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Folklore and K-12 Education
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Support for K-12 educators to participate in folklore expeditions 0 J. Rouhier-Willoughby Folklore Study Trip Scholarship Deadline   Please share on any appropriate forum:   Indiana University's Russian and East European Institute is offering a $2000 scholarship for K12 teachers to join folklore study trips in Russia, Siberia and Kazakhstan.   Scholarship applications and letters of recommendation must be received by January 31, 2020.     > trips average two weeks, and are scheduled for July, August and October 2020 > no special training or knowledge of local languages is required > participants will help produce visual and audio records of local folklore:  traditional stories, rituals, songs, folk arts and architecture > trips are led by qualified scholars    These trips are organized by Partnership for Russia, Eurasian and East European Folklore ( formerly American Friends of Russian Folklore), a 501(c)3 non-profit organization now in its 12th year of introducing Americans to traditional cultures of Russia and Eastern Europe.   Full details available at:     These trips are organized by Partnership for Russia, Eurasian and East European Folklore ( formerly American Friends of Russian Folklore), a 501(c)3 non-profit organization now in its 12th year of introducing Americans to traditional cultures of Russia and Eastern Europe.
by J. Rouhier-Willoughby
Sunday, January 12, 2020
Looking for Stories 0 L. Cornell (Puckett) Hi everyone! I am looking for some specific stories that can be used to demonstrate the value of taking care of your health  and another on developing a sense of wholeness or empowerment Thanks, Liz Cornell
by L. Cornell (Puckett)
Friday, March 31, 2017
looking for Stories 0 L. Cornell (Puckett) Hi everyone! I am looking for some specific stories that can be used to demonstrate the value of taking care of your health  and another on developing a sense of wholeness or empowerment Thanks, Liz Cornell
by L. Cornell (Puckett)
Friday, March 31, 2017
Resources on Artist-in-Residency and Folk Art and Music Education Programs 0 A. Intern The following list contains resources on folk artist-in-residency and folk art and music education programs, both ongoing and past.  This list may be updated as more resources become available.   Resources on "Teaching by Making” in Education: Blog article "How the Maker Movement Is Moving into Classrooms,” by Vicki Davis on Edutopia, focuses on "maker movement” classrooms that "emphasize making, inventing, and creativity.” The article is full of links to further resources on the topic, including books, websites, online videos, and more. Read the full article here:  Past Successful Artist-in--Residency Programs: "Weaving Wonders in Second Grade,” is an article by Natasha Agrawal, ESL teacher and community folklore scholar, on a successful 12 week residency program at Carroll Robbins Elementary School in Trenton, New Jersey. Through a grant provided by the National Endowment for the Arts, twenty-five bilingual and ESL students learned Guatemalan weaving techniques from Artist-in-Residence Master Weaver Armando Sosa. For the full article, visit: "From the Studio to the Classroom,” is an article written by Garret K. Woodward for the Smokey Mountain News. Smokey Mountain Elementary School in Whittier hosted metalsmith and artist William Rogers for a two-week course, made possible through an "Arts in Education” grant from the North Carolina Arts Council. Read the full article here:    Music Education Resources and After school Programs: Bluegrass in the Schools Program – This program includes lesson plans, workshops, mini-grants for live presentations, and more to assist educators in becoming more "bluegrass aware.” For more information, visit the International Bluegrass Music Association, or The Foundation for Bluegrass Music. Delta Blues Museum Programs – The Delta Blues Museum offers blues classes. The purpose of the Delta Blues Museum’s Arts and Education Program is to continue the great musical tradition born in the Mississippi Delta: the Delta blues. The Arts and Education program teaches students to play music and keeps the history of the Delta blues alive. Students are taught to play the blues on the instrument or instruments of their choice. Instructors utilize the oral tradition, recorded music, video, instruction books, and handouts to educate the students in a classroom environment. The students progress from learning the basics of playing music to working together as a band. The Delta Blues Museum sponsors special educational programs and workshops in conjunction with local festivals and events (such as the Sunflower River Blues and Gospel Festival, Clarksdale, Mississippi, August 7-10th). Visit the Delta Blues Museum for more information.  
