New Study Underscores the Importance of Arts Education Programs
May 11th, 2012 by Joel HollandA recent post from the Creative Advocacy Network (CAN) highlights a new national study on arts education from the US Department of Education. The study found that art opportunities in schools are declining nationwide. While this study confirms what many of us already know, it does highlight the struggles schools in the City of Portland continue to face.
The graphic CAN provided illustrates just how desperately Portland schools need help from their communities and how valuable programs like CAN and Right Brain are. The impeding cuts to public schools in Portland that threaten the jobs of 110 teachers could make the future even bleaker.
Nearly 12,000 K-5 students in the six Portland public school districts attend schools with no arts education whatsoever. To those of us who have seen the benefits of arts education firsthand, this number is unacceptable. Students who receive arts instruction are more successful in math and science, have higher attendance, and achieve more academically than those who go without.
You can ask any student or teacher who has had a Right Brain artist at their school (or hear about the impact of a Right Brain residency for yourself): The arts are a fundamental part of all education. Thankfully, Portland is a city with amazing organizations that are committed to filling in the gaps.
The Right Brain Initiative is in it for the long haul, working to advance arts education in every school in the region. We have a special opportunity this fall in the City of Portland to support arts education through the Creative Advocacy Network, as they work to establish a dedicated fund for the arts and arts education.
Thank you for supporting the efforts of The Right Brain Initiative, CAN, and all members of our community who work tirelessly to put arts education back into the schools. Please continue to give your time, energy, and most importantly, your voice in support of providing all students with the tools to create, imagine, and learn.
Joel Holland is the new Communications Intern for The Right Brain Initiative. Welcome, Joel!
Wear your right brain on your shirt! While supplies last.
April 26th, 2012 by Rebecca
We’re thrilled to have been selected as the April non-profit partner for tanQ, a fascinating altrustic t-shirt production project. Working with Threadless artist ilovedoodle, they produced a delightful, customized t-shirt to raise awareness for our cause, and 25% of the sales go directly to our program!
Satisfied customers have told us that wearing their tanQ t-shirt has opened up incredible conversations about arts education that they otherwise would not have had. I can also personally attest that the jersey fabric could not possibly be more comfortable. In every way, this t-shirt is good looking and fun to wear.
But they’ve only printed 75 shirts, so purchase yours while you can!*
Not a fan of online shopping? We’re proud to be present at the Stumptown Comics Fest this weekend, where we’ll be selling these shirts live and in person. Visit us from 11 am - 5pm on Saturday and from noon – 5pm on Sunday to pick yours up.
*PSST! These shirts run small. If ordering online, we recommend ordering 1-2 sizes larger than you typically would.
Teacher illustrates impact of a Right Brain residency at State of the Arts presentation
April 25th, 2012 by Natalie
Watch Marcela Arredondo’s compelling testimony.
On March 21st, Right Brain joined the Regional Arts & Culture Council for its annual State of the Arts presentation, a moving report to City Council on the indispensable value of the City’s investment in our region’s cultural pursuits. Over 200 members of the community — among them artists, arts advocates, teachers, business owners and non-profit staff — filed into City Hall to embody support for sustained public funding of the arts and to hear from a panoply of voices representing Portland’s diverse arts institutions and organizations. Together, the audience and the presenters were proudly in service of one poignant message of solidarity: If we work to ensure the arts, we simultaneously ensure the integrity of our very own community.
While presenters highlighted the many ambitions and projects that have been realized in our community as a result of such funding, they also acknowledged the major areas in which deficiencies persist. In light of the diminishing budgets and systematic cropping of arts programs experienced by Portland’s public school districts this fiscal year, it’s no surprise that the presentation foregrounded arts education as the prevailing example of an unmet need in the public funding arena.
Eloquently complementing Right Brain’s portion of the report was Marcela Arredondo, a Spanish immersion teacher at Right Brain partner PreK-8 school Beach (North Portland), who shared her compelling firsthand case for continued investment in arts education. She movingly spoke of her diverse group of 1st graders who have access to a mere 35 minutes of arts instruction per week, and for whom linking culture and curriculum is a crucial step in overcoming language barriers. Citing a merengue dance residency her class participated in through Right Brain programming, Ms. Arredondo described the leaps in learning made possible through meaningful engagement with the arts. Watch the full testimonial here.
