Through our partnership with the Pennsylvania Council on the Arts’ Arts in Education Division*, Pittsburgh
Filmmakers/Pittsburgh Center for the Arts (PF/PCA) offers Artist Residency Projects and other vital arts
services to schools, community organization, and nonprofit service agencies working with both children and
adults in Allegheny, Beaver, Greene, and Washington counties.
An Artist Residency Project is designed to have lasting benefits for all of the participants: students are fully
immersed in an art form and see how it connects to life and learning, teachers are exposed to alternative ways of
experiencing and sharing the creative process and what it brings to their classrooms, and administrators realize
the ways in which the arts fully engage students and impact their learning across the curriculum.
As stated in the National Endowment for the Arts’ publication Learning Through the Arts “…the arts help us
all better understand and interpret the world around us. The arts improve our ability to think critically and act
creatively and offer us the opportunity to communicate our most profound thoughts and deepest feelings. Arts
learning ensures that this creative spirit lives on, instilling a love and understanding of the arts to each new
generation.” PF/PCA and our Resident Artists fully embrace this philosophy and welcome the opportunity to
share the skills and rewards of the creative process with enthusiastic and motivated participants.
Through residencies in dance, craft, music, folk arts, theater, media arts, literature, visual and interdisciplinary
arts, schools, community organizations, and service agencies can expect to improve themselves and strengthen
their communities. By immersing participants in the creative process from beginning to end, and giving them
ownership of the process, Resident Artists model the needed focus and rigor of their school and life.
The arts are proven to stimulate and enhance student performance in all curriculum areas and to encourage the
development of improved self-image and empowerment. The arts provide opportunities for:

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Imagination and creativity to flow
Communication and problem-solving skills
to grow
Self-directed intrinsic motivation to be
engendered
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Teamwork to be encouraged and appreciated
Diverse thinking to take place
Individuality to excel
Positive self-expression to evolve
Mary Brenholts
Director of School & Community Programs
*The Arts in Education Partnership is a program of the Pennsylvania Council on the Arts’ Arts in Education (AIE) Division. The AIE Partnership
fosters educational improvement through participation in the creative process in schools and community settings via residencies, projects, and
partnerships between schools and/or other educational institutions, artists, and arts organizations. The Arts in Education Partnership is administered
in Allegheny, Beaver, Greene, and Washington counties in sw PA by Pittsburgh Filmmakers/Pittsburgh Center for the Arts.
Founded in 1945, Pittsburgh Center for the Arts is a non-profit community arts campus that offers arts education programs and contemporary art
exhibitions, providing services and resources for individual artists throughout Western Pennsylvania. Founded in 1971, Pittsburgh Filmmakers is a
nonprofit organization designed to encourage the creation and understanding of media for noncommercial artistic and literary purposes. In January
2006, Pittsburgh Center for the Arts merged with Pittsburgh Filmmakers.
Pittsburgh Filmmakers/Pittsburgh Center for the Arts
School & Community Programs
Pittsburgh Filmmakers/Pittsburgh Center for the Arts (PF/PCA) is committed to the artist and the advancement
of artistic excellence in visual arts – specifically film, video, photography, digital media, and fine and creative
arts and crafts; the provision of equipment and facilities for artists; the conduct of instructional programs; and
the stimulation of public understanding and awareness through exhibitions, demonstrations, and sales.
School & Community Programs at PF/PCA is dedicated to bringing high quality arts services to tens of
thousands of participants at schools, nonprofit service agencies, and community organizations working with
both children and adults in Allegheny, Beaver, Greene, and Washington counties through our partnership with
the Arts in Education division of the Pennsylvania Council on the Arts.. Our programs place trained,
knowledgeable, and practicing professional artists into school and community settings where they can share the
benefits of the creative process.
PF/PCA places great emphasis on recruiting professional, trained, practicing artists to work in our programs as
part of the partnership mission. Artists are accepted into the program based on the quality of their artwork, their
familiarity with best practices in arts in education and community artmaking, and their abilities as
communicators/educators/facilitators.
Our Resident Artists (RA’s) and Teaching Artists (TA’s) are skilled at all facets of the working artist’s life:
producing high-quality artwork, planning dynamic residencies, partnering with organizations and individuals,
documenting both process and product, designing and implementing appropriate residency budgets, completing
paperwork in a timely fashion, and all other myriad details of an artist’s work. Focused attention is given to the
various components of the collaborative process, from brainstorming to interactive group management to
presentation of a vibrant finished product, all of which contributes greatly to the quality of the participants’
experiences.
Our many years of experience working in education have provided us with insights into how to develop and
evaluate programs designed to inspire, encourage, motivate, and assess individual students while building and
fostering positive group dynamics. Our goals within all the programs in which we participate are to work
closely with each student to facilitate the discovery of hidden talents and develop new strengths while working
with teachers and administrators to recognize the value of the arts to youth development. We believe that
learning through the arts is essential for optimum development of students in all grade levels; the arts provide
infinite opportunities for creative ideas to take hold and elicit unique (sometimes unanticipated) outcomes for
all participants: students, teachers, administrators, and artists alike!
We are very enthusiastic about working with schools and community sites as we know so well how in-depth
experiences in the arts impact children’s lives for the better capacity. Our teaching methods incorporate
exploration, enjoyment, excitement, rigor, and even play* for both students and Teaching Artists! While the arts
provide many opportunities for “success,” there is also an inherent “risk” to some degree of perceived “failure”
due to unrealistically high expectations directly connected to the finished products. Our TA’s place great
emphasis on both process and product, setting students up for success by providing clear, sequential instruction,
high quality materials, and an infinite amount of patience that encourages questions, taking creative risks, and
learning from mistakes.
*The creation of something new is not accomplished by the intellect but by the play instinct acting from inner
necessity. The creative mind plays with the objects it loves.” Carl Jung
Pittsburgh Filmmakers/Pittsburgh Center for the Arts
School & Community Programs
Out of School Time (OST) Projects
Pittsburgh Center for the Arts (PCA) has been providing and administering offsite arts programming throughout
sw PA for over twenty-five years. Our talented Teaching Artists (TAs) are dedicated, motivated,
knowledgeable, and experienced at working in both school and community settings.
Through our many years of experience, we have learned that the most successful programs are based upon the
TA at each site developing strong, mutually respectful relationships with the students and teachers with whom
they work so there are clear and open communications about creative processes, techniques, needs, and
expectations.
Our TAs work in a variety of disciplines/media including, but not limited to:
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Ceramics & Mosaics
Sculpture
Fiber Arts
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Painting/Drawing
Papermaking
Glass
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Mixed Media
Music
Dance & Movement
Our TAs design their projects and activities in order to “set participants up for success” while also sharing
tools/techniques/temperament necessary for resiliency, and adapt their projects and goals to meet the needs of
each site and the participants. By nature art-making is both experimental and spontaneous so often the artist
and students are learning together while discovering hidden talents and interests. Teaching Artists can work
with students on small individual projects to take home or by working together as a team they can create
something large, such as a mural or mosaic, to be displayed on site.
In order to implement high quality arts programs most effectively and efficiently, we ask the following of our
school and/or community site partners:

That the TA be assigned 10-15 self-selecting students to work with for 1 – 3 hours of the afterschool/out
of school time (OST) program

That the TA designs and plans the projects on which the students will be working based on dialogue
with students and site coordinators. If the site has a particular theme in mind or a specific need the TA
should be informed so she/he can collaborate with the site coordinator to design a suitable project
around that theme/ need

