Principal - Crayola Supplement - September/October 2016 - 17

Champion Creatively Alive Children

strategies gave us the opportunity
to reboot our school," said Aida
Cruz-Farin, principal of Blair Dual
Language School in Waukesha,
Wisconsin. She outlined the mindset
shifts that art integration and inquiry
sparked in her teachers and students:
n

n

n

Relevance. When students'
questions drive the projects, there is
no doubt the topics are meaningful
to them.
Empowerment. All children
need to feel empowered-yet it is
particularly important for students
who've grown up in poverty to
know they can make a difference.
Inquiry-based projects that ask how
students can serve others build
empathy and strength. This shifts
the paradigm from "being needy"
to "being helpful," which empowers
them.
Agency. Students become agents of
change. Teaching through inquiry
and art integration is not an add-on
program. It's an innovative teaching
and learning strategy that is woven
through the entire curriculum.
Giving students "agency," or control
over what they experience, changes
their self-image from passive
receivers to leaders who influence
what happens to them.

ABOVE AND BELOW:
Ridgeway Elementary School, Hamilton, Ohio

As an application example of these
elements, students at Blair Dual
Language School create portfolios
that document their personal
"learning inventories." Each child
explores "how I learn best," "what I'm
most excited about," "ways I could
improve my work," and "what I want
to learn next"-fueled by their robust,
personalized questions.
Bloomfield Elementary School
in Skowhegan, Maine, also has
seen changes since focusing on
inquiry. Principal Jean Pillsbury
challenged her faculty to reconsider
the environment of inquiry, both
as a physical setting and cultural
context. Physically, they redesigned
classrooms to create stations where
students construct knowledge. The
www.naesp.org

Principal Special Supplement n September/October 2016

17


http://www.naesp.org

Table of Contents for the Digital Edition of Principal - Crayola Supplement - September/October 2016

Contents
Principal - Crayola Supplement - September/October 2016 - Cover1
Principal - Crayola Supplement - September/October 2016 - Cover2
Principal - Crayola Supplement - September/October 2016 - Contents
Principal - Crayola Supplement - September/October 2016 - 2
Principal - Crayola Supplement - September/October 2016 - 3
Principal - Crayola Supplement - September/October 2016 - 4
Principal - Crayola Supplement - September/October 2016 - 5
Principal - Crayola Supplement - September/October 2016 - 6
Principal - Crayola Supplement - September/October 2016 - 7
Principal - Crayola Supplement - September/October 2016 - 8
Principal - Crayola Supplement - September/October 2016 - 9
Principal - Crayola Supplement - September/October 2016 - 10
Principal - Crayola Supplement - September/October 2016 - 11
Principal - Crayola Supplement - September/October 2016 - 12
Principal - Crayola Supplement - September/October 2016 - 13
Principal - Crayola Supplement - September/October 2016 - 14
Principal - Crayola Supplement - September/October 2016 - 15
Principal - Crayola Supplement - September/October 2016 - 16
Principal - Crayola Supplement - September/October 2016 - 17
Principal - Crayola Supplement - September/October 2016 - 18
Principal - Crayola Supplement - September/October 2016 - 19
Principal - Crayola Supplement - September/October 2016 - 20
Principal - Crayola Supplement - September/October 2016 - 21
Principal - Crayola Supplement - September/October 2016 - 22
Principal - Crayola Supplement - September/October 2016 - 23
Principal - Crayola Supplement - September/October 2016 - 24
Principal - Crayola Supplement - September/October 2016 - Cover3
Principal - Crayola Supplement - September/October 2016 - Cover4
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https://www.nxtbook.com/ygsreprints/NAESP/principal_supplement_20181112
https://www.nxtbook.com/ygsreprints/NAESP/principal_Crayolasup_20180910
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https://www.nxtbook.com/ygsreprints/NAESP/principal_wallacesupp_20180506
https://www.nxtbook.com/ygsreprints/NAESP/principal_20180506
https://www.nxtbook.com/ygsreprints/NAESP/principal_20180304
https://www.nxtbook.com/ygsreprints/NAESP/principal_mottsupp_20180102
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https://www.nxtbook.com/ygsreprints/NAESP/principal_20171112
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https://www.nxtbook.com/nxtbooks/manifest/principal_20170102
https://www.nxtbook.com/nxtbooks/manifest/principal_20161112
https://www.nxtbook.com/nxtbooks/manifest/principal_crayolasupp_20160910
https://www.nxtbook.com/nxtbooks/manifest/principal_20160910
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