Ms. Arredondo’s voice was heard in concert with many others in the presentation, including Parkrose School District Superintendent Karen Fischer Gray, Write around Portland Program Coordinator Thomas Cordova and two students from a poetry workshop hosted by the program, State Representative Lew Frederick and a melodious group of Sabin School Kindergarten students, among others. The Creative Advocacy Network (CAN) joined in to present an update on its remarkable progress in establishing a dedicated public funding stream for the arts and arts education. To hear excerpts of the many compelling reports and appeals, watch the excellent recap video produced by the City here.
Below is the full text of Ms. Arredondo’s testimonial.
_________________________
“Buenos días, me llamo Marcela Arredondo y soy maestro del primer grado. Trabajo en el progama de immersión en la escuela Beach.
Good morning, my name is Marcela Arredondo and I am a first grade teacher in the Spanish immersion program at Beach K-8. Beach is a Title I school located in North Portland. With 550 students our population is diverse; 35% of our students are Latino, while a combined 27% identify as students of color, including African American, Native American and Asian. 56% of our population is on free and reduced lunch.
With one arts teacher serving our entire K-8, my first grade students receive 35 minutes of formal art instruction a week. That is less than 1% of their education. For many, the time spent in school is the only exposure to the arts they receive. With limited resources and support it is difficult to teach proficiency in any content area, and art is being left behind.
All students, and especially my first graders, learn through creative exploration that is integrated with content instruction. This is critical in language immersion programs because we are teaching language through and with the core content areas. We must shelter our instruction in unique, inspiring and artistic ways so that our students have equitable access to their education.
The Right Brain Initiative offers solutions to the deep needs of my students. Through our artist residency we have infused not only Latino culture, but respect into our classroom, all through dance. Dancing the merengue incorporates movement, which young bodies need to focus and learn, while also providing music and appreciation of a culture. Merengue has allowed us writing prompts and art lessons and even inspired a merengue song, written by my class, about the writing process, now that is genuine, artistic content integration. And the unintended lessons of respect, I am finding more valuable than my original lesson objectives. Through dance, my students are learning appropriate touch, kindness, and joy for each other, which my 6 and 7 year olds have been struggling with all year.
Como maestro Latina en un programa de immersión es sumamente importante aprender a integrar la cultura y el idioma con el curículo.
As a Latina teacher in an immersion program it is of utmost importance to marry culture, language and curriculum. The Right Brain Initiative provides resources and education to those of us in need while pushing us to think in creative and complex ways. I am able to learn from my resident artist new strategies, I am collecting techniques, songs and lesson plans that integrate art at every level. This partnership develops and gives my teaching a new focus that allows my students to think in resourceful and imaginative ways.
On behalf of the staff at Beach and my students I thank you for this opportunity. Muchas Gracias.”
–Marcela Arredondo
_____________________________
Watch testimonials from past State of the Arts Presentations:
2011: Aubrey Pagenstecher; then a Pre-Kindergarten teacher at Woodlawn in Northeast Portland
2010: Holly Wilson; then a 6th grade teacher at Rigler in North Portland
By popular demand! Second Austin Kleon talk now scheduled this Tuesday.
April 20th, 2012 by Rebecca
WHEW! You’ve blown us away with your enthusiasm for Austin Kleon, artist, internet crackerjack and New York Times best-selling author. Within a week you booked all the seats (and more) for the first talk we scheduled with Austin to discuss his brand new book Steal Like an Artist and its unconventional perspective on creativity.
Because we’re an arts education program, we’re not one to ever stand between a learner and an innovative didact. Thus, we’re excited to announce that we’ve scheduled an additional talk with Austin at noon the same day, so we can include an additional round of folks in this conversation.
NEW TALK JUST SCHEDULED!
