Course Catologue

100. The BuildaBridge Safe Spaces Model

This presentation will use didactic, arts-based, and experiential methods to teach key concepts of the BuildaBridge Safe Spaces Model, a person-centered, trauma-informed, and hope-infused model for collaborative art-making experiences implemented by community-minded creative arts therapists and professional artists.

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Course Objectives:

• Describe at least 3 elements each of trauma informed, hope-infused, and person-centered environment

• List 3 major goals of trauma-informed care

• List 3 major sources of resilience as well as at least 2 risk and protective factors related to resilience

• Create and lead one appropriate arts-based ritual & intervention in response to trauma & resilience goals

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Skills: 

• Provide safe spaces.

• Facilitate connection and relationships.

• Teach skills (social, emotional, academic, artistic, character/spiritual).

• Re-establish creativity.

• Strengthen a person’s three sources of resilience (I have’s, I am’s, I can’s).

• Facilitate Hope.

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101. Foundations for Trauma-Informed Art-Making

Through both didactic and experiential learning, this asynchronous online course course reviews the key elements of the BuildaBridge trauma-informed, hope-infused model in use domestically & internationally; and reviews characteristics of music & art experiences effective in trauma-informed care. Participants will be expected to create their own rituals and appropriate arts intervention experiences. Topics covered: What does it mean to be trauma-informed? How are hope & resilience facilitated through music & art-making? The role of ritual in healing. In addition to the CMTE Course Evaluation, participant learning will be assessed using a short written post-test and through the rating of their created rituals & interventions according to how well they meet one or more of the three trauma &/or resilience goals (rubric).

 

Skills:

• Identify risk factors and protective factors.

• Identify the roles of the teaching artist as applied in the group teaching context.

• Demonstrate the ability to speak a blessing.

• Articulate teaching goal areas

• Describe components & goals of trauma-informed environments, teaching approaches, and interventions.

• Articulate the elements of the BuildaBridge classroom model.

• Plan and deliver an intervention or experience

• Plan and lead arts-integrated experiences that promote holistic child development and the use of multiple intelligences.

• Describe sources of resilience for children

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102. Arts for Community Transformation
In this course, you will learn the nature of Community Arts and how they are used in community development. Focus is given to the role of creative people in transforming communities. You will also explore your community’s assets and needs and how to overcome barriers to community change. 

The creative arts have power in the transformation of persons, families, communities and societies. You will learn about six different ideas for engaging the arts in your community. These are:

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1. The Community Arts

2. Creative People in Transformation

3. Envisioning Transformation

4. Exploring Community Assets

5. Understanding Needs

6. Barriers to Change

 

These six ideas are important for the fields of community development, but also arts-integrated teaching and therapeutic arts. Arts-integrated teaching and therapeutic arts will be covered in future courses. You will explore how these ideas are important in the planning and implementation of arts-based programs. Key definitions of arts in transformation terms and models are essential to this course. For each lesson you will complete a creative assignment that will culminate in a concept for a community arts project or program in your community.

Pre-Requisites: You should have completed the course Introduction to Restorative Arts.

 

Course Outcomes:

• Define the history and context for the fields of arts in transformation

• Present the nature and power of the arts in transformation

• Understand the contexts in which arts in transformation are used

• Explain the role of artists in transformation

• Discover approaches in developing community arts projects and programs

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Skills:

• Envision and create an arts-based project or program concept for the restoration of a community or specific community problem 

• Identify the transformational roles of creative people (and you) in the development of their community

• Create an asset mapping of your community

• Conduct a needs assessment of your community

• Identify potential barriers to change and in beginning a project

• Strategize and create a culminating concept paper for a community arts project or program 

 

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103. Program Development [EU ARTS 525]

Students will learn how to plan a program through practicing the steps of defining a vision, creating a mission, setting goals, engaging stakeholders, developing resources, and assessing outcomes. Focus is on program sustainability. The course culminates in writing a project plan or grant including basic budgeting.