by A. Intern
Tuesday, July 29, 2014
"Masters of Traditional Arts Education Guide" Available Online 0 R. Vanscoyoc "Masters of Traditional Arts Education Guide," by Paddy Bowman, Betty Carter, and Alan Govenar. Documentary Arts, 2011.I am happy to announce the online publication of an education guide that calls upon the artistry and mastery of the National Endowment for the Arts (NEA) National Heritage Fellows to integrate folk arts across disciplines. In addition to introducing vital music, crafts, stories, and people from all over the U.S. and the world, "Masters of Traditional Arts" asks, "What do you know about your sense of place? Who are masters of tradition in your community? How can you discover more about your traditions as well as those of other cultural groups in your community?” By getting to know a diverse array of traditional artists and art forms in this guide, young people and adults alike can think more about themselves and their own traditions.Adaptable for 4th-12th grades across academic subjects, chapters include a variety of activities and lessons. "Opportunities for Learning" charts content and skills that the guide addresses in six discipline areas. "Tools for Learning" shares overarching activities and mini-lessons that teachers and librarians designed to reinforce higher-order reading and thinking skills and to use rich multimedia resources in any educational setting. This section also includes exercises on decoding different media as a means of improving literacy. Three units ― "Sense of Place," "Sense of Wonder," and "Sense of Discovery "― offer ways to use the materials in the guide as separate curriculum components or integrated lessons. "Resources" include printable student handouts and annotated bibliographies of folk arts in education publications, web sites, and related student readings, both fiction and nonfiction.A multimedia version of the 80-page guide at includes media clips for 26 Heritage Fellows to illustrate how educators and students may integrate the study of the 368 artists featured on the DVD-Rom that accompanies the free NEA publication, "National Heritage Fellowships 30th Anniversary."A PDF version of the "Masters of Traditional Arts" education guide is downloadable on the NEA web site, where free copies of the anniversary publication and DVD-Rom may be ordered at <>.The DVD-Rom is an interactive learning experience and the most comprehensive documentation of the National Heritage Fellows, 1982-2011. It includes 368 bios, 4,643 photographs, 1,724 music and interview segments (39.75 hours), and 553 videos (10.79 hours). Whether researching a particular art form or artist or randomly exploring this vast cultural landscape, it is a journey across America through the lives of people whose creativity is rooted in a deep sense of cultural identity.Paddy Bowman, DirectorLocal
by R. Vanscoyoc
Tuesday, June 19, 2012
testing our use of this forum 2 B. Belanus Paddy, seeing as you are the only person who has responded so far, I would tend to agree with you! 
by B. Belanus
Tuesday, September 27, 2011
2011 Dorothy Howard Prize 0 L. Rathje Dorothy Howard Folklore and Education PrizeRequest for Submissions - Deadline August 31, 2011Dorothy Howard (1902-1996) grew up in the Progressive Era, receiving a teaching degree fromthe North Texas Normal College (now the University of North Texas) in 1923. During her careeras a teacher and principal in Texas, New York, and New Jersey, Howard integrated folkloreinto her curriculum by having students collect and study playground chants and jingles as a wayof introducing them to poetry; research their names and their meanings to study spelling; andwrite about such traditions as ravioli making to develop their writing skills. Howard's interest inchildren's folklore and education enabled her to bridge a gap between the Victorian "armchair"study of children's culture with the field-based studies that folklorists conduct today. In 1938she received her doctorate in education with a study of games that combined these two styles ofstudy. Her pioneering work shows us that folklore can be used in the curriculum in a way thatis rich and meaningful. The Dorothy Howard Prize honors both Howard and those who havefollowed her lead in folklore and education.The prize competition is open to individuals and organizations whose work effectivelyencourages K-12 educators or students to use or study folklore and folkloristic approaches inall educational environments. Such works include but are not limited to curriculum materials,publications, audio and video recordings, multimedia publications, web sites, and exhibits.Works produced in the two calendar years prior to the annual AFS meeting are eligible.Nominations should identify the author(s) or creator(s), publisher, and date of publicationand describe why the nomination deserves consideration. Statements should not exceed threedouble-spaced pages. Anyone may nominate work by submitting a nomination statement plusthree copies of the resource. In the case of web-based resources, send the url. In the case ofparticularly extensive or expensive materials (e.g., multimedia kits), a single copy may besubmitted. Submissions will be evaluated on the basis of the following criteria:* Does the product add significantly to the body of folklore and education literature orresources?* Is the material appropriate for intended age groups and subject focus?* Do the materials have the potential to engage their intended audience fully?The prize amount is $100, and the deadline for submissions is August 31, 2011. Electronicsubmission is encouraged but not mandatory.Please send nomination statements (and your questions) via email to Lisa Rathje, 2011 DorothyHoward Prize Committee Chair at Mail copies of resources to 170 N.Marion Street, Unit 12, Oak Park, IL 60301.The recipient of the 2011 Dorothy Howard Prize will be honored at the annual Folklore andEducation section meeting during the American Folklore Society conference in BloomingtonOctober 12-15.
by L. Rathje
Thursday, July 14, 2011
Teacher Volunteer Program at 2011 Folklife Festival 0 B. Belanus The Smithsonian Center for Folklife and Cultural Heritage is implementing a new program for teacher volunteers at this summer's festival. The program will bring teachers from Washington D.C. and the surrounding areas to volunteer at the festival. This experience will give teachers an inside look at how the festival works and will provide them with information about the groups that will be a part of the 2011 program. Having teachers take an active role will also help the Center "see the Festival" through an educator's perspective in order to improve educational programming and web site offerings. Since the Festival is held outside of the traditional school year, it is hoped that teachers will take information learned at the Festival back into the classroom environment. Will report back with information and pictures after the Festival!      
by B. Belanus
Wednesday, May 18, 2011
Follow up to AFS Meetings 2 B. Belanus I'm only now exploring the new site and am happy to see that a forum is established. What next is the big question. Several people on the very successful AFS ed panels discussed how to carry our conversations forward, the Ed Section newsletter seemed to be the consensus, but this forum could be a less formal, more interactive vehicle. But discussion require leadership and monitoring and everyone seems too busy to engage in extra communication. Betty, thanks for leading the pack.
by P. Bowman
Tuesday, January 4, 2011

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