A year ago I began developing courses for Montana Digital Professional Learning Network (MDPLN) an innovative online learning network whose focus is to provide Montana teachers with the opportunity to enroll in high quality courses in a variety of content areas, regardless of their location within the state.

The courses I develop digitally expanded on over five years of research and the primary focus has been to foster educators’ ability to critically engage with Contemporary Non-traditional Art, and learn strategies for Art Integration.

One of the basic pedagogies informing this course design focuses on shifting educators understanding of art from that of a product achieved at the conclusion of a lesson, to being the point of departure;  another tool used in the delivery of a lesson. There are many rubrics and tools I’ve developed to aide teachers in the process of engaging with and powerfully utilizing art in their content area. All of which rely on the vast amount of content that is readily accessible in our current digital age.

Course design focuses on connecting teachers with artists whose work is readily integrated to their preferred content area; who are speaking from a contemporary, culturally relevant perspective. Artists on whom a vast amount of information is accessible: recorded lectures, incredible art images, documented art installations, digital articles, interviews and social media profiles. Teachers benefit from being connected with a rich trove of resources to make connections, including classroom teaching aides like videos, primary source documents and texts. Within the course structure teachers will work through art analysis and integration rubrics and will complete art integrated lesson plan designs. Educators can expect to complete the course with fully designed lessons that are ready for classroom use.

This is the design structure of the digital courses which have been offered statewide for almost a year.

However, beginning in the Spring 2015 courses, I’m excited to be offering a “Hybrid” Pilot Model. This is utilizing a studio facility in Glasgow, Montana, where I reside. In the Hybrid course design, teachers will have the opportunity to engage in the digital content; will benefit from state-wide discussion groups and the rich resources available online, but they will also have access to a face-to-face studio component of instruction. Educators enrolled in the Hybrid model will complete half of the digital course content, and will spend the remaining hours in studio sessions with me instructing face to face; they will complete an additional “studio-based” component to the Lesson Plans they’re creating online.

Whether participants are enrolling in the digital or the hybrid course structure, space is limited and filling fast. All participants should enroll digitally through the following links:

Primary Teachers Enrollment:


PDF of ArtLEDge Primary Course Flyer:


Secondary Teachers Enrollment:


PDF of ArtLEDge Primary Course Flyer:


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