On-Demand Teacher WorkshopsProfessional development opportunities for teachersThe Museum has a variety of free 2–3 hour thematic workshops available upon request. Through these educator-led professional development opportunities, teachers will learn new ways to facilitate arts-based learning and take these exciting ideas back to their classrooms.

For more information or to schedule a workshop, contact Amy Miller, assistant educator, at amy.miller@wustl.edu or 314.935.5624.

Intersecting Identities: Exploring Diversity and Inclusion Through ArtThis workshop investigates how contemporary art can spark productive conversations related to challenging topics. Teachers consider what is meant by the terms “diversity” and “inclusion” and how visual art can challenge entrenched ways of thinking about race, gender, sexuality, and personal experience. Through gallery discussions, art-making, and writing exercises, participants examine themes such as representation, individuality, and intersectionality and consider how art can spark similar conversations related to diversity and identity in their own classrooms.

Workshop outcomes:

• Define diversity and inclusion and consider how they are interrelated.• Explore why art—and contemporary art in particular—is such a useful tool for sparking

discussion and reflection around themes of diversity and identity.• Discover strategies and activities for incorporating social justice concepts in art classrooms

through art and writing.

Bringing Contemporary Art into the ClassroomThis workshop seeks to demystify contemporary art and empower teachers to use it as a resource in their classrooms. Through gallery discussions, writing exercises, and art-making, participants explore themes such as identity, social justice, politics, globalization, and environmentalism and consider how art can be a lens for understanding contemporary life.

Workshop outcomes:

• Explore how contemporary art can spark larger discussions about contemporary life.• Learn how contemporary art can be used to explore a wide variety of issues across disciplines.

• Consider how bringing in contemporary art can enrich planned lessons.

Carrie Mae Weems, Unitled (Colored People Grid), 2009–10.

Juan Sanchez, Cielo / Tierra / Esperanza (Heaven / Earth /Hope), 1990.

Building Up STEAM: STEM Concepts In ArtThis workshop investigates connections between art, science, technology, engineering, and math. As structural engineer and architect Arthur Huang put it, “At points of intersection…art can expand science and vice versa to help push both fields forward.” Through gallery discussions, art-making, and group exercises, participants use visual art as a jumping-off point to explore STEM concepts such as potential and kinetic energy, equilibrium, renewable and non-renewable resources, optics, algebra, and the scientific method.

Workshop outcomes:

• Consider the relationships between art, science, technology, engineering, and math.• Explore how visual art can be used to teach a variety of STEM concepts.• Compare the production of artworks to the scientific method.

Heading West: Manifest Destiny through the Eyes of ArtistsThis workshop delves into the history of westward expansion in the United States and examines how art helped shape public opinion on the controversial ideology of Manifest Destiny. Teachers consider which perspectives were and were not included in artistic representations of westward expansion and see how artists grappled with political issues in their work. Through gallery discussions, writing exercises, and art-making, participants explore the boundary between documentary and propaganda in art of the American West.

Workshop outcomes:

• Explore how artists in the 1800s sought to influence public opinion about Manifest Destiny.• Discuss which perspectives were / were not included in representations of westward expansion.• Consider the boundary between documentary and propagandistic imagery.

Art and PoliticsThis workshop considers how art can be a useful lens through which to examine political discourse and seeks to equip teachers to use art that engages with political themes as a resource in their classrooms. Through gallery discussions, writing exercises, and art-making, participants explore themes such as gentrification, urbanization, industrialization, globalization, and imperialism in 19th-, 20th-, or 21st-century politics.

Workshop outcomes:

• Learn how artists how art can be a useful tool for understanding political positions on important issues—past and present.

• Consider how bringing in art can enrich discussions already happening in classrooms.• Explore the line between fine art and propaganda.

George Caleb Bingham, Daniel Boone Escorting Settlers through the Cumberland Gap, 1851–52.

Alexander Calder, Five Rudders, 1964.

Robert Rauschenberg, Choke, 1964.