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Learning Objectives:

• Introduce the basic project cycle

• Explain key program planning elements including activities, objectives, goals, mission, vision, outcomes and indicators

• Present and practice methods for analyzing child protection stakeholders and their influence

• Differentiate between monitoring and evaluation and present simple evaluation tools

• Introduce and practice basic components of a project plan

• Explain different types of funding resources, introduce basic budgeting concepts and components of a letter of inquiry

• Introduce and apply strategies for program sustainability

• Practice applying for a grant for a child protection project

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Outcomes:

• Define a vision, mission, goals, objectives, activities, outcomes and indicators for a child protection project

• Orally present a child protection project idea

• Provide an analysis of child protection stakeholders and their project role

• Write a basic monitoring and evaluation plan

• Write a basic project plan

• Develop a project budget

• Write a letter of inquiry for a child protection project

• Respond to an actual Request For Proposals

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104. Arts and Spirituality [EU ARTS 550]

Participants will learn and practice arts-based teaching strategies for nurturing children’s spiritual development as an essential part of holistic development. Focus is on inner character development, including virtues, values, and internal motivation, and nurturing a sense of belonging, purpose, and hope in children.

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Course Description
In this course, you will learn and practice arts-based strategies for nurturing children's spiritual development as an essential part of holistic development. Focus is on inner character development, including virtues, values, and internal motivation, and nurturing a sense of belonging, purpose, and hope in children.  You will learn the importance of holistic spiritual awareness in children in relationship to others. You will develop and engage in various artistic projects and explore your own spirituality while learning techniques for teaching diverse children and youth. 

The creative arts have an innate role in spiritual development. You will learn about seven different concepts for nurturing spiritual development in children in your community. They are: 

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• Finding the Good Life

• The Spiritual Child

• Play and Spirituality: Creativity and Exploration

• Inner Character: Values, Virtues, and Motivation

• Ritual: Finding Community with Meaning

• Sense of Purpose

• Fostering Hope

 

These concepts are important for nurturing holistic spiritual awareness in children in relationship to others. You will explore how these ideas can be integrated into your work with children in ways that increase belonging and purpose. For each lesson you will complete a creative assignment that will culminate into an arts-based spiritual development project for the children in your community. 

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Course Outcomes:

• Discuss the characteristics and importance of finding the Good Life. 

• Present the characteristics of children's spirituality. 

• Explain the role of structured and unstructured play in holistically developing children and the importance of spiritual development as a part of the whole child. 

• Explain the development of values, virtues, and internal motivation as components of inner character. 

• Discuss the role of ritual in communicating values, making meaning, and answering life questions and the role of community in developing sense of belonging and purpose in children. 

• Demonstrate speaking blessings that are truthful and specific for developing sense of purpose in children. 

• Demonstrate fostering hope through art-making experiences.

 

Skills:

• Identify the major life questions that lead to finding the Good Life. 

• Identify and assess spiritual development in children.

• Plan and lead arts-based structured and unstructured play. 

• Identify values and virtues in children and incorporate them in teaching strategies.

• Teach using internal motivation developing strategies.

• Create rituals that communicate values for developing belonging.

• Speak blessings that develop purpose.

• Plan and lead art-making experiences that nurture hope.

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105. Arts-Based Education

This course prepares teachers and community workers to teach non-art subjects through art-making. Focus is on curriculum writing, teaching strategies, learning styles, arts-as-metaphor, and classroom assessment. Participants develop practical pedagogical strategies and curriculum writing skills for integrating the arts to teach academic subjects, social skills, character and spiritual development, and artistic skills. This is an interactive and creative class in which participants design curricula and lesson plans for arts-integrated projects and teach them to one another. 

 

Objectives:

• The concept of arts-integration and how to apply it to teach non-art subjects.

• How to develop and lead inquiry based lessons.

• Create effective arts-based lessons & experiences in a curriculums that include lesson goals, objectives, and outcomes.

• How to develop 4x4 rubrics and assess learning outcomes effectively.

• The seven multiple intelligences and how to intentionally teach to them.