That the TA not be asked to bear the full load of classroom management or, should the need arise, of
disciplining students and that there is a site staff member in the room at all times
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That the TA and/or School & Community Programs at PCA must be notified in advance if there are any
changes to the schedule including snow delays, early dismissals, and/or field trips

That adequate, appropriate space is provided for all art activities. Space and logistics must be discussed
with PCA staff and TAs prior to the first meeting with the students.
So that we can best work together to meet the needs of your site please contact Mary Brenholts, Director of
School & Community Programs, 412-361-0455, ex 368 or mary@pittsburgharts.org as early in the school year
as possible with any questions and/or to schedule a Teaching Artist at your site!
PITTSBURGH CENTER for the ARTS
ARTIST RESIDENCY PROGRAM
FACT SHEET
 Our partnership with the Pennsylvania Council on the Arts‘ Arts in Education Division was formed
in 2001.
 The mission of the Artist Residency Program is to offer unique and quality arts services in the form
of Artist Residency Projects in in southwestern Pennsylvania including Allegheny, Beaver, Greene,
and Washington counties.
 Artist Residency Projects place trained, knowledgeable, and practicing artists into school and
community settings where they can share the benefits of the creative process.
 We have over 45 Resident Artists in our program including media artists, dancers, folk artists,
musicians, visual artists, glass artists, craft artists, and writers.
 Artist Residency Projects can allow traditionally underserved areas to experience the value of the
arts.
 We typically receive approximately 75 inquiries and requests from host sites per program year
(September 1 through August 31) and are able to implement approximately 45-50 projects.
 School-based projects include public, private, parochial, and charter schools serving elementary,
middle, and high-school students. Projects can also be designed for the collegiate level.
 Community-based projects may take place at social rehabilitation sites for adults, special needs
children in an inclusion-oriented program, senior citizen facilities, and at many other types of
regional community and cultural organizations.
 Artist Residency Projects are funded both host sites (using funds from site budgets, district
budgets, foundation support, PTO’s, PTA’s, PTG’s, online fundraising, local businesses) with
matching funds provided by Pittsburgh Filmmakers/Pittsburgh Center for the Arts through our
Partnership with the PA Council on the Arts’ Arts in Education Division.
 Resident Artists in the Program have a minimum daily rate of $200 for individuals. Group or
ensemble rates vary.
 Pittsburgh Center for the Arts‘ Artist Residency Program continues to grow and is easily adaptable
to a variety of needs, expectations, and situations at all host sites.
Frequently Asked Questions
1. What is an Artist Residency Project?
Artist Residency Projects are designed to place professional artists into school and community settings where
they can share the myriad benefits of their creative processes. Each Residency Project is a custom-designed
collaboration between the host site and the Resident Artist. The Pittsburgh Center for the Arts‘ Artist
Residency Program was founded in 2001 through our partnership with the Pennsylvania Council on the Arts‘
Arts in Education Division.
2. Who is eligible for an Artist Residency Project?
Schools, nonprofit agencies, and community organizations working with both children and adults in Allegheny,
Beaver, Southwest Butler, Greene, and Washington Counties are eligible for an Artist Residency. School-based
residencies include public, private, parochial, and charter schools serving elementary, middle, and high-school
students. Residencies can also be designed at the collegiate level. Community-based residencies in social and
human service agencies include social rehabilitation sites for adults, special needs children in an inclusionoriented program, senior citizen facilities, as well as projects at many other types of community and cultural
organizations.
3. What are the benefits of an Artist Residency Project?
Studies have shown a significant correlation between arts education and skills development, resulting in
improved levels of achievement. Skills developed through the arts are recognized as being essential elements
for success in today’s society. These skills, as noted by Robert Root-Bernstein, Professor of Physiology at
Michigan State University, include the ability to:
 observe acutely
 think spatially and kinesthetically
 identify the essential components of a complex whole
 recognize and invent patterns
 gain empathy with objects of study
 synthesize and communicate the results of one’s thinking, visually, verbally, or mathematically.
Teachers and artists working together gain skills and insights from each other that translate into improved
learning for current students as well as future learners.
4. How many days constitute and Artist Residency Project?
Residencies can last anywhere from 10 to 180 days for individual artists and groups/ensembles. The days don’t
need to be consecutive. A Resident Artist can work at a site one day a week for eighteen weeks, twice a week
for five weeks or twice a month for the whole school year. Artists may work directly with core group
participants up to four hours per day. If pre-determined during the planning meeting, they may also work with
or present to other classrooms or conduct workshops for teachers, administrators, and/or parents.
5. What is a core group?
An Artist Residency Project is designed as an in-depth media-specific experience for up to three core groups of
students, not to exceed 30 students per group. The program is described as allowing a full embrace for a
smaller number of participants rather than providing just a handshake for every student in the school. The artist
may be introduced at an assembly, may do a whole school performance or slide show, may visit classrooms to
talk with other students, and may provide workshops for teachers to take specific techniques and creative ideas
back to their classrooms. Please welcome the Resident Artist to your site with the idea of positively impacting
everyone in the building, but giving the core group students and teachers a fuller, richer, in-depth experience.
6. What kinds of artists are in the Artist Residency Program?
We currently have approximately 45 Resident Artists in our program, including media artists, dancers, folk
artists, inter- and multi-disciplinary artists, fiber artists, jewelers, musicians, visual artists, craftsmen, clown
artists, writers, and more! These artists are professionals who are exhibiting, performing, and publishing
regularly. If you open up a regional, or sometimes a national, newspaper, you are likely to see positive reviews
of their works each week. Part of the skill set of a Resident Artist is his/her ability to communicate both the
creative process and the techniques of his/her medium. Artist applying to the program undergo an independent
panel review process. Qualifying artists are chosen based on the quality of their artwork, their ability to
articulate their artform and residency project plans to an independent review panel of artists, educators, and
administrators, and on their proven ability to fully implement a successful residency plan. The panel sends its
recommendations to the Pennsylvania Council on the Arts, which makes the final decision regarding approval.
Once approved, the Resident Artists are placed on our roster but are not employees of the Pittsburgh Center for
the Arts. They maintain their own studio spaces and often work for other non-profit arts organizations as well
as the Center.
7. How do the Resident Artists get paid?
Artist Residencies are funded by the host site with support funds provided by the Pittsburgh Center for the Arts
through our partnership with the PA Council on the Arts’ Arts in Education Division. The Pittsburgh Center for
the Arts pays the artist in full and invoices the host site for its match.
8. Is it difficult/competitive to receive matching funds for an Artist Residency Project?
It is not at all difficult, although artists’ schedules fill up quickly so make your requests in a timely fashion. The
program is designed to operate on an on-demand basis, but funding is limited.
9. How much will this cost?
Most individual Resident Artists are paid $200 per day. Some artists have slightly higher fees. Companies’ and
ensembles’ daily rates vary depending on the size of the group. There is a sliding rate scale for host sites based
on the number of days of a residency project as required by the PA Council on the Arts. This information can be
found on Side B of the Artist Residency Request Form. The host site is solely responsible for the cost of
materials and for any compensation to the artist associated with travel expenses. Resident Artists excel at
making the cost of materials for their projects affordable to the host sites.
10. How will the Artist Residency Project fit in with existing programs/curriculum?
Since the Resident Artist, representatives from the host site, and the Pittsburgh Center for the Arts plan the
residency project together, much care is taken to address Pennsylvania’s Arts & Humanities Standards in all art
forms and to clearly articulate the goal of having the Resident Artist at the site. Artists and teachers regularly
communicate regarding the intent of the project and how to tie the art form into a specific program and/or
extend it throughout the curriculum. Often it is not the Arts Educators who are working with the Resident Artist
but, rather the Classroom Teacher who recognizes how an artform brought to life by a practicing artist can fully
illuminate a concept for students.
11. OK, I’ve decided that I want to participate in this program! What are the next steps?
Step 1: Think about specific areas of your curriculum or program that could benefit by having a Resident Artist
with whom to work. Review the Pittsburgh Center for the Arts’ Artist Residency Directory to see which
artist(s) might provide insight into or illumination of that area. You may call Mary Brenholts, Director of
School & Community Programs at 412-361-0455, ex 368 to discuss which artist(s) might be most suitable to
meet the needs of your host site. Read through the supporting materials included in this packet in order to get a
better understanding if how the program works and how it is intended to improve host sites, now and into the
future.
Step 2: Contact the Resident Artist(s) to discuss your ideas. Check on availability, daily rate, potential cost of
materials, and other items particular to each artist/artform.
Step 3: Complete the enclosed Artist Residency Request Form making sure to provide us with as many details
as possible. If you are uncertain at this point about the source or confirmation of your matching funds simply
write “pending” or “awaiting approval.” You may have funds provided by a school budget, district budget, a
PTA, PTO, or PTG, or from a foundation or local business. Some sites hold fundraisers in their communities.
The request form is not a binding document, it simply allows us to determine demand for the program and how
to best allocate our funds. If you are unsure of how to complete the budget section, call us for assistance. Make
certain to get signatures from principals or other appropriate administrators. Submit your request form as soon
as possible to ensure having a good chance to receive matching funds.
Step 4: Meet with the Resident Artist(s) to review and complete the Artist Residency Planning Form. Use the
questions as tools to help develop a comprehensive plan designed to have lasting impact. Set dates with the
Resident Artist(s) as soon as possible! Submit your planning form upon completion.
Step 5: Once we have received your Artist Residency Request Form and we receive our funding confirmation
from the Pennsylvania Council on the Arts, we will generate the paperwork designed to keep the process
moving forward cleanly and clearly. We are just a phone call (412-361-0873, ex 368) or e-mail
(mary@pittsburgharts.org) away at all times and love hearing from potential host sites to answer questions
and/or share ideas.
HOW TO INITIATE AND REQUEST
AN
ARTIST RESIDENCY PROJECT AT YOUR SITE!
 Read through the Pittsburgh Center for the Arts’ Artist Residency Directory to get an idea of the
various art forms, styles, and philosophies of our talented and dedicated Resident Artists.
 Look at the “fact sheet” and supporting materials included in this packet to get a sense of the way
the program works most effectively. Jot down any questions you might like to ask.
 Contact the Resident Artist(s) directly to see how you can work together or contact Mary
Brenholts to get suggestions on which artist(s) would be the best match for your site.
You must make contact with the Resident Artist before a Request Form is submitted. Confirm their daily rate
and the number of days needed to make a residency work best for all participants.
 Submit the Artist Residency Request Form as soon as possible to secure funding for your
project. Requests are accepted on a rolling basis but funding is limited and demand is high.
Funding amounts and availability are determined based upon a variety of factors.
 Make sure matching funds from your site are made available and kept accessible for the Artist
Residency Project. Pittsburgh Center for the Arts pays the Resident Artist(s) in full and invoices
the host site for their portion of the fee.
Consider working with a local business or industry to help fund your project!
 Once your Artist Residency Project has been confirmed, schedule a Planning Meeting with the
Resident Artist(s) and PCA to develop your Residency Plan. Set project dates with the artist as
soon as possible; schedules fill quickly!
Note: Our Resident Artists are Independent Contractors and are therefore responsible for their own schedules/
scheduling.
Pittsburgh Center for the Arts
Artist Residency Program
in partnership with the
PA Council on the Arts
ARTIST RESIDENCY PROJECT CHECKLIST

