To support “Nuestras Historias: Teaching the Story of America through Art” in the 2022–23 school year, a program that includes professional development for teachers, curriculum development, field trips for students, and artist residencies in classrooms.
To support a two-year pilot project to research and develop a community-informed programming model for the museum based on the Stockyard Institute’s practices.
To support community-engagement research-and-development activities that will inform engagement strategies for the exhibition Chicago Types: Letterforms for Everyone, which is expected to take place as part of the Terra Foundation initiative Art Design Chicago.
To support the “Teacher Fellowship Program” in the 2021–22 and 2022–23 school years. The program provides professional development for Chicago Public School teachers centered on teaching with American outsider or non-mainstream art.
To support the TRACE Community Curatorial Fellowship, a three-year program offering a cohort of five to eight teen fellows the opportunity to learn about the community mural movement in Chicago and, guided by teaching artists, to work with community members to develop three or more murals in Chicago neighborhoods. Participants learn about careers in the arts through interactions with museum and other art professionals. The grant also supports the development of a curriculum based on the program, to be created by Park District staff and teaching artists.
To support “Nuestras Historias: Teaching the Story of America through Art” in the 2020–21 school year, which includes professional development for teachers, curriculum development, field trips for students, and artist residencies in classrooms. First supported by the Terra Foundation in 2014, the program makes use of the museum’s collection exhibition and highlights works by Mexican American artists featured in it. This program is aligned to the Common Core State Standards in English Language Arts and serves 20 Chicago Public Schools teachers in a variety of disciplines from up to 15 schools, and 400 students in grades K–12.
To support the development and implementation of a pilot teacher professional-development and collaborative curriculum-development program to take place in conjunction with the exhibition Alien vs. Citizen. The program brings together for the first time a cohort of classroom teachers, practicing artists who serve as museum guides, and MCA staff to co-design and evaluate new in-gallery and in-classroom tools and curricula engaging the key themes of the exhibition.
To support the “Teacher Fellowship Program” in the 2019–20 and 2020–21 school years. The program provides professional development for Chicago Public School teachers centered on teaching with American outsider or non-mainstream art. During more than 50 program hours, teachers explore outsider art concepts, collections, and artists, and are guided in creating interdisciplinary lesson plans designed to help students make personal connections and responses to these individuals and their work. Culminating in an exhibition of student art, the program is expected to serve annually approximately 26 Chicago Public Schools teachers at 10–14 schools and 640 students.
To support “Teaching by Design,” a multi-year program and website that introduces K–12 teachers to Wright’s designs and philosophy and their relationships to contemporary issues in science, technology, engineering, the arts, and math (STEAM), along with strategies for integrating art and design into daily classroom instruction. The grant supports 12 professional-development seminars, 100 new online lesson plans, evaluation, and promotion of online teacher resources. Piloted in 2016 with the Terra Foundation’s support, the next iteration serves 90 or more K–12 teachers and 9,000 students from 40 schools, along with 3,000 new website users.
To support the creation of a new American art-focused Art + History field-trip program, a series of professional-development convenings for teachers, and the multiday Terra Foundation American Sources Teacher Program. The two-year project, expected to serve 140 teachers and 1,150 students, is intended to build participants’ skills in source analysis, historical inquiry, and visual literacy, centered on essential questions and issues related to the topic “America in the World.” During the convenings, teachers are introduced to works from the museum’s collections and related source materials and ways to use these resources to explore such topics as immigration, international conflict and/or partnerships, cultural exchange, and other global issues.
To support “Nuestras Historias: Teaching through Art,” including professional development for teachers, curriculum development, field trips for participants’ students, and artist residencies in the classroom. The program highlights works by Mexican American artists in NMMA’s collection exhibition and serves 30 Chicago Public Schools teachers and approximately 900 students.
To support the Teacher Fellowship Program for the 2017/2018 and 2018/2019 school years. This program provides professional development about American outsider art and artists for approximately 24 Chicago Public School teachers at 12 schools each year, serving an estimated 600 students annually. At the culmination of the program, student artworks, inspired by connections made to outsider art and artists, will be exhibited at Intuit and the teachers’ lessons will be published on Intuit’s website.
