The Kennedy Center offers professional learning opportunities in both teaching the arts and integrating the arts with other subject areas. Workshops align with appropriate standards, including the Common Core State Standards, the Virginia Standards of Learning, and the National Core Arts Standards. Events may take place at the Kennedy Center or online.
In addition to being the national cultural center, the Kennedy Center is a dynamic classroom.
Here hundreds of teachers, from across the Washington, D.C. metropolitan area, come to further develop and refine their skills for teaching in, through, and about the arts. Through the Kennedy Center's Changing Education Through the Arts (CETA) program, teachers study with their colleagues in courses and workshops led by expert teaching artists and arts educators. They learn about the arts and ways to integrate the arts in their teaching. They study after school, during the school day, on weekends, and during the summer. They participate in a range of programs designed to meet their varying needs, interests, and experience.
Each year, more than 700 teachers participate in approximately 60 courses and workshops. Teachers attribute the popularity of these programs to three things:
CETA professional learning opportunities are available to any teacher in the DC metropolitan area. More in-depth programs take place in Kennedy Center partner schools that have committed to a school-wide focus on arts integration.
Two additional individuals who have a strong influence on the implementation of professional learning in the classroom—teaching artists who lead workshops and courses and school administrators who also benefit from Kennedy Center workshop/courses designed especially for them.
Professional learning programs developed and refined locally through this program are shared nationally through the Kennedy Center's Partners in Education program.
Courses/workshops help teachers learn both about the arts and about arts integration.
Teachers learn about the arts from the perspective of creators, performing artists, directors, designers, and critics. Through performances, discussions, interviews, backstage tours, lecture/ demonstrations, and master classes, teachers gain a deeper knowledge and understanding of the performing arts. These Explore the Arts events are also open to members of the general public.
Teachers learn how to integrate the arts with other curricula. CETA Partner Schools have had a strong interest in extending and supplementing their arts education programs with arts integration. The schools’ arts specialists work with the Kennedy Center to coordinate and support efforts to help teachers develop knowledge and skills to integrate the arts with other subject areas. Hands-on, participatory workshops/courses target teachers of various grade level spans (e.g., pre K–grade 2, grades 3-6, 6-8, and 9-12) who serve students from a wide range of backgrounds and skills.
The mission of the Kennedy Center’s Changing Education Through the Arts (CETA) program is to develop teachers’, schools’, and school districts’ knowledge and skills in the arts and arts integration so that they include the arts as a critical component in every child’s education.
The goals and objectives of the CETA program are to:
The Kennedy Center partners with 16 schools that have committed to a whole school focus on arts integration. Over 400 teachers participate in ongoing, sustained professional learning to build their capacity to integrate the arts throughout the curriculum.
202-416-8000
Monday - Friday 8:30 a.m. - 6:00 p.m.
All workshops are held virtually unless otherwise indicated, and the times listed are in Eastern Time (ET). Space in these workshops is limited. Registration is on a first-come, first-served basis.
"Taking the courses has changed my teaching style so significantly that the arts are likely to be found in my teaching of any subject area, at least once a day, every day of the week."
"The high caliber of teaching artists rejuvenates teachers like me who have been performing in the classroom for almost 20 years."
"Through the years I have met many teachers at the Kennedy Center from other school districts. It is always wonderful to share new ideas, discuss common issues, and compare notes."
"Over the last ten years, my teaching has changed dramatically (no pun intended) due to my intensive study at the Kennedy Center. Because of the courses and workshops, my instructional practice has changed and student learning has improved."
Each year, more than 400 teachers from school districts in Maryland, Virginia, and the District of Columbia participate in professional learning opportunities at the Kennedy Center. Teachers develop their own program of study by selecting professional learning workshops/courses that meet their needs and interests. Attendance records show a full range of teacher participation—from single-session to intensive study. Teachers may earn graduate credit through local universities or credit through their school districts for their study.
In addition, professional learning experiences are designed specifically for teachers in two school districts: the District of Columbia Public Schools and Arlington Public Schools, Virginia.
Professional learning for teachers is offered through two programs: the Kennedy Center's Community Partnerships program, and the DC Arts and Humanities Education Collaborative.
Partnerships with Arlington Public Schools and Prince George’s County Public Schools provide opportunities for teachers to attend professional development workshops free of charge.