Artist Residency Request Form Signed and Submitted

Planning Meeting Scheduled and Held

Planning Form (including residency dates/times) Discussed and Submitted

Photo/Media Release Forms Distributed and Submitted
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Five-ten Captioned Photos (students~with photo releases~hands working, finished products, etc)
submitted

Advocacy Efforts Discussed and Implemented*:
1) Invite state legislators (PA state Senator and Representatives** who serve your school district), local
and regional politicians, school board members, and district administrators to visit the Artist Residency
Project as it’s taking place.
2) Invite state legislators (PA state Senator and Representatives** who serve your school district), local
and regional politicians, school board members, and district administrators to visit any celebrations,
receptions, presentations, or exhibitions of the work created by the core group students during the Artist
Residency Project.
3) Have core group students send thank you notes (describing their creative experiences and what they
learned) to your district’s state legislators**, the PA Council on the Arts, and perhaps to your principal,
superintendent, and/or whoever else provided funding or in-kind support.

On-line Project Evaluations Distributed and Submitted:
1) Resident Artist
2) Teacher/Site Coordinator
3) Administrator/Principal
*Please include the following attribution statement in any printed materials associated with the Artist Residency
Project such as invitations, exhibition catalogues, notes to parents, presentation flyers, etc as well as on any
plaque or signage posted next to the artwork created by students/participants during the Artist Residency
Project:
This project was supported in part by the Arts in Education Partnership of the Pennsylvania Council on the
Arts, a state agency funded by the Commonwealth of Pennsylvania and the National Endowment for the
Arts, a federal agency. The Arts in Education Partner serving Allegheny, Beaver, Greene, and Washington
counties is Pittsburgh Filmmakers/Pittsburgh Center for the Arts.
**To locate this information and appropriate contact information search for PA General Assembly online.
Once at that site you can search for the appropriate senator and representative(s) by address/city/zip code or by
county.
Side A
PITTSBURGH CENTER for the ARTS
ARTIST RESIDENCY REQUEST FORM
This form must be completed and signed by the host site administrator, coordinator, and the artist. It should be
submitted to the Pittsburgh Center for the Arts in order to be considered for support funding. The host site must
contact the artist prior to submitting this request form.
Please include all information. Please print legibly or type.
Host Site:______________________________________ District:________________________
Address:____________________________City__________________Zip + 4_______________
Phone:________________________________________ Fax: ___________________________
Site Administrator/Principal:_______________________ Email:__________________________
Site Coordinator:________________________________ Email: _________________________
Title/Grade Level(s) of Site Coordinator:_____________________________________________
Artist(s):_______________________________________ Art Form(s):_____________________
Artist Residency Project Budget
Number of Days__________ X
Fee per Day $ ___________ =
Cost $______________
10% admin. fee = $_______ + Cost (from above)$_________ = Total Program Cost $ _________
Total Program Cost $_______ - PCA Funding Support* $_______ = Host Site Cost $_________
*See back
for funding formula
The host site is also responsible for the cost of materials and travel, if applicable.
Source(s) of Host Site funds (e.g., foundation grant, school or district budget, PTA/PTO/PTG,
local business, etc): _____________________________________________________________
Artist Residency Project Plan:
To be developed cooperatively with the artist(s), host site, and the Pittsburgh Center for the Arts
using the Artist Residency Planning Form. Evaluation Forms must be submitted upon
completion of the residency project.
Artist Residency Request Form Submitted By:
_______________________________
_______________________________
_________________________________________
Signature of Artist
Date
__________________________________________
Signature of Pittsburgh Center for the Arts
Date
Signature of Site Administrator/Principal
Date
Signature of Site-Coordinator
Please return this form to: Mary Brenholts, Pittsburgh Center for the Arts, 6300 Fifth Avenue, Pittsburgh, PA 15232
Voice: 412-361-0455, ex 368  Fax: 412-362-4589  Email: mary@pittsburgharts.org
Date
Side B
In order to continue providing high quality arts services we implemented a new funding formula in 201011. Support funding for Artist Residency Projects is based on the number of project days and there is a
10% administration fee for all projects.
Examples:
10 DAY RESIDENCY PROJECTS ~ 10% admin and 30% match
10 days X $200 per day = $2,000
10% admin fee = $200
$2,200 total program cost
PCA 30% funding support = $600
Host Site = $1,400 + $200 admin
Total Host Cost = $1,600 plus materials
15 DAY RESIDENCY PROJECTS ~ 10% admin and 40% match
15 days X $200 per day = $3,000
10% admin fee = $300
$3,300 total program cost
PCA 40% funding support = $1,200
Host Site = $1,800 + $300 admin
Total Host Cost = $2,100 plus materials
20 DAY RESIDENCY PROJECTS ~ 10% admin and 50% match
20 days X $200 per day = $4,000
10% admin fee = $400
$4,400 total program cost
PCA 50% funding support = $2,000
Host Site = $2,000 + $400 admin
Total Host Cost = $2,400 plus materials
THE PLANNING MEETING: Getting Things Started!
Guidelines & Procedures