• The characteristics of good teachers.

 

Skills: 

• Create arts-based lessons for specific academic learning objectives State & National Standards, 

• Lead inquiry-based lessons, 

• Write curriculum and lesson goals, objectives, and outcomes, 

• Create 4x4 rubrics and assessments, 

• Identify and teach to the seven multiple intelligences, 

• Teach using strategies for developing critical thinking, 

• Use art-as-metaphor, 

• Demonstrate the characteristics of good teachers.

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106. Arts, Creativity and Human Development

This course is designed to introduce students to the nature of art as a creative process, the role of art in human development, the concept of art skill acquisition from a developmental perspective, and to the major schools of human development theory as they related to arts-based living and learning. The course will aid students in their attempts to effectively plan arts-based interventions for populations of various ages and situations.

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Objectives:

• Define the nature of creativity

• Describe the stages of two theories of human development.

• The role of creativity and play in psycho/social development and positive growth.

• The individual factors that facilitate and decrease creativity.

• The theoretical and psychological perspectives of the creative process and how to apply them in designing art experiences for children & youth.

• The developmental milestones of at least two art forms.

• The socio-cultural factors supporting creative environments. 

• Role of art in the development of empathy

• The role of play and fairy tales in child development

 

Skills:

• Define the nature of creativity 

• Describe the stages of two theories of human development

• Articulate the theoretical, psychological & theological perspectives of the creative process and demonstrate their application in designing art experiences for children & youth 

• Articulate the role of creativity in psycho/social development and positive growth 

• Discuss the developmental milestones of at least two art forms and design age-appropriate art experiences 

• List and discuss the socio-cultural factors supporting creative environments 

• List and discuss the individual factors that facilitate or decrease creativity 

• List the elements of fairy tales as they relate to child development and apply them in analyzing classic or contemporary fairy tales. 

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107. Cross Cultural Skills for Service and Teaching

In this course, participants will learn to work with populations with different cultures and customs from their own in effective and impactful ways. Participants will learn multi-cultural frameworks and strategies for building relationships and community in the contexts of education, social services, and overseas service. Focus is on worldview and its impact on personal, family, and community, and how it impacts service to others. Social organization and cultural norms are discussed in relation to how people respond and relate to one another. Participants will assess their own culture and values, as well as how these contrast and interact with students, clients, and communities with different cultural backgrounds. Participants will also practice strategies for dealing with cross-cultural conflict.

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Objectives:

1. Explore the concept of worldview, culture and ethnicity and resulting behavioral norms 

2. Define concepts of culture, community, and ethnicity 

3. Present basic cultural values communication principles for culture 

4. Understand the basic principles of conflict resolution 

5. Reflect on the cross-cultural nature of their calling and motivations within cultural frameworks 

 

Course Outcomes:

1. Describe multi-cultural frameworks and strategies for building relationships and community.

2. Define the concept of world-view, its impact on personal, family and community, and its implications for effective urban service.

3. Explain how each group responds and relates to the cross-cultural worker based upon social organization and cultural norms.

4. Assess the practitioner's culture and values and how these contrast and interact with the culturally different client and community.

5. Demonstrate strategies for dealing with cross-cultural conflict.

6. Demonstrate the role of one's worldview and belief system in relating with cultural others.

 

Skills:

1. Self-assess your competence levels for interacting with the cultural other and developing a strategy for increasing competence.

2. Explore and define your own culture, worldview and values; and, demonstrate how these contrast and interact with culturally different clients and communities. 

3. Define the concept of identity and show how it impacts communication and behavior on persons, families and communities; and, its implications for effective service among the cultural other. These identities show how each group responds and relates to the cross-cultural worker based upon roles, expectations, social organization and cultural norms.

