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The Arts for Children Program invites graduates and former faculty to stay in touch and to share your experiences with us. We encourage you to contact the Program Office at (585) 395-5279 or email at email@example.com.
At this time, we are featuring a graduate from the class of 1989. Please meet...
Barbara Bashaw: dancing visionary and distinguished teacher
Barbara is currently the Director of Dance Education at Rutgers University, and was the Dance Education acting director and coordinator for the K-12 Dance Teacher Certification Track in the Department of Music and Performing Arts Professions at NYU's Steinhardt School of Education. She's the winner of the 2005 Emerging Visionary in Dance Education award presented by the National Dance Education Organization (NDEO). Last summer, her dance education program was selected by NDEO to be a national center for dance education research. Barbara was a featured teacher in the March 2003 Dance Teacher Magazine.
Ms. Bashaw holds a B.A. in Interdisciplinary Arts for Children and Dance from The College at Brockport, is a Certified Movement Analyst (CMA) from the Laban/Bartenieff Institute of Movement Studies, and holds a M.A. in Dance & Dance Education from Teachers College, Columbia University where she is currently completing her doctoral work. She is a charter member of the NY State Academy for Teaching and Learning and is a Content Advisory Committee member for the New York State Teacher Certification Examinations.
Ms. Bashaw has pioneered many endeavors, including the founding of the dance program at New York City's P.S. 295, The Studio School for Arts & Culture in Brooklyn. There she developed curriculum that fused artistic and literacy development through her "choreographer's workshop" approach. This method is a featured exemplar in the Eight Learning Principles on the Institute for Learning CD-ROM produced by the University of Pittsburgh, developers of the NYC Primary Literacy Standards.
Barbara's dreams started at The College at Brockport
"Interdisciplinary art-making, teaching and learning is inherently collaborative. The Arts for Children Program was foundational for me in that it established the universal literacy between the arts. Because we worked with our peers and professors in music, art, dance and theatre, we generated a lot of ideas for artistic and educational processes that were not isolated in one art form. Upon graduation, not only was I well prepared for my professional career, I discovered that my unusual, interdisciplinary background gave me entrée into elite, cutting-edge projects and programs in the K-12 schools, higher education institutions and doctoral study."
"The multi-fluency in the arts with the ability to communicate with artists and educators from different venues is highly valued in the professional world. Most importantly, the Arts for Children Program taught me how to tune into the ideas, needs and concepts that are important to others; other artists, educators, administrators, students and parents, and how these ideas can become a foundation for community-building and program design in dance education."