1-2 hours should be allocated for the planning meeting. All involved teachers, site coordinator, and
principal will meet with the artist if at all possible. A staff member from PCA School & Community
Programs will also attend if this is the first time you have developed a residency project with this
particular artist.

Review the Planning Form to get a sense of the potential scope of the project – keep in mind the need
for creative approaches and flexibility within your original plan.

The host site is responsible for providing the artist with: contact information, relevant curriculum
materials, school calendar, and bell schedule.

The host site provides and/or is responsible for reimbursing the artist for materials. Please make certain
the acquisition, purchase, and accessibility of materials are understood and agreed upon in advance.

Please make sure all those involved recognize the need and value of giving ownership of the creative
process to the students and honors their visions.

Please make sure all plans are realistic within the confines of time and space.
Key Topics to Address:

Consider what the core group(s) will do on a typical day and define the most effective core group size
for your project. Core groups are limited to three with no more than 30 participants per group.

Establish how the residency process and goals will be periodically reviewed as it progresses.

Share objectives for all components of a residency project.

Develop shared goals that are rewarding for all participants: the students, teacher, artist, administrators,
parents, and school community.

Make certain all goals are clear and agreed upon.

Discuss the site’s previous residency experience, if any.

Discuss with the artist his/her art form and how it can be customized to meet the needs of the site and its
participants. Let the artist know your specific goals for the residency.

Establish curriculum connections and Common Core/state standards to be met during the residency
project as well as 21st Century Skills.

Are there special needs students involved? Plan activity alternatives or extensions that comply with the
Americans with Disabilities Act, www.ada.gov.
Educational and behavioral expectations of students to consider:

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Strengthening ability to assert independence
Improving communication skills
Enhancing the ability to work cooperatively within a group
Building self-discipline and concentration skills
Improving coordination of fine and/or gross motor skills
Enhancing self-image
Questions to consider:

How will the teacher be actively engaged when the artist is conducting the residency project?

What may be taken from this project that can be integrated throughout the year and into the future?

How will the residency project be documented? By whom?

How will participants be assessed?