4. Demonstrate your ability to resolve a cross-cultural ethical issue based on a framework for analysis 

5. Demonstrate strategies for communicating with your cultural other.

6. Demonstrate strategies for dealing with cross-cultural conflict.

7. Develop a plan for personal safety in areas of conflict and crisis, or unsafe environments.

8. Assess and plan for maintaining personal balance and resilience in you cross-cultural service.

9. Demonstrate your ability to a perform a task, lesson, cultural convenience in a culturally appropriate manner.

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201. Arts in Healing

This intensive course introduces the student to the field of creative arts therapy and methods employed in therapeutic interventions. A focus will be given to the specific nature of the arts in healing trauma, and the role of the arts in fostering hope in young people in crisis or at risk, and the development or resilience. Specific strategies for arts as healing will be presented. A distinction is made between creative arts therapy and therapeutic art-making in the community context, along with the ethical considerations in working with children and youth. Demonstrations and experiential formats will be utilized. Project required.

 

Objectives:

• The common symptoms of trauma and PTSD. 

• The impact of trauma on the brain. 

• The common symptoms of secondary trauma and how to develop an effective self-care plan. 

• The influence of a caregiver’s life experiences in their response to children and how to establish appropriate boundaries. 

• The signs of traumatic stress at different developmental stages. 

• How to actively listen and redirect harmful behavior. 

• How to assist children in understanding and expressing feelings and best practices in responding to unhelpful and inaccurate thoughts. 

• What children need to heal from trauma, the importance of resilience, and how to nurture resilience through art-making. (Module is introduced in Foundations 101, and reviewed/repeated here.) 

• The ways therapy can be useful, the importance of caregiver participation in the therapeutic process, how to identify the signs a child might need further therapeutic help. 

• Impact of Trauma on the Brain Arts-Based Responses to trauma, including brain-based responses

 

Skills:

• Identify or recognize the signs of the impact of trauma on the brain. 

• Recognize the common symptoms of secondary trauma and develop an effective self-care plan. 

• Recognize how life experiences influence the way we help others, identify internal responses to children, and establish appropriate boundaries. 

• Recognize the signs of traumatic stress as different in infants, preschoolers, school-aged children, and adolescents. 

• Implement active listening skills and effectively redirect harmful behavior. 

• Demonstrate two ways to help children effectively express feelings and two responses to inaccurate thoughts. 

• Plan and lead art-based experiences for building resilience in children. 

• Recognize when a child might need to be referred for therapy or counseling. Articulate ways trauma impacts the Brain & the ways the arts counter these

• Develop arts-based responses to children suffering trauma

 

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202. Arts Relief and Recovery: Arts-Based Responses to Disaster 

In this course, participants will learn effective ways to interact with and assist individuals and communities who have recently undergone disasters such as a flood, fire, earthquake, mudslide, hurricane, war, displacement, and terrorism. Through a simulation exercise called a drill, participants will practice preparing for travel, establishing effective working relationships with local communities, creating a safe place for children, recognizing and responding to signs of trauma, planning self-care, and engaging children in trauma-informed creative experiences. Participants will gain an understanding of therapeutic principles and how they are applied to emergency arts relief and being a second responder. In addition, participants will learn principles for arts-based social services for communities in the context of poverty. 
 

Learning Objectives:

• Experience a simulated catastrophe and prepare for a response with Psychological First Aid and arts-based responses

• Understand the cycle of disaster preparedness

• Understand the role of trauma-informed art-making in situations of crisis

• Develop a personal plan for serving in an emergency context through arts-based approaches

• Receive training in psychological first-aid and emergency response as a second responder

 

Outcomes:

• Obtain a certificate in children, trauma and resilience

• Obtain a certificate in Psychological First Aid

• Prepare for emergency travel 

• Identify cultural considerations in working with children

• Establish working relationships and communication channels in a crisis 

• Negotiate and create a safe place for children

• Implement trauma informed approaches to children in a catastrophe

 

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203. Arts and Community Health

Arts and Community Health Education is a fundamental course in the principles of community health sanitation, community services and public health agencies. The course helps the student to plan community-based arts in health projects evolve and work holistically to produce therapeutic and social benefits for both individuals and communities. Concepts covered are community engagement, healthy choice and self-esteem, and raising awareness about HIV/AIDS and other pandemics through art-making. The course helps to generate a range of social, educational and economic benefits within a community-health framework, and to successfully regenerate traditional cultural forms to create public participation in health promotion.