Austin Kleon: Steal Like an Artist
Tuesday, April 24 | *12pm Noon*
Museum of Contemporary Craft | 724 NW Davis Street, Portland
**SEATING IS LIMITED! You much reserve your spot at RightBrainComm@racc.org.
The 7pm talk on 4/24 is still taking place, but—we’re sorry—it has exceeded capacity.
Austin Kleon.
Called “positively one of the most interesting people on the Internet” by The Atlantic, Austin Kleon will share ten principles to help anyone “inject creativity into their life and work.” Kleon inspires audiences to abandon the mirage of originality, and instead to embrace the roles of influence and curiosity in developing an authentic creative process.
Austin Kleon is the author of the instant New York Times best-selling book Steal Like an Artist: 10 Things Nobody Told You About Being Creative, already being hailed as a classic creativity read. He has also authored the redacted poetry collection Newspaper Blackout, and his work has been featured on NPR’s Morning Edition, PBS NewsHour, The Wall Street Journal, and the art website 20×200.com. He lives in Austin, Texas, and online at www.austinkleon.com.
Read a review of Kleon’s Steal Like an Artist in The Atlantic. ►
Read more about the book and watch the book trailer. ►
We are proud to co-present these talks in partnership with Pacific Northwest College of Art. These talks are the second part of our April programming featuring innovative thinkers discussing the nature of creativity.
Students can’t stop imagining.
April 20th, 2012 by Dennie Palmer Wolf
Kindergartners at Spring Mountain Elementary in Happy Valley create paper cutouts during a residency with Right Brain artist Addie Boswell. Keep reading to see how the exploration from this multi-part project spilled over to other areas of the classroom. (Photo by Ashley Klump.)
What is like a seed?
A spark?
A fuse?
A jumping off point?
A jolt?
A full-on Right Brain residency, of course.
So, picture this: Visual artist Addie Boswell, in partnership with Right Brain, spent five sessions in Sue Turner’s kindergarten class at Spring Mountain Elementary School in Happy Valley. She taught 5 year-olds the art of collage so intently that there was no stopping them—even once Addie was packing up her brushes and glue on the final day.
The story begins with a fabulous storehouse of paper that the whole school previously created with artist Annie Painter in a “Paint Factory” residency. Speckles, stripes, and striations. In the colors of leaves, chocolate, feathers, and flowers. Imagine Ms. Turner lining an entire side of the classroom with stacks of such paper, some of it dark as night, some bright as morning.
Now with Addie, children cut and paste, making a collage world of cubes and strips of this paper. Addie challenges them by cutting and trimming the silhouette of a house, complete with porch, shrubs, and a window with a curled-up cat. Scissors fly, paste goes down, the layers build up until each one has a brilliant portrait of their home. All the while, there is a buzz of language exploration: “green, green, green,” “dark brown like my dog,” “my house so blue it floats into the sky.” Addie roots for children to close their eyes to remember details and shapes. Once the collages are on display—there is a panorama of brilliant choices.
Students made these collages with Right Brain artist Addie Boswell.
Almost time for the bell.
A squad of 5’s scours the room to pick up scraps, some in charge of red and orange, some tracking down all the blues, and others going for the greens.
As children finish, they leave the “studio” room and settle into free choice math time. And that is the greatest surprise of all: the shapes keep on coming.
In one corner, two boys pour over a cookie tray filled with bright rubber tiles. They are placing the shapes end to end and side to side in puzzle-like fashion.” “A diamond door for a diamond-shaped person!” calls one of the boys as he stands blue diamond tiles up around the edges.
Across the way, a knot of four children works with geo-boards and rubber bands. “Look, we made a house,” (rubber bands for a square surmounted by a triangle roof). “Now look they have neighbors,” (more and differently shaped houses) on a whole row of geo-boards). “Hey look, we made a whole city!” (a grid of rows and columns of geo-boards held together with rubber bands spanning from one to the next.)
See how students transferred some of the same concepts they explored in collage-making to their math time—all on their own volition. These are 6-inch plexiglass squares with a 1 x 1 grid of pegs. Using colored rubber bands, children can stretch the rubber bands to create different shapes that can be used for teaching basic geometry and concepts such as multiplication, perimeter, and area.