Will there be a performance or exhibition at the end of the project?
Qualities of an Effective Resident Artist:
1. Sensitivity of students’ needs and differences
2. Emotional Stability
3. Flexibility
4. A sense of humor
5. Capacity for insight
6. Ability to listen attentively
7. Ability to observe keenly
8. Ability to develop a rapport with others
9. Awareness
10. Patience
Things to look for during an Artist Residency Project:
1.
2.
3.
4.
5.
6.
7.
8.
Classroom management skills
How are the students brought into the creative process?
Comfort level with participants
Ability to communicate with participants
Relationship with teacher
How questions are asked and how responses are received
Organizational ability
Does the Resident Artist periodically adjust the process to meet the needs of
the participants?
9. How does the Resident Artist connect with the participants and allow them to
take ownership of the process?
10. Is the Resident Artist committed to the success of the process and project?
PITTSBURGH CENTER for the ARTS
ARTIST RESIDENCY PROJECT PLANNING FORM for HOST SITE
SCHOOL-BASED PROJECT
Developed and prepared by the artist, the site-coordinator, the principal, and Pittsburgh Center for the Arts.
This form is filled out by the host site and submitted to School & Community Programs.
Host Site:________________________________________ School District: ____________________________
Street Address:______________________________________________________________________________
City:__________________________________ County:________________________Zip:__________________
Phone:________________________ Alt. Phone:________________________ Fax: ______________________
Site Administrator/Principal:___________________________________ Email:__________________________
Site Coordinator:____________________________________________ Email: __________________________
Title/Grade Level(s) of Site Coordinator:__________________________________________________________
Resident Artist(s):__________________________________ Art Form:_________________________________
Please provide as much detail as possible when planning your Artist Residency Project. You may attach additional pages.
1) Residency Goal:
What is the primary reason the Resident Artist is at this site?
2) Objectives towards the Goal:
What will be done to fulfill this goal? What are the specific steps taken to achieve this?
Please see separate attached sheet for the Resident Artist to fill out with their sequenced daily plan and submit directly to
School & Community Programs. Please reference the 21st Century Skills* attachment and include any relevant skills
including a) ways of thinking: creativity, critical thinking, problem-solving, decision-making and learning b) ways of
working: communication and collaboration c) tools for working: information & communications technology and
information literacy d) skills for living in the world: citizenship, life and career, and personal and social responsibility
School & Community Programs will send a copy of the Resident Artist’s plan/objectives to the host site.
3) Curriculum Connections/Common Core/ELA (English Language Arts)/State Standards:
List the ways in which the Resident Artist will connect with the curriculum and how the project will assist in meeting Common
Core/state standards. Please list the state standards.
4) Core Groups:
Each core group should not exceed 30 students, with a total of no more than three core groups. Smaller, focused core groups are
preferable. Please list the grade level (if applicable) and number in each core group, e.g., 3 core groups of 5th graders - 25, 23, 30=78
total students working directly with the Resident Artist.
# of core groups: _____
# of students in each group: _____
total # of participants: _____
grade level(s): _____
*Please reference attached 21st Century Skills Definitions downloaded from the IMLS (Institute of Museum and Library Service) website.
5) Other Groups:
The Resident Artist should be accessible to other groups of students on a limited and practical basis, e.g., a special workshop with a
different grade level, classroom visits, whole-school assembly, culminating event, etc. Please list these in detail.
# of students in the school who will be impacted by this project: ______
6) Space/Set-up/Technical Requirements:
What does the Resident Artist need to make this program work? What will the site provide?
7) Schedule:
When will the Resident Artist be at the site and at what times. Please submit a copy of your bell schedule with this planning form.
Dates:
Times:
8) Teacher Involvement and Responsibilities:
How will the teacher(s) work with the Resident Artist during this residency project? Be as specific as possible.
Please provide names and contact information for all the teachers who will be directly involved in the project.
9) Other Teacher or School Involvement:
For example: a hands-on workshop, a book list made available, related websites, a collection of relevant information distributed. How
does the school welcome and interact with the Resident Artist?
10) Parental/Caregiver/Community Involvement:
How will parents/caregivers/community be involved in this residency?
11) Presentations/Performances/Exhibitions:
How will the participants’ efforts be recognized and validated? How will they share their knowledge and work?
12) Assessment/Evaluation:
Please include a detailed plan for assessment. Pittsburgh Center for the Arts will provide residency project evaluation forms but
unique participant assessment for each project must be designed by the host site and Resident Artist working together to determine
goals and expected outcomes.
13) How will what is learned during the residency be used in the future?
By participants? teachers? administrators?
14) Advocacy efforts and ideas?
How can we share what students have experienced and learned with parents? community? policy makers? politicians?
This Artist Residency Project was supported in part by the Arts in Education Partnership of the Pennsylvania Council on
the Arts, a state agency funded by the Commonwealth of Pennsylvania and the National Endowment for the Arts, a
federal agency. The Arts in Education Partner serving Allegheny, Beaver, Greene, and Washington counties is
Pittsburgh Filmmakers/Pittsburgh Center for the Arts.
PITTSBURGH CENTER for the ARTS
ARTIST RESIDENCY PROJECT PLANNING FORM for RESIDENT ARTIST
SCHOOL-BASED PROJECT
Resident Artist: _______________________________________________
Host Site: __________________________________________________________
2) Objectives towards the Goal:
What will be done to fulfill the project goal? What are the specific steps taken to achieve the goal?
Please provide a detailed, sequential daily plan for your artistic/educational
process with students and teachers during the Artist Residency Project.
Please reference the 21st Century Skills attachment downloaded from the IMLS (Institute of Museum and Library
Service) website and include any relevant skills including
a) ways of thinking: creativity, critical thinking, problem-solving, decision-making and learning
b) ways of working: communication and collaboration
c) tools for working: information & communications technology and information literacy
d) skills for living in the world: citizenship, life and career, and personal and social responsibility.
School & Community Programs will send a copy of your plan/objectives to the host site.
PITTSBURGH CENTER for the ARTS
ARTIST RESIDENCY PROJECT PLANNING FORM for HOST SITE
COMMUNITY-BASED PROJECT
Developed and prepared by the Resident Artist, the site-coordinator, and the Pittsburgh Center for the Arts.
This form is filled out by the host site and submitted to School & Community Programs.
Host Site:__________________________________________________________________________________
Street Address:______________________________________________________________________________
City:__________________________________ County:________________________Zip:__________________
Phone:________________________ Alt. Phone:________________________ Fax: ______________________
Site Administrator:___________________________________ Email:__________________________________
Site Coordinator:____________________________________________ Email: __________________________
Artist(s):______________________________________ Art Form(s):___________________________________
Please provide as much detail as possible when planning your Artist Residency Project. You may attach pages.
1. Residency Goal:
What is the primary reason the Resident Artist is at this site?
2. Objectives towards the Goal:
What will be done to fulfill this goal? What are the steps taken to achieve this? Please include a sequenced implementation/action plan.
Please see separate attached sheet for the Resident Artist to fill out with their sequenced daily plan and submit directly to
