2015 USSEA Regional Conference An Inclusive World: Bridging Communities

Updated information can be found at: https://drive.google.com/file/d/0ByeZMvPrsfAqVHFpQWNWUW5ndGs/view?usp=sharing 


The 2015 USSEA Regional/InSEA endorsed Conference will examine art education in classrooms, museums and community arts organizations. Art education provides critical tools to enhance individuals and communities in their self-reflection, ways of being, and interpreting and resolving problems. While these settings are often separate entities, this conference will examine ways that participants might share resources, knowledge, and expertise to enrich their respective disciplines.

Art in the classroom encourages young people to develop their talents that will benefit individuals and society as a whole. Museums have a long history in providing comprehensive information, including culture, history and science. However, it is in recent decades that there is an attempt to make museums accessible to all groups of individuals by adopting a policy of inclusion. Community arts can offer a deeper understanding of social dynamics and help to break down intergenerational biases.

Power sharing is a dynamic, continual process necessary in achieving equity in the community, in museums, and in classrooms. For this reason USSEA will partner with the traveling project, An Inclusive World, to continue their common mission to broaden the definition of inclusive models through the integration of art education and art in society. An Inclusive World’s ethos celebrates all creativity without a hierarchical order, bridging groups of artists to advocate for a policy of inclusion.

Participants will explore a variety of workshops, presentations and panels over the three day conference to provide a comprehensive investigation into using effective and innovative ways to reach diverse populations. In addition, the travelling project, An Inclusive World, will exhibit the works of artists of diverse backgrounds.

To Submit Artworks to An Inclusive World: See www.aninclusiveworld.com
To join USSEA: See http://ussea.net/
To join InSEA: See http://www.insea.org
To join NAEA: See http://www.arteducators.org/
For more information on Queens Museum: See http://www.queensmuseum.org

We welcome proposals that address issues and concerns in art education and art in society. The following topics are only a guide for proposals.


In the 21st century, understanding how to live and interact with diversity becomes increasingly important. The conference will offer ethical perspectives for dealing with stigmatization based on cultural identity and other forms of differences, such as religion, race, gender, sexuality, and learning abilities. The social experience of people within a learning community opens the possibility that their own views may be enriched through exposure to the perspectives of others.

In summary, how can we meet the greater demand for inclusion in the:

  • Public School System
  • Cultural Art Institutions
  • Community Outreach


In recent decades museums use visual thinking strategy (VTS), and other participatory, collective modules to connect with diverse groups of people. Rather than using the content knowledge of a museum collection, the goal is to draw on the visitors’ interactions with the artworks. Museum access programs use a variety of tactile and VTS tools to engage and sustain the interest of diverse people. With the growing demand of meeting everyone’s needs, museums are faced with challenges to foster a productive learning experience. What methods are effective to create group collaborative efforts for family members, and community residents?

Examples of methodologies:

  • Play and learning
  • Community benefits
  • Performance
  • Exhibitions
  • Family members and community residents


The term “Outsider Art” has been a popular, and controversial topic. Some see it as empowering a group of people who are placed on the periphery of the mainstream, while others view the term as a marketing tool to gain more visibility for a marginalized population. On the other hand, “Outsider” also has the potential to stereotype and further marginalize the population. How might we:

  • Disempower stereotyping
  • Bridge communities through the arts
  • Foster an innovative space in which we respect each other’s differences


Art and social practice provide creative solutions to socio-political issues. What is the role of aesthetics in politically and socially engaged art? Is the debate concerning aesthetics versus socio-politics still relevant in the art world? How might this conversation be enriched through dialogue in the classroom, museum, and arts organization?

How art projects might be viewed as potential models for:

  • Daily Life
  • Social and environmental sustainability
  • Participatory Democracy
  • Dialogue
  • Globalism
  • Problem Solving


In the 21st Century there is a growing need for educators to use technology so that students have the skills to compete in a global work place. Accessibility and integration of technology is a growing concern, particularly in the classroom. Educators need to provide high-tech tools, but are faced with the economic disparities in underserved communities.

How can educators use high and low-tech tools to differentiate for:

  • English language learners
  • Heterogeneous class populations
  • Students with a variety of needs
  • Artists for aesthetic expressions

Call for Presentations:

January 31, 2015 opens the submission process that will continue until

March 31, 2015 which is deadline for submissions

Notification will be by April 20, 2015

Please submit your proposal and direct questions to

USSEA Outreach Committee Chair Vida Sabbaghi at


You must register to attend. Please click here to register.

2015 USSEA Regional Conference July 17- 19 2015
Queens Museum, Queens New York

For more information: http://ussea.net/conference/

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