 

Objectives:

• The components of holistic health, the factors that affect health, and how they are interconnected.

• From the holistic perspective, the costs of ill-health and the importance of remaining healthy. How ill-health affects all areas of life.

• How to analyze communities for health issues and identify the health of a space and prioritize areas of intervention.

• How to create a plan of action for community health education, intervention, and change.

• How to engage community members in the process of creating and enacting the plan of action. How to identify appropriate roles for community members that utilize assets.

 

Outcomes:

• Identify health as a holistic concept and its interconnected nature, analyze communities for health issues, prioritize interventions, envision a healthier community, create a plan of action for community health education and change, engage community members and identify roles. 

• Identify the importance of remaining healthy and the costs of ill-health. 

• Analyze communities for health issues and healthy and unhealthy spaces and prioritize areas of intervention. 

• Vision a healthier community and create a plan of action for community health education, intervention, and change. Engage community members in creating and enacting the plan and identify roles.

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204. Arts and Economic Development

Arts in Economic Development and Entrepreneurship applies the theories of "An Introduction to Arts and Transformation" to practical problems arising from poverty and injustice in local communities. An emphasis will be placed on the process for becoming a catalyst within the community and the skills of community assessment and community program planning. Working models of community and economic development will be researched and critiqued. The second part of the course looks at entrepreneurship and the business of art. A simple business plan is required.

 

Objectives:

• Define citizen artist. 

• How the arts are a part of revitalizing communities 

• How to organize a community and identify stakeholders, and how to conduct and analyze a needs assessment. 

• How to initiate and implement community and civic planning for art and public environments. 

• How to implement strategies for holistic revitalization of communities using the arts. 

• How to write a business plan.

 

Course Outcomes:

• Student will demonstrate knowledge of how the arts play a role in both community and economic development

• Students will demonstrate knowledge of how the arts play a role in government, business, and community at local, national, and international levels

• Will be able to articulate the role of citizen artist and social responsibility, both as it relates to themselves as artists and to others and its role in community development 

• Students will demonstrate a knowledge of business models including LLCs and 501c3s, methods of developing business and marketing plans, and ways to build financially sustainable careers in the arts

• Students will demonstrate knowledge of methods for generating funds for both for-profit and non-profit artistic venture.

 

205. Arts and Social Change

Participants will learn about the communication role of the arts in society. Participants will practice using the arts as social commentary and social marketing. Focus is on the use of the arts for calling an unjust world into justice through social awareness, education, and marketing. Participants will utilize critical thinking skills as they practice using the arts as a catalyst for critical awareness for the purpose of holistic community development. Participants will complete an arts-based project.

Course Outcomes: 

• Describe primary artists and arts involved in political movements in different cultures, analyzing the role of the arts and media in political discourse and conflict resolution 

• Demonstrate the role of the arts as purveyor of social ideals and popular culture; including, how the arts communicate, inculcate, and teach cultural behaviors and values 

• Define, explain and describe how the arts are media of communication using social marketing methods 

• Analyze basic art forms, demonstrating their communication power and resulting messages to a variety of audiences (cultural, generational, religious, and social and political movements) 

Skills: 

• Create a timeline about the history of the arts in social movements 

• Identify and analyze the communication messages of a creative arts piece for protest and social commentary within the historical framework of social movements 

• Create a social commentary piece on an issue of injustice 

• Demonstrate your understanding and proficiency with basic social marketing techniques by creating a small social marketing ad through video, print, or other media. 