School & Community Programs. If appropriate, please reference the 21 st Century Skills* attachment and include any
relevant skills including a) ways of thinking: creativity, critical thinking, problem-solving, decision-making and learning b)
ways of working: communication and collaboration c) tools for working: information & communications technology and
information literacy d) skills for living in the world: citizenship, life and career, and personal and social responsibility.
Please cite any relevant connections to in-school activities and/or curriculum.
School & Community Programs will send a copy of the Resident Artist’s plan/objectives to the host site.
3. Core Groups:
Each core group should not exceed 30 participants, with a total of no more than three core groups. Smaller, focused core groups are
preferable. Please list the grade level (if applicable) and number in each core group, e.g., 3 core groups of 5 th graders - 25, 23, 30=78
total students working directly with the Resident Artist.
# of core groups: _____
# of participants in each group: _____
total # of participants: _____
ages(s): _____
4. Other Groups:
The Resident Artist should be accessible to other groups of participants on a limited and practical basis.
# of participants who will be impacted by this project: ______
*Please reference attached 21st Century Skills Definitions downloaded from the IMLS (Institute of Museum and Library Service) website.
5. Space/Set-up/Technical Requirements:
What does the Resident Artist need to make this program work? What will the site provide?
6. Schedule:
When will the Resident Artist be at the site and at what times.
Dates:
Times:
7. Site Staff Involvement and Responsibilities:
How will the staff work with the Resident Artist during this residency project? Be as specific as possible.
Please provide names and contact information for all the staff members who will be directly involved in the project.
8. Other Staff or Site Involvement:
For example: a hands-on workshop, a book list made available, related websites, a collection of relevant information distributed. How
does the site welcome and interact with the Resident Artist?
9. Parental/Caregiver/Community Involvement:
How will parents/caregivers/community be involved in this residency?
10. Presentations/Performances/Exhibitions:
How will the participants’ efforts be recognized and validated? How will they share their knowledge and work?
11. Assessment/Evaluation:
Please include a detailed plan for assessment if applicable. Pittsburgh Center for the Arts will provide residency project evaluation
forms but unique participant assessment for each project must be designed by the host site and Resident Artist working together to
determine goals and expected outcomes.
12. How will what is learned during the residency be used in the future?
By participants? Staff?
13. Please provide a one or two paragraph description of the residency project to be incorporated into a “letter of
introduction” for parents.
14. Advocacy efforts and ideas?
How can we share what students have experienced and learned with parents? community? policy makers? politicians?
This project was made possible through the AIE Partnership of the Pennsylvania Council on the Arts, a state agency.
State government funding for the arts depends upon an annual appropriation by the Commonwealth of Pennsylvania
and support from the National Endowment for the Arts, a federal agency. The PCA Arts in Education Partner serving
Allegheny, Beaver, Greene, and Washington counties is Pittsburgh Filmmakers/Pittsburgh Center for the Arts.
PITTSBURGH CENTER for the ARTS
ARTIST RESIDENCY PROJECT PLANNING FORM for RESIDENT ARTIST
COMMUNITY-BASED PROJECT
Resident Artist: __________________________________________________
Host Site: _______________________________________________________
2) Objectives towards the Goal:
What will be done to fulfill the project goal? What are the specific steps taken to achieve the goal?
Please provide a detailed, sequential daily plan for your artistic/educational
process with participants and staff during the Artist Residency Project.
If appropriate, please reference the 21st Century Skills attachment downloaded from the IMLS (Institute of Museum
and Library Service) website and include any relevant skills including
a) ways of thinking: creativity, critical thinking, problem-solving, decision-making and learning
b) ways of working: communication and collaboration
c) tools for working: information & communications technology and information literacy
d) skills for living in the world: citizenship, life and career, and personal and social responsibility.
School & Community Programs will send a copy of your plan/objectives to the host site.
P Pittsburgh Filmmakers/Pittsburgh Center for the Arts
School & Community Programs
Photograph and Media Release Form
Thank you for allowing us the opportunity to photograph and/or videotape your child and his/her artwork as
he/she participates in a Pittsburgh Filmmakers/Pittsburgh Center for the Arts School & Community Programs’
Artist Residency Project in Partnership with the PA Council on the Arts. School & Community Programs at
PF/PCA provides unique and quality arts programs that place trained, knowledgeable practicing artists into
school and community settings where they can share the benefits, skills, and joy of the creative process.
We appreciate the opportunity to photograph/videotape your child participating in activities involving the
Resident Artist and children working/creating in classroom and community settings. By documenting the
creative arts process from beginning to end and capturing the energy, enthusiasm, focus, and pride reflected in
each participant’s face and work we will be better able to share the value and importance of the work in order to
advocate for the continued presence and funding of the arts.
The photos and/or images of your child and his/her artwork work may be displayed and included in our, and/or
the Resident Artist’s, printed and/or electronic media publications including, but not limited to, catalogs,
newsletters, websites, promotional DVDs and/or grant reports to regional funders as well as to the PA Council
on the Arts.
Your child will not be identified by name.
Please complete the information below and return this form to your child’s teacher.
PLEASE SELECT and CHECK ONE:
I,
____________(parent /guardian’s printed name)
do give my permission to Pittsburgh Filmmakers/Pittsburgh Center for the Arts and/or PA Council on
the Arts to use the photograph(s)/video(s) of my child and/or images of his/her work for the above-stated
purposes. I understand that there is no compensation of any kind for any use of my child’s likeness or images of
artwork.
or
I,
(parent /guardian’s printed name)
do not give my permission to Pittsburgh Filmmakers/Pittsburgh Center for the Arts and/or PA Council
on the Arts to use the photograph(s)/video(s) of my child and/or images of his/her work for the above-stated
purposes.
Child’s Name:
__________________________
______
Signature of Parent/Guardian
_____
Date
ATTRIBUTION: To be used in all written materials (programs, invitations, PR materials, etc.) and/or signage of any type.
This project was supported in part by the Arts in Education Partnership of the Pennsylvania Council on the
Arts, a state agency funded by the Commonwealth of Pennsylvania and the National Endowment for the
Arts, a federal agency. The Arts in Education Partner serving Allegheny, Beaver, Greene, and Washington
counties is Pittsburgh Filmmakers/Pittsburgh Center for the Arts.
Pittsburgh Center for the Arts
Artist Residency Program
Evaluation Form for Resident Artists working in a School Setting
Artist:
Host Site:
Site Coordinator/Teacher:
Residency dates:
Grade level(s) of participants:
# of core groups/students in core groups:
# of students exposed to/impacted by residency:
# of adults exposed to/impacted by residency:
Please rate each of the following statements:
Strongly Disagree
1. The quality of the instructional
environment was good
1
2
3
4
5
NA
2. There were adequate supplies/materials
1
2
3
4
5
NA
3. The teacher(s) was/were actively involved
in the process
1
2
3
4
5
NA
4. The administration was supportive
1
2
3
4
5
NA
5. The students were actively engaged
in the residency process/project
1
2
3
4
5
NA
6. The overall quality of the process/project
met your expectations
1
2
3
4
5
NA
Strongly Agree
Do you have any additional comments on the above?
Written Responses (you may write a general reflection on the back of this form or on a separate sheet).
1. What were your goals within this residency?
2. General description of residency activities (what did you do to meet your goals?):
3. Do you feel your goals were met or would you do some things differently next time?
