Category Archives: Resources

Creative Careers: Resources for Teaching Artists – NYFA Current

Creative Careers: Resources for Teaching Artists – NYFA Current


Great resource from New York Foundation for the Arts (NYFA)

The Association of Teaching Artists describes a teaching artist as “a practicing professional artist with the complementary skills and sensibilities of an educator, who engages people in learning experiences in, through, and about the arts.”

Teaching artists play a vital part of the creative development of people of all ages, enriching their day-to-day educational experiences. They help promote innovative techniques in the classroom, foster the artistic talents of students and teach the importance of collaboration. As a teaching artist, it’s important to participate in professional development workshops and seek out new opportunities. In-classroom training, along with networking in the field, can help you develop greater effectiveness as an educator and build your artistry. We’ve pulled together a list of resources from NYFA Source that offer teaching artists professional development training, curriculum resources and highlight art education initiatives. Before delving into the resources, here is a quick overview on how to search NYFA Source.

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How to Teach Kids About What’s Happening in Ferguson

How to Teach Kids About What’s Happening in Ferguson
from Atlantic Magazine

A list as compiled by a community of teachers, academics, community leaders, and parents to teach about some aspect of the national crisis in Ferguson, Missouri and to teach/talk about race.

More on twitter #fergusonsyllabus

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Photo Voice: Photography for Social Change

PhotoVoice is a charity organization that helps disadvantaged and underprivileged communities develop  skills in effective storytelling through photography.Initially beginning as a Volunteer basis, it quickly achived enough acclaim to become a registered charity by 2013. PhotoVoice is currently doing a brilliant job, partnering with various NGO’s such as Amnesty International and Save The Children. Often times where photographers can’t go, bringing the means of story telling to the community can prove to be really helpful, specially when lots of these stories deserve to be told  and the end result is an intimate portrait of the world of these communities. I really enjoyed looking at their project from Afghanistan,where they wanted to document the life of Afghanistan from a child’s perspective.  As a result, PhotoVoice taught 13 boys and girls under the age of 16 the basics of a camera and were give cameras to shoot around their communities. It is such a fresh perspective coming from a place which our media depicts so negatively.

Unique Board


Unique Board is a website recently created by Tisch alum Dan Kim (class of 2013) to connect artists working with film & photography, dance & performing arts, design, fashion, fine art, technology & science, and music. Artists can submit projects that they need assistance with or post their talents for others to see in a Craigslist-like fashion. Unique Board makes use our increasingly tight-knit social networks in a productive manner and encourages collaborative work between artists.

Kickstarter : Caught in Nepal (photographs by Tibetan refugees)

I recently discovered a kickstarted campaign that recently met its crowdsourced funding to publish a book containing photographs taken by Tibetan refugees living in Nepal. Mikel Dunham, an acclaimed author who frequently investigates and writes about the situation of tibetan diaspora living in exile decided to give 10 inexpensive digital cameras to young tibetan refugees living in camps in nepal. Since majority of the Tibetans that escape their homeland in order to be closer to the Dalai Lama first make their way as refugees in Nepal before heading to India. Since the pressure by the Chinese is ever increasing on the Nepalese government, Nepal now has imposed sanctions on tibetans flee from Tibet so much so as to not allow them to publicly celebrate the birthday of Dalai Lama, own businesses or even any kind of property. This in turn has led to widespread poverty in these refugee camps where even the basic rights such as registration of new borns and marriages have even been denied to exiled tibetans.
According to Dunham, he wanted the tibetans themselves to document the plight of their community and the increasing encroachment of their basic rights by the Nepalese government. Despite the fact that a lot of westerners visit these places, their photographs seem to romanticize the culture and and deem it as exotic whilst not really examining the present adversity the community faces everyday. Though the photographs are not as beautiful to look at, they still serve as an important piece of  evidence in a long struggle for freedom. By empowering the community to document their own stories, Dunham gives us a significant perspective that is lacking in the documentation of the Tibetan Struggle. The project can be found here.

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Teaching exiled Tibetan children photography

Last summer, I had the wonderful opportunity to reside in the Tibetan community based in Palpung Monastery,India, where I had been working on my ongoing project on the exiled Tibetan Diaspora. Initially when I arrived at the place, I was quite nervous since being in a completely new environment among strangers seemed a daunting task to search for a story.
After a lot of introspection I decided to approach the  Rinpoche of the Monastery to allow me to teach the small monks photography  in their free time. This activity, that began as a way for me to ‘find a story’ quickly became something that I looked forward to everyday.  Besides that it was really interesting to see from the perspective of these little children who had never held a camera before. Everyday I would devote an hour to gather a group of kids interesting in learning the skill and slowly they started treated me as their own; I didn’t feel like an outsider anymore. It is in fact that very trait of successful photographer that allows them to assimilate so well into the communities they  are photographing that they do justice to the stories and aren’t merely romanticizing the struggles of people.
Before leaving the monastery I dropped off two point and shoot cameras with the children hoping to come back after a year and see how they have documented their own narratives. This summer I will be creating a blog comprised of all the images they have taken hoping to find a story that I couldn’t document myself.