This is what you might call “spill-over.” It is what happens because an artist lays the groundwork, students can’t stop imagining, and classroom teachers create environments that foster the spread of inventive thinking. In the wider world of academic learning, educators recognize this as “transfer”—the ability to take a skill or an insight into problem solving in a new setting. But whatever you call it, teachers and artists in The Right Brain Initiative are increasingly looking at this kind of “you can’t stop it from happening” behavior as the hallmark of a successful residency.
**TALK TO US! Right Brain partner educators—what other evidence of spill-over have you seen in your classroom after a Right Brain experience? What sorts of legacies have been laid, that persisted after the artist has left the building? Drop a note in the comments section to let us know.
Dr. Dennie Palmer Wolf is the Evaluation Partner for The Right Brain Initiative, and a principal researcher at WolfBrown, an international consulting firm specializing in arts, culture and innovative planning for communities. She also trained as a researcher at Harvard Project Zero, where she led studies on the early development of artistic and symbolic capacities.
Hear Jonah Lehrer Dissect Creativity
April 3rd, 2012 by Natalie
- Join us at Jonah Lehrer’s lecture on creativity.
A lecture by Jonah Lehrer
“Creativity and the brain: What is it, who has it and how do we achieve it?”
Tuesday, April 10, 2012 | 7 pm
Oregon Convention Center
777 NE Martin Luther King Blvd. | Portland 97232
map
Is creativity a gift bestowed on the lucky few by a higher power? Or is it a muscle that anyone can build with the proper exercise, intention and effort?
In the spirit of interdisciplinary collaboration, OHSU’s Brain Institute and Right Brain are co-sponsoring a lecture next month that will address that question exactly. (Spoiler alert: the lecture sides with the muscle theory!)
Join us April 10th to hear critically acclaimed science writer Jonah Lehrer bring creativity down to earth in his lecture, “Creativity and the brain: What is it, who has it and how do we achieve it?” In it, Lehrer will address the scientific mechanism of creativity, as well as the practical steps we can all take to implement our imaginations to their fullest extent. He’ll ask us to leave behind the age-old myths of the muse and the “creative type” in favor of the New Science model that says the capacity of our imagination waxes and wanes in direct relation to the everyday things we do: showering, caffeinating and laughing, for example.
So who is Jonah Lehrer? Well, he’s an author. And an expert on neuroscience. And an editor. You might know of him if you’re a 20th century literature buff or a neuroscience professor or if you tune into philosophy blogs. In short, he’s just the kind of interdisciplinary thinker we at Right Brain are intrigued by! Deemed “something of a popular science prodigy” by The New York Times, Lehrer has authored two best-selling books, Proust Was a Neuroscientist and How We Decide, as well as Imagine: How Creativity Works, just out this month. He’s also written for The New Yorker, Nature, The New York Times and The Wall Street Journal, and serves as contributing editor at Wired Magazine and National Public Radio’s Radiolab.
A graduate of Columbia University with a degree in neuroscience, Lehrer also studied at Oxford University as a Rhodes Scholar where he received his master’s degree in 20th century literature and philosophy. How’s that for interdisciplinary?
His upcoming lecture promises to make a compelling case for arts integration, not only because its thesis says that anyone can be more imaginative, but also because it will focus on the many seemingly unrelated variables that factor into the creative process. In fact, he’ll be articulating one of the principles upon which Right Brain teaching artist residencies are constructed. That is, that the creative impulse is an elemental and malleable part us all that is inextricably tied to the other diverse (sometimes seemingly opposite) subjects and activities we undertake. It’s the reason we see dance as a conduit to math, photography as a lens on literary studies and theater as a portal to science. “For prompting creativity,” Lehrer writes in his new book, “few things are as important as time devoted to cross-pollination with fields outside our areas of expertise.” We couldn’t agree more!
**Single general admission ticket cost is $30 + fees. Purchase tickets here.**
Read an excerpt from Imagine: How Creativity Works published in The Wall Street Journal here.
Hear Lehrer’s discussion of creativity on NPR here.