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206. Arts in Culture and Community Contexts

Cultural and Community Contexts for Art-Making is an intensive cross-cultural travel residency course that introduces the student to the meaning and function of artistic expressions within the communities of the host country or culture. Through on-line readings and portfolio development and on-site interaction in the host culture, participants will dialogue and participate with artists and their music, dance, poetry and art. Participants will gain first hand knowledge of the local cultural world-view, explore models of arts-based mission and service among the poor, and the relationship between culture, art and transformation. Specific attention will be given to cross-cultural skills and the dynamic of culture in community development. Cultural Competency Portfolio and Mapping Project are required. 

Course Outcomes:

• Demonstrate growth in cross-cultural communication and art-making skills through a Journal (Blog) of Intercultural Competence. 

• Reflect on arts and community development through a mapping project that demonstrates skills in 1) sketching or photography, 2) assessing local assets, 3) understanding political, socio-economics, and culture. 

• Participates effectively in art-making interaction and teaching within an international context. 

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207 Advanced Program Management and Leadership

Practica: Leading and Managing Community Arts combines materials that are to be covered in two courses: Leading and Managing Organizations, Programs and Projects section of the Foundations for Arts in Transformation which is a first-year course and the Practicum or Internship covered in the second year of the program. A consolidated course wiki was designed because both theory, concepts and practice are needed for review and planning. 
 

Course Description
This course prepares leaders for organizing arts programs an conducting arts camp or summer programs. The leader will learn the basics and detail planning and implementation of a program. Prerequisites include a certificate or all certificate courses. 

There are four basic books in this course. The first three; Basic Lessons in Community Arts, Creative Spaces, and Program Development are adapted from the Community Arts for Children Series produced by BuildaBridge for UNICEF-Haiti. These three basic books provide practical understanding in how to lead a community arts program for children (and other populations). The fourth book, Leading and Organizing, provides more advance information and is designed to accompany the Leadership Practicum or Internship. Assignments for the Practicum are also included.

The goal of this course is to prepare creative people to lead, manage and administrate a community arts program. At the end of this course, students should:

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• Demonstrate the ability to work with a community to define their assets, needs and envision a sustainable program.

• Demonstrate the ability to prepare a safe and creative place for children

• Write a program plan and grant for program support

• Demonstration leadership in developing and managing a program through a practicum experience.

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208. Arts and Social Services 

This course provides an overview of international relief, social services and community development as interrelated concepts in working within contexts of poverty, disaster, and crises. While relief provides, as the word implies, immediate ease of the greatest of human suffering. Social services are generally government and non-government programs provided the poorest who may not be in a position to provide for themselves. Ultimately, holistic community development that leads to community resilience and well-being is a goal for all communities. This is survey course that equips the student to work within formal structures in international, national, state and local service systems in the delivery of arts-based programs. Specific attention will be given to programming, legal requirements, funding and assessment. Cases and examples will be from overseas mission agencies, international agencies, the US social service system, and local city government and community groups. Topics of arts-based programming will include emergency relief, development life skills training, after-school programs, dealing with homelessness, refugees, aging and HIV/AIDS. Students will write a program to be implemented in their Leadership Practicum. A unique part of this course is understanding the relationship between relief, social services and long-term development of local organizations dealing with people living in poverty.

 

International relief, social services and community development are interrelated concepts for understanding and working within contexts of poverty, disaster, and crises. Social services are generally government and non-government programs provided the poorest who may not be in a position to provide for themselves. Ultimately, holistic community development that leads to community resilience and well-being is a goal for all communities. Relief provides, as the word implies, immediate ease of the greatest of human suffering. The goal is to develop resilient communities.

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Learning Outcomes:

• Articulate basic definitions, history, motivations, funding and methods of local and international social services

• Demonstrate basic design and outcomes of arts-based social service programming based on social needs

• Envision programming for relief, community development, and social services.

• Articulate models in local and international arts-integrated models

• Demonstrate understanding of certifications and requirements for working with different populations in a variety of professions

• Write a Theory of Change and Logic Model for implementation.

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209. Arts for Peacemaking

This course provides a framework for using the creative arts to teach conflict resolution and the peacemaking process. Participants will practice the process of art-making, art as metaphor and art as demonstration to teach basic peacemaking, conflict resolution and negotiation skills – skills that are embodied in and reinforced by the art-making process itself. A arts-based peacemaking curriculum for children is included in the course materials. 