Instagram and Photojournalism

Coming into photojournalism I had a strong opinion about Instagram. I believed that Instagram had no place in photojournalism; that it should never take the place of a photojournalist’ dslr images. I was against primary coverage of war using Instagram, against coverage of Hurricane Sandy using Instagram. But as Instagram has grown older it seems that it has now become an integral part in photojournalism and documentary. Rather than taking away from the value and tradition of photojournalism, it seems that Instagram has added a layer of beauty. Instagram has made the world that much smaller and continues to chip away at the sense of othering that photography often brings. I now believe that Instagram can be used in interesting ways to help add on to the documentary field.


Here are some interesting Instagrams by photographers  Marcus Bleasdale Lynsey Addario Randy Olson.

I have also started to use Instagram for my documentary work. Harlem Still is my Instagram that follows my exploration and interest in Harlem. It’s about exploring the change and searching for the fleeting soul of Harlem.

Future Imagemakers 2014 Exhibition & Web Launch

photo by Jessica Jones

Friday, May 9, 2014, 5:30 to 7:00pm, Room 804

FUTURE IMAGEMAKERS Exhibition & Web Launch

This semester we  have been running two workshops: one on Saturdays and one on Monday and Thursdays. You won’t want to miss the work of these 21 creative young artists.

2014 Pariticipants:

Student Photographers: Hayoung Ahn, Jason Bravo, Karla Cortes, Vanessa Deng, Justyn Diaz, Vanessa Escobar, Aminat Fakunle, Elisa Freeland, Lateisha Freeman, Jasmin Garcia, Treasure Goddard, Jessica Jones, Amandeep Kaur, Krutika Khatri, Devin Liu, Britanie Montero, Sebastian Perez, Jhamir Rahsaan, Carlo Raimondo, Renee Sanders, Cimani Squires
Teachers: NYU students Megan Hilliard, Joann Lee, Karanjit Singh, and Bria Webb
Faculty Katie Kline and Lorie Novak

To see some of what has been been happening this semester check out our Tumblr.

Hope to see you March 9. Pizza and ice cream cake will be served!

We are part of the Tisch Future Artist Program. To be added to our mailing list, please email



Visual Literacy Strategies

Great resources about visual literacy from Aperture

Visual Literacy Defined – The Results of a Delphi Study: Can IVLA (Operationally) Define Visual Literacy
Jennifer M. Brill, Dohun Kim, Robert Maribe Branch, PHD; Journal of Visual Literacy, Spring 2007

“Chapter 3: Visual Literacy,” from MEDIA LITERACY in the K–12 Classroom
Frank W. Baker, International Society for Technology in Education
Download the PDF: Part 1 Part 2 Part 3 Part 4 Part 5

The Visual Literacy White Paper
Dr Anne Bamford. Director of Visual Arts. Senior Lecturer in Interactive Media, Art and Design University of Technology Sydney

Visual Thinking Strategies
Visual Thinking Strategies (VTS) is a method initiated by teacher-facilitated discussions of art images and documented to have a cascading positive effect on both teachers and students. It is perhaps the simplest way in which teachers and schools can provide students with key behaviors sought by Common Core Standards: thinking skills that become habitual and transfer from lesson to lesson, oral and written language literacy, visual literacy, and collaborative interactions among peers.

Learning in the Arts and Student Academic and Social Development

What is Visual Literacy?



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APPLY for our 2014 Free Digital Photography Workshops

Deadline TOMORROW November 19, 2013

Questions? email us >

Are you a NY area freshman, sophomore or junior in high school interested in photography and imaging?

2014 Classes will run on Monday/Thursday  from 4-6pm – February 6 to May 9 or
on Saturdays  from 10-4pm  – February 1 to May 10, 2014

Because the program involves travel to Greenwich Village, students of the Saturday program will most likely live in cities and towns within 2 hours of New York, while students of the Monday/Thursday program will most likely live within the 5 boroughs or a 30-minute commuting distance.

Read more about us and visit our student galleries from past workshops