OHSU’s Brain Institute presents Jonah Lehrer as part of its 2012 Brain Awareness Lecture Series. The Right Brain Initiative serves as proud co-sponsor of this lecture.
Read more about the OHSU Brain Awareness Lecture series here.
“I used to think kids learned sitting down, but now…”
March 7th, 2012 by Natalie
Working closely with educators is fundamental to our vision of making a permanent impact on our local school systems through the arts. Three times each school year, we bring together classroom teachers, music and art teachers, principals from all our partner schools and Right Brain teaching artists to take in a full day of new arts-based instructional strategies and other educational discoveries. Facilitated by our Professional Development Partner Deborah Brzoska, these sessions allow the group of educators to expand their skills in integrating the arts with other subjects.
By engaging in hands-on creative processes and by reflecting together on student work, teachers come away from these sessions with new realizations about how the arts can be seamlessly incorporated into their teaching, and what potential they can tap in their students through the process.
At the end of every session, we ask for feedback about their learning and what they continue to wonder about. Keep reading to see how educators reflected upon the most recent professional development sessions we held this winter.
Participants engage in a team-building exercise during a training session for teachers and artists hosted by Right Brain.
BEFORE AND AFTER. Partner educators — teachers, principals and artists — voice the transformations that occurred during their professional development with Right Brain:
♦ “I used to think art and academics were hard to combine, but now I think art and academics are inseparable.” — Teaching artist
♦ “I used to think art was a final part of the learning process, but now I think art can drive the introductory or conceptual phase of learning.” — Classroom teacher
♦ “I used to think everybody was only concerned about test scores and standards, but now I think at least some people still see the creative process as important. Thank you, thank you, thank you!” — Classroom teacher
♦ “I used to think Right Brain implementation would be a huge change in instruction, but now I think that it is exactly what our students and staff need in order to stay fully engaged and inspired.” — School administrator
♦ “I used to think kids learned sitting down, but now I think kids need to move to help with learning.” — Classroom teacher
♦ “I used to think this was just an art experience, but now I think it is truly a collaboration and integration to get students to think critically with a deeper understanding.” — Classroom teacher
♦ “I used to think just presenting ideas got students to think and learn concepts, but now I think questions asked properly can guide students into higher level thinking.” — Classroom teacher
♦ “I used to think I had to cram in art, but now I think art enables access to learning.” — Classroom teacher
Teachers and artists collaborate on the kind of exercise that might be implemented during a Right Brain classroom experience.
“AH-HA” MOMENTS. What two teachers pledged they would carry forward into their work:
♦ “Remembering that my most significant learning experiences in school always had a visual arts component.” — Classroom teacher
♦ “Recognizing that innovative and imaginative thinking must occur within the classroom to create an innovative and forward-thinking society.” — Classroom teacher
Read more about our professional development program on the blog.
Last chance to visit The Brain Food Lab
February 17th, 2012 by Rebecca
We continue to be impressed by how eager Museum of Contemporary Craft visitors have been to participate in The Brain Food Lab, a hands-on activity that we’re presenting on-site at the Museum in partnership with our friends at AIGA Portland.
Tomorrow from 2-4pm in The Lab will be your last opportunity to work directly with designers from the AIGA to make your very own contribution to our ProtoTown. Think creatively about what kind of transportation, structures, and community resources you’d like to see in a hypothetical city and then make a model of your vision out of recycled materials.
See below one of our favorite recent photos from the ProtoTown (notice the monorail! rocket ship! some kind of charming snail!), and then find a bunch of additional images here, shot and lovingly posted by Tina Snow Le, one of our partners on the Social Change Committee at AIGA Portland.
Once that’s done, come on down to MoCC to view their thought-provoking exhibition Studio H: Design. Build. Transform., and stop upstairs to realize your own ideas with ProtoTown.
Fine-tuning literacy (and much more!) at Woodlawn
February 16th, 2012 by Monica Hayes
EDITORS’ NOTE: We are pleased to introduce guest blogger Monica Hayes of the Oregon Symphony. For the past couple of months, Monica and several musicians and volunteers from