"DCPS is very fortunate to have access to the various education programs offered by the Kennedy Center. Teachers can attend workshops to learn about the arts and arts integration, students can attend a wide range of performances, and teaching artists provide in-depth learning experiences through residencies in classrooms."
"Arlington Public Schools is gratified to be partnering with the Kennedy Center to provide professional learning opportunities to our teachers and make the arts integral to education. The workshops and courses offered are first-rate, and they give our teachers invaluable tools and models for incorporating the arts into other curricular areas."
Recognizing the key role school administrators play in teachers' professional learning and the inclusion of arts education programs in schools, the Kennedy Center has established and co-chairs two groups of local administrators: THE PRINCIPALS' ARTS EDUCATION FORUM and THE COUNCIL OF METROPOLITAN ARTS SUPERVISORS. Each group meets four times each year at the Kennedy Center to address issues related to the improvement of education, specifically education in the arts. In addition, members serve in an advisory capacity to the Kennedy Center Education Department and provide important information about the critical education issues affecting the schools and advice concerning professional learning needs.
Established in 1995, the Principals' Arts Education Forum includes more than 200 members—principals and assistant principals—who are concerned about improving arts education programs in their schools. Convened at the Kennedy Center four times a year, the meetings provide information about such topics as arts advocacy, current research in arts education, arts integration, and ways to strengthen school arts programs. In addition, each year a principal hosts a site visit to his/her school to showcase their arts education programs.
Established by the Kennedy Center in 1981, the Council of Metropolitan Arts Supervisors is comprised of arts instructional supervisors from 16 school districts in the Washington, DC metropolitan area. The Council provides a valuable forum for and support of arts in the schools. Meeting topics have included assessment in the arts, advocacy, the changing role of the arts supervisor, research in arts education, and innovative arts programs in schools. In addition, the Council and the Kennedy Center annually co-sponsor a workshop for arts specialists.
"The Principals Arts Education Forum keeps me informed of the latest research on arts education, provides an opportunity to network with colleagues from around the region, and reinforces my belief in the power of the arts for learning. I leave each meeting energized and optimistic about the future of education.
The Principals' Forum is one professional opportunity I never miss! I always leave the sessions with ideas to share with my staff or new programs to ponder. I have benefited from opportunities to network with other principals. Not only do we learn about the arts resources in the area, but we also have site visits to schools to observe model programs in action."
"The connections I've made through participating in the Council are far reaching, allowing me access to other school districts resources, so that none of us has to re-invent the wheel. The collaborative feel, and the sharing of ideas across school districts, creates an atmosphere of giving and support. We all work together to meet the challenges we are facing.
The Council of Metropolitan Arts Supervisors is an excellent resource. At the meetings, I hear about the latest research in arts education and ways administrators throughout the DC metro area are successfully implementing best practices in their school districts."
The Kennedy Center's workshops and courses for teachers are led by teaching artists from across the country. These teaching artists are noted for their extensive knowledge of their art form, its connections to the curriculum, and experience teaching their art form to students and teachers.
The Kennedy Center invites teaching artists to apply to the program. Once accepted, the Kennedy Center provides professional learning experiences for teaching artists about leading effective professional development workshops for teachers.
To work effectively in the program, the teaching artists must understand the program's goals and objectives as well as expectations for their work. Toward this end, teaching artists who will lead their first workshop for teachers at the Kennedy Center participate in an Orientation where they are introduced to the program, learn about how they will collaborate on the development of their workshop with a Kennedy Center staff member, and create an effective resource packet for teachers who attend their workshops.
"I left the Orientation feeling empowered with a lot of useful information about the Kennedy Center's program and ways to further develop my own workshop. I also feel assured of strong support from the staff as I continue to refine my workshop.
The Orientation helped me learn several things: to select a manageable number of learning activities for my workshop for teachers; to budget time within the workshop; to create a structure for the workshop that enables teachers to take in and digest the most important parts; and to focus my arts technique, making it more accessible and satisfying for the teachers."
"There is a sense among the teaching artists that if you miss a Retreat, you miss vital new developments that support your work with the schools.
The Kennedy Center pushes us to expect more of ourselves, to grapple with new education initiatives, to be leaders and thinkers, and to provide schools with teaching artists who can communicate and address existing needs.
The Retreat is a source of many things for the Teaching Artists, but for me they all add up to renewal. We get information and participate in experiences that profoundly affect our teaching."