 

Objectives

• Define conflict and peace.

• Identify the four basic needs, how they relate to conflict, and ways to satisfy them.

• Identify and describe five types of responses to conflict and how to identify one's own response style.

• The steps of the peace-making process and how to lead others through it.

• How to do active listening and how to implement in interaction with others.

• Identify and define positions and interests in conflict.

• How to design effective arts-integrated strategies for teaching peace-making and conflict resolution process.    

 

Outcome

• Define conflict and peace, lead others through the peacemaking process, teach peacemaking and conflict resolution skills using arts-based experiences.

• Describe at least two ways to satisfy each of the four basic needs.

• Describe the five types of responses to conflict and identify your own response style.

• Lead others through the peace-making process.

• Utilize active listening skills in interaction with others.

• Distinguish between positions and interests in conflict.

• Teach others the peace-making process and conflict resolution skills using arts-based experiences.

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210 Arts-Based Assessment

Arts-Based Assessment is a course that accompanies Arts in Education, Arts in Healing, and Arts in Social Services. Students review the concepts of Program Evaluation and Assessment and the role of arts-based approaches for evaluating outcomes in both educational and community program contexts. Central to this course is a review of writing clear outcomes, indicators and rubrics and then planning arts-based approaches to assessment. These include photography/videography, narrative, and discipline specific art-making assessments with pre and post observations. Models are presented for evaluating spirituality in youth, mother-child attachment in therapeutic art in the community context, student learning in education, and program effectiveness for youth in the community. Students will design an arts-based assessment for a small project or program class.

Course Objectives:

• Define the concepts of program evaluation and assessment and the role of arts-based approaches in their application and reporting

• Provide models of arts-based assessment

• Develop arts-based approaches for specific outcomes

• Design an Arts-Based assessment plan to collect data for a specific outcome completion

• Review ethics for human subject research

Skills:

1. Recognize and define common terms used in Program Evaluation and Assessment

2. Articulate three models and their process for arts-based assessment projects

3. Design and implement an Arts-Based assessment plan to collect data for a specific outcome completion that is within the guidelines of human subject research ethics

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300. Culminating Portfolio

Throughout the Applied Restorative Arts certification program participants are to maintain a Restorative Arts portfolio. The portfolio will contain weekly journal entries of course learning, final projects, and test and quiz results. A final paper or project demonstrating the application of program principles to the student’s local context is required.

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400. The BuildaBridge Trainer

Upon successful completion of this three day training, participants become certified BuildaBridge Trainers. Participants will improve their skills in teaching and training adults and be prepared to conduct trainings in the United States and abroad. 

This training is for those who have completed at least one of the following or have equivalent learning experience:

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• Successful completion of Eastern University’s MA in Urban Studies Community Arts Concentration program or academic studies in community arts.

• Successful completion of Track 1 and 2 of the BuildaBridge Annual Institute or practical training in trauma informed work with children in the community context.

• Two years of effective teaching experience as a BuildaBridge Lead Teaching Artist or proven experience as a classroom arts-based teacher.

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The BuildaBridge Trainer Course is designed for Artists-on-Call who have experience with BuildaBridge, our models and methods.  The Artist-on-Call Trainer is the highest level of volunteer with BuildaBridge.

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Objectives:

• Prepare to train adults in Restorative Arts courses

• Enhance transferrable training skills

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Outcomes:

• Demonstrate application of Adult Learning Theory in training

• Read and review new concepts and content and teach in an arts-integrated lesson

• Leading interactive art-making song in tune and in rhythm, movement experience, visual art-making exercise, and interactive drama or role-play experience

• Integrate and apply the elements that should be considered when training in a cross-cultural context

• Work with a translator

• Demonstrate technological skills for online coaching and training

• Giving constructive feedback for assessment of assignments to improve performance

• Demonstrate the 11 concepts for effective teaching and training

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