4. What insights did you gain regarding the participants (both students and teachers) and their learning
processes?
5. Did working with this teacher impact your teaching style?
6. Overall impression of the residency process/project:
Pittsburgh Center for the Arts
Artist Residency Program
Evaluation Form for Resident Artists Working in a Community Setting
Artist:
Host Site:
Site Coordinator:
Residency dates:
Grade level(s) of participants:
# of core groups ____ total# of students in core groups_____
# of students exposed to residency (audience members, reception attendees, etc):
# of adults exposed to/impacted by residency (teachers, audience, etc):
Please rate each of the following statements:
Strongly Disagree
1. The quality of the instructional
environment was good
Strongly Agree
1
2
3
4
5
NA
2. There was adequate space and access
to necessary equipment and utilities
1
2
3
4
5
NA
3. Site staff was supportive
1
2
3
4
5
NA
4. The participants were actively engaged
in the residency process/project
1
2
3
4
5
NA
5. The overall quality of the process/project
met your expectations
1
2
3
4
5
NA
Do you have any additional comments on the above?
Written Responses (You may answer these questions individually or write a general reflection that
combines responses to these questions on the back of this form or on a separate sheet.)
1. What were your goals within this residency?
2. Do you feel your goals were met or would you do some things differently next time?
3. What insights did you gain regarding the participants and their learning processes?
4. Did this community residency experience impact your teaching style?
5. Overall impression of the residency process/project:
Pittsburgh Center for the Arts
Artist Residency Program
Evaluation Form for Site Coordinator/Teacher
Resident Artist:
Host Site:
Teacher:
Please rate each of the following:
Residency Start Date:
Residency End Date:
Grade level(s) of participants:
1. Clarity of residency goals
Lowest
1
2
3
4
Highest
5
NA
2. Age-appropriateness of material
1
2
3
4
5
NA
3. Artist’s classroom management skills
1
2
3
4
5
NA
4. Artist’s effectiveness at empowering
students through the creative process
1
2
3
4
5
NA
5. Response/enthusiasm of students
1
2
3
4
5
NA
6. Artist’s communication with teachers/staff
1
2
3
4
5
NA
7. Overall quality of process/project
1
2
3
4
5
NA
8. Overall artist/residency rating
1
2
3
4
5
NA
Do you have any additional comments on the above?
Written Responses: (You may also write a general reflection on the back of this form or a separate sheet of paper.)
1. General description of residency activities and goals:
2. What goals were best achieved? How so?
3. Who was impacted by the Artist Residency Project, both directly and indirectly?
 Total # of core groups:
 Total # of students in core groups:
 Which, if any, of the following were held to share and recognize the work of the participants?
__exhibition
__assembly __performance
__visits to other classrooms by the artist
 Total # of other students exposed to/impacted by residency via one of the above means:______
 Total # of adults exposed to/impacted by residency via one of the above means:______
4. What insights did you gain regarding your students and their learning processes?
5. How did working with the Resident Artist impact your teaching?
6. What was your overall impression of the Residency Project/Resident Artist?
Pittsburgh Center for the Arts
Artist Residency Program
Evaluation Form for Host Site Principals/Administrators
Principal/Administrator:
Host Site:
Site Coordinator/Teacher:
Please rate each of the following:
Resident Artist:
Residency Start/End Date:
Grade level(s) of participants:
1. Clarity of residency goals
Lowest
1
2
3
4
Highest
5
NA
2. Age-appropriateness of material
1
2
3
4
5
NA
3. Artist’s classroom management skills
1
2
3
4
5
NA
4. Artist’s effectiveness at engaging
students in the creative process
1
2
3
4
5
NA
5. Artist’s level of communication/planning
with teachers and staff
1
2
3
4
5
NA
6. Overall quality of the process/project
1
2
3
4
5
NA
7. Your interest in implementing another
Artist Residency Project at your site
1
2
3
4
5
NA
Do you have any additional comments on the above?
Written Responses: (You may also write a general reflection on the back of this form or a separate
sheet.)
1. What was your reason for approving/implementing an Artist Residency Project at your school?
2. What residency goals do you feel were achieved?
3. What insights regarding your students and their learning processes do you think were gained as a result of
this residency project?
4. Were you able to observe the Resident Artist and teacher working together? If so, what were your
impressions of their interaction/collaboration?
4. What was your overall impression of the residency/artist?
Pittsburgh Center for the Arts
Artist Residency Program
Core Group Evaluation Form
Grades K-5
The Pittsburgh Center for the Arts recommends and encourages that all core group students complete evaluation
forms. Host site coordinators should return completed forms at the conclusion of the Artist Residency Project.
Host Site: _________________________________________________________________________________
First Name: _________________________________________________ Grade: _______________________
(optional)
Name of Resident Artist: ___________________________________Art Form:________________________
Please rate each of the following statements:
Strongly Disagree
Strongly Agree
1. I enjoyed the Artist Residency experience.
1
2
3
4
5
2. I learned a lot from this experience.
1
2
3
4
5
3. I want to do this art form again.
1
2
3
4
5
Please print neatly.
1. What did you think of or know about this art form before you met and worked with the Resident Artist?
2. What do you think of or know about this art form after you met and worked with the Resident Artist?
3. What was your favorite part of what you did with the Resident Artist? Why?
4. What was your least favorite part about what you did with the Resident Artist? Why?
Mary Brenholts, Director of School & Community Programs
Pittsburgh Filmmakers/Pittsburgh Center for the Arts
1047 Shady Avenue, Pittsburgh, PA 15232
voice: 412-361-0455, ex 368
fax: 412-362-4589
Pittsburgh Center for the Arts
Artist Residency Program
Core Group Evaluation Form
Grades 6-8
The Pittsburgh Center for the Arts recommends and encourages that all core group students complete evaluation
forms. Host site coordinators should return completed forms at the conclusion of the Artist Residency Project.
Host Site: _________________________________________________________________________________
First Name: __________________________________________________ Grade: ______________________
(optional
Name of Artist: ________________________________________ Art Form:__________________________
Please rate each of the following statements:
Strongly Disagree
Strongly Agree
1. I enjoyed the Artist Residency Project.
1
2
3
4
5
2. I learned a lot from this experience.
1
2
3
4
5
3. I’ve become more confident in my ability
to be creative.
1
2
3
4
5
4. I’d like to experience this art form again.
1
2
3
4
5
Please print neatly.
5. What did you think of or know about this art form before you met and worked with the Resident Artist?
6. What do you think of or know about this art form after you met and worked with the Resident Artist?
7. What was your favorite part of what you did with the Resident Artist? Why?
8. What was your least favorite part about what you did with the Resident Artist? Why?
9. Do you feel the artist conducted the Artist Residency Project well? Why or why not?
10. Do you have any suggestions that may improve the Artist Residency Project? Please offer specific details
about activities/components in this Artist Residency Project that could be done differently or that were done
well and allowed you to learn about the art form such as: Do you feel that your class spent enough time
with the Resident Artist?
11. Please share anything else you would like to tell about the Artist Residency Project.
Pittsburgh Center for the Arts
Artist Residency Program
Student Evaluation Form
Grades 9-12
The Pittsburgh Center for the Arts recommends and encourages that all core group students complete evaluation
forms. Host site coordinators should return completed forms at the conclusion of the Artist Residency Project.
School: __________________________________________________________________________________
First Name: ________________________________________________________ Grade: ________________
(optional)
Name of Artist(s): ____________________________________________Art Form(s):___________________
Please place a check in the box under “Yes” if you agree and “No” if you disagree with each of the following
statements.
Yes
No
1.
I learned many new things from participating in this Artist Residency Project.