Third grade students explore concepts and vocabulary shared by dance and science—energy, patterns, and cycles —to learn about dance and the relationship between the sun and Earth. They apply their understanding by creating a dance and then reflect on their experience. This lesson was 5 sessions (45-60 minutes each).
Ms. Carney's 3rd grade students from Bailey's Elementary School, Fairfax County Public Schools, Virginia
Slide show by: Melanie Layne
Music Credit: Alpha by Vangelis
Fourth grade students read and discuss information about abolitionists and process and demonstrate their understanding by creating a tableau. They analyze slavery themes in visual art, express their reactions by writing poetic scripts, and finally synthesize their understandings into a short theatrical performance. They end with a reflection about their experience. This lesson was 3 sessions (45-60 minutes each).
Ms. Lowe's 4th grade students from Bailey's Elementary School, Fairfax County Public Schools, Virginia
Slide show by: Melanie Layne
Music Credit: Legends of the Fall by James Horner
After Martin's Big Words by Doreen Rappaport was read aloud to the students, they summarized the major events of the text to express their understanding of how Martin Luther King, Jr. worked to defend equal rights for all people. They created a tableau (frozen picture) for each major event, and then connected the events together to create a "Tableau Slide Show." This lesson was one hour (including the reading of the book).
Kara Conques's 3rd grade students from Bailey's Elementary School, Fairfax County Public Schools, Virginia
Video created by: Melanie Layne
Inspired by Kennedy Center Teaching Artists Sean Layne and Rosalind Flynn
Music Credit: We Shall Overcome (The O'Neill Brothers)
Recognizing that many sites appreciate professional learning video/DVD resources, two Kennedy Center workshops are available:
Each workshop includes:
A Video Workshop for Teachers of Grades 2-6
Led by Sean Layne, professional actor and arts educator
The Living Pictures: A Theatrical Technique for Learning Across the Curriculum includes:
A Video Workshop for Teachers of Grades 3-12
Led by Dr. John C. Carr, Professor Emeritus, University of Maryland/College
The Words Alive!: Building Vocabulary and Stimulating Writing includes:
A selection of articles covering current approaches to arts integration in the classroom, inclusion, rigor, social-emotional learning, and adopting an arts integration approach at the school and district level.
Transform learning in inclusive arts-integrated classrooms. Educators can bolster engagement with arts integration by adapting time, classroom tools, and instructional techniques.
This collection of resources and articles is designed to help educators devise an approach for supporting individual needs in the classroom: from English Language Learners or students with disabilities, to conflict resolution and giving feedback.
Share these resources to help engage parents and caregivers in their students' arts education.
The Vice President of Education is generously endowed by the A. James & Alice B. Clark Foundation.
Generous support for educational programs at the Kennedy Center is provided by the U.S. Department of Education.
Gifts and grants to educational programs at the Kennedy Center are provided by The Paul M. Angell Family Foundation; Bank of America; Capital One; The Morris and Gwendolyn Cafritz Foundation; Carnegie Corporation of New York; The Ednah Root Foundation; Genesis Inspiration Foundation; Harman Family Foundation; William R. Kenan, Jr. Charitable Trust; the Kimsey Endowment; The Kiplinger Foundation; Laird Norton Family Foundation; Lois and Richard England Family Foundation; Dr. Gary Mather and Ms. Christina Co Mather; The Markow Totevy Foundation; Dr. Gerald and Paula McNichols Foundation; The Morningstar Foundation; Myra and Leura Younker Endowment Fund; The Irene Pollin Audience Development and Community Engagement Initiatives;
Prince Charitable Trusts; Dr. Deborah Rose and Dr. Jan A. J. Stolwijk; Rosemary Kennedy Education Fund; The Embassy of the United Arab Emirates; The Victory Foundation; The Volgenau Foundation; Jackie Washington; GRoW @ Annenberg and Gregory Annenberg Weingarten and Family; and generous contributors to the Abe Fortas Memorial Fund and by a major gift to the fund from the late Carolyn E. Agger, widow of Abe Fortas. Additional support is provided by the National Committee for the Performing Arts..
The content of these programs may have been developed under a grant from the U.S. Department of Education but does not necessarily represent the policy of the U.S. Department of Education. You should not assume endorsement by the federal government.