Over the years, the Journal of Folklore and Education has published resources useful for Teaching Artists, from case studies to pedagogical tools. Find a list of all our Teaching Artist Residency articles here!
Highlights include:
Embracing the Choque: Pedagogical Disruptors in Folk Dance Instruction
By Kiri Avelar and Roxanne Gray
The authors look to the choque, the literal crashing of the castanets together, as a metaphor for the collision of cultures, histories, practices, and values (Anzaldúa 1987) when concert dance and folk dance traditions coexist within the changing contours of an academic studio. They offer potential interdependent disruptors for folk dance practitioners to consider when teaching concert-trained dancers in Western academic spaces.
Folklife Education: A Warm Welcome Schools Extend to Communities
By Linda Deafenbaugh
Increasing student participation in school by tapping into their community knowledge supports students’ cultural competency and can positively affect academic achievement.
What We Bring: New Immigrant Gifts
By Amanda Dargan
A New York City series of programs focusing on immigrants’ gifts of arts and cultural expressions is an ongoing education project employing interviewing, classroom residencies, exhibits, and drama.
Ago/Ame: Co-Teaching Community Cultural Knowledge with a Local Expert
By Avalon Brimat Nemec with Jeannine Osayande
Although alternative education models are often advocated as new means to support higher academic achievement, folk arts pedagogy has used and/or modified these models for years.