2.
I discovered new talents as result of participating in this project.


3.
This project helped me feel better about my abilities.


4.
I can use things I learned in this project in other subjects.


5.
I learned a lot from the Resident Artist(s).


6.
I’d like to participate in another project with a Resident Artist.


7.
Participating in the Artist Residency Project made learning more fun.


8.
I have discovered that I like the arts even more since participating in
this project.


9.
I may want to pursue this or another art form as a career.


10.
What are the three most important things that you learned about yourself from the Artist Residency
Project?
1.
_______________________________________________________
2.
_______________________________________________________
3.
_______________________________________________________
11.
What are the three most important things that you learned about the arts from the Artist Residency
Project?
1.
_______________________________________________________
2.
_______________________________________________________
3.
_______________________________________________________
Optional questions:
12. What did you think of or know about this art form before you met and worked with the Resident Artist?
13. What do you think of or know about this art form after you met and worked with the Resident Artist?
14. What was your favorite part of what you did with the Resident Artist? Why?
15. What was your least favorite part about what you did with the Resident Artist? Why?
16. Do you have any suggestions that may improve the Artist Residency Project for the future?
17. Please share anything else you would like to tell about the Artist Residency Project.
Mary Brenholts, Director of School & Community Programs
Pittsburgh Filmmakers/Pittsburgh Center for the Arts
1047 Shady Avenue, Pittsburgh, PA 15232
voice: 412-361-0455, ex 368
fax: 412-362-4589
Sample Pre-/Post- Vocabulary Scan (Clay)
(circle one)
Name:_____________________________________________
1. wedge
Have you ever heard this word before?
Yes
No
If yes, write something about this word.____________________________________________
____________________________________________________________________________
2. slab
Have you ever heard this word before?
Yes
No
If yes, write something about this word.___________________________________________
___________________________________________________________________________
3. coil
Have you ever heard this word before?
Yes
No
If yes, write something about this word.__________________________________________
___________________________________________________________________________
4. pinch
Have you ever heard this word before?
Yes
No
If yes, write something about this word.__________________________________________
__________________________________________________________________________
5. score
Have you ever heard this word before?
Yes
No
If yes, write something about this word.__________________________________________
__________________________________________________________________________
6. slip
Have you ever heard this word before?
Yes
No
If yes, write something about this word.___________________________________________
____________________________________________________________________________
7. carve
Have you ever heard this word before?
Yes
No
If yes, write something about this word.___________________________________________
___________________________________________________________________________
8. burnish
Have you ever heard this word before?
Yes
No
If yes, write something about this word.____________________________________________
____________________________________________________________________________
9. leather hard Have you ever heard this word before?
Yes
No
If yes, write something about this word.____________________________________________
____________________________________________________________________________
10. bone dry
Have you ever heard this word before?
Yes
No
If yes, write something about this word.____________________________________________
_____________________________________________________________________________
11. bisque
Have you ever heard this word before?
Yes
No
If yes, write something about this word.____________________________________________
_____________________________________________________________________________
12. glaze
Have you ever heard this word before?
Yes
No
If yes, write something about this word.____________________________________________
____________________________________________________________________________
13. kiln
Have you ever heard this word before?
Yes
No
If yes, write something about this word._____________________________________________
______________________________________________________________________________
21st Century Skills Definitions
The Institute of Museum and Library Services (IMLS) Project Team and Task Force considered the list of skills
commonly referred to as "21st Century Skills" and modified it slightly to better align with library and museum
priorities.1
The resulting list includes the following additions: Basic Literacy, Scientific & Numerical Literacy, Visual
Literacy, Cross-Disciplinary Skills, and Environmental Literacy.
Not every skill on this list will be aligned with every institution’s vision and mission. Further, not every
community will prioritize the same skills. Library and museum leaders should consider this list as a starting
point beyond which it should be customized to fit the unique character, requirements, and priorities of the
institution and its audiences.
Learning and Innovation Skills
CRITICAL THINKING AND PROBLEM SOLVING
Reason Effectively
 Use various types of reasoning (e.g., inductive, deductive, etc.) as appropriate to the situation
Use Systems Thinking
 Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems
Make Judgments and Decisions
 Effectively analyze and evaluate evidence, arguments, claims and beliefs
 Analyze and evaluate major alternative points of view
 Synthesize and make connections between information and arguments
 Interpret information and draw conclusions based on the best analysis
 Reflect critically on learning experiences and processes
Solve Problems
 Solve different kinds of non-familiar problems in both conventional and innovative ways
 Identify and ask significant questions that clarify various points of view and lead to better solutions
CREATIVITY AND INNOVATION
Think Creatively
 Use a wide range of idea creation techniques (such as brainstorming)
 Create new and worthwhile ideas (both incremental and radical concepts)
 Elaborate, refine, analyze, and evaluate ideas in order to improve and maximize creative efforts
 Demonstrate imagination and curiosity
Work Creatively with Others
 Develop, implement, and communicate new ideas to others effectively
 Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the
work
 Demonstrate originality and inventiveness in work and understand the real world limits to adopting new
ideas
 View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical
process of small successes and frequent mistakes
Implement Innovations
 Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will
occur
COMMUNICATION AND COLLABORATION
Communicate Clearly
 Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a
variety of forms and contexts
 Listen effectively to decipher meaning, including knowledge, values, attitudes, and intentions
 Use communication for a range of purposes (e.g., to inform, instruct, motivate, and persuade) and in
diverse environments (including multi-lingual)
 Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as
assess their impact
Collaborate with Others
 Demonstrate ability to work effectively and respectfully with diverse teams
 Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a
common goal
 Assume shared responsibility for collaborative work, and value the individual contributions made by
each team member
VISUAL LITERACY
 Demonstrate the ability to interpret, recognize, appreciate, and understand information presented
through visible actions, objects and symbols, natural or man-made2
SCIENTIFIC AND NUMERICAL LITERACY
 Demonstrate the ability to evaluate the quality of scientific and numerical information on the basis of its
sources and the methods used to generate it
 Demonstrate the capacity to pose and evaluate scientific arguments based on evidence and to apply
conclusions from such arguments appropriately
 Demonstrate ability to reason with numbers and other mathematical concepts
CROSS-DISCIPLINARY THINKING
 Apply knowledge, attitudes, behaviors, and skills across disciplines in appropriate and effective ways
BASIC LITERACY
 Demonstrate the ability to use language to read, write, listen, and speak
Information, Media and Technology Skills
INFORMATION LITERACY
Access and Evaluate Information
 Access information efficiently (time) and effectively (sources)
 Evaluate information critically and competently
Use and Manage Information
 Use information accurately and creatively for the issue or problem at hand
 Manage the flow of information from a wide variety of sources
 Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of
information
MEDIA LITERACY
Analyze Media
 Understand both how and why media messages are constructed and for what purposes
 Examine how individuals interpret messages differently, how values and points of view are included or
excluded, and how media can influence beliefs and behaviors
 Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media
Create Media Products
 Understand and utilize the most appropriate media creation tools, characteristics, and conventions
 Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multicultural environments
ICT (INFORMATION, COMMUNICATIONS AND TECHNOLOGY) LITERACY
Apply Technology Effectively
 Use technology as a tool to research, organize, evaluate, and communicate information
 Use digital technologies (e.g., computers, PDAs, media players, GPS, etc.), communication/networking
tools, and social networks appropriately to access, manage, integrate, evaluate, and create information to
successfully function in a knowledge economy
 Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of
information technologies
21st Century Themes
GLOBAL AWARENESS
 Use 21st century skills to understand and address global issues
 Learn from and work collaboratively with individuals representing diverse cultures, religions, and
lifestyles in a spirit of mutual respect and open dialogue in personal, work, and community contexts
 Understand other nations and cultures, including the use of non-English languages
F
INANCIAL, ECONOMIC, BUSINESS, AND ENTREPRENEURIAL LITERACY
 Demonstrate the ability to make appropriate personal economic choices
 Understand the role of the economy in society
 Apply entrepreneurial skills to enhance workplace productivity and career options
CIVIC LITERACY
 Participate effectively in civic life through knowing how to stay informed and understanding
governmental processes
 Exercise the rights and obligations of citizenship at local, state, national, and global levels
 Understand the local and global implications of civic decisions
HEALTH LITERACY
 Obtain, interpret, and understand basic health information and services and use such information and
services in ways that enhance health
 Understand preventive physical and mental health measures, including proper diet, nutrition, exercise,
risk avoidance, and stress reduction
 Use available information to make appropriate health-related decisions
 Establish and monitor personal and family health goals
 Understand national and international public health and safety issues
ENVIRONMENTAL LITERACY
 Demonstrate ecological knowledge and understanding of how natural systems work, as well as
knowledge and understanding of how natural systems interface with social systems
Demonstrate understanding of the relationship between beliefs, political systems, and environmental
values of various cultures
Demonstrate understanding of environmental issues caused as the result of human interaction with the
environment, and knowledge related to alternative solutions to issues
Demonstrate active and considered participation aimed at solving problems and resolving issues3
Life and Career Skills
FLEXIBILITY AND ADAPTABILITY
Adapt to Change
 Adapt to varied roles, job responsibilities, schedules, and contexts
 Work effectively in a climate of ambiguity and changing priorities
Be Flexible
 Incorporate feedback effectively
 Deal positively with praise, setbacks, and criticism
 Understand, negotiate, and balance diverse views and beliefs to reach workable solutions, particularly in
multi-cultural environments
INITIATIVE AND SELF-DIRECTION
Manage Goals and Time
 Set goals with tangible and intangible success criteria
 Balance tactical (short-term) and strategic (long-term) goals
 Utilize time and manage workload efficiently
Work Independently
 Monitor, define, prioritize, and complete tasks without direct oversight
Be Self-directed Learners
 Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and
opportunities to gain expertise
 Demonstrate initiative to advance skill levels towards a professional level
 Demonstrate commitment to learning as a lifelong process
 Reflect critically on past experiences in order to inform future progress
SOCIAL AND CROSS-CULTURAL SKILLS
Interact Effectively with Others
 Know when it is appropriate to listen and when to speak
 Conduct oneself in a respectable, professional manner
Work Effectively in Diverse Teams
 Respect cultural differences and work effectively with people from a range of social and cultural
backgrounds
 Respond open-mindedly to different ideas and values
 Leverage social and cultural differences to create new ideas and increase both innovation and quality of
work
PRODUCTIVITY AND ACCOUNTABILITY
Manage Projects
 Set and meet goals, even in the face of obstacles and competing pressures
 Prioritize, plan, and manage work to achieve the intended result
Produce Results
 Demonstrate additional attributes associated with producing high quality products including the abilities
to:
 Work positively and ethically
 Manage time and projects effectively
 Multi-task
 Participate actively, as well as be reliable and punctual
 Present oneself professionally and with proper etiquette
 Collaborate and cooperate effectively with teams
 Respect and appreciate team diversity
 Be accountable for results
LEADERSHIP AND RESPONSIBILITY
Guide and Lead Others
 Use interpersonal and problem-solving skills to influence and guide others toward a goal
 Leverage strengths of others to accomplish a common goal
 Inspire others to reach their very best via example and selflessness
 Demonstrate integrity and ethical behavior in using influence and power
Be Responsible to Others
 Act responsibly with the interests of the larger community in mind