Winter Training

Shadow Puppetry

January

Melanie Rick in Schools

January

March-May

Creative Education Symposium

Spring Traning

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Title

If you need additional supplies please let Jesse or I know!

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CLOSING

CIRCLE

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CONSIDERATIONS

Teach closing routines
Ensure participation, keep in mind student skill and capability
Timing
What kind of day did the class have?
Academic content of the day?
Keep the circle SACRED

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FAREWELL

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Thank you ArtSEL Community!

Sign out

Pick Up Materials at The Redwood Room!

You can park behind it and load your car!

After you have greeted everyone

Return Plus Deltas!

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Closing Notes

Sign out

Pick Up Materials at The Redwood Room!

You can park behind it and load your car!

Return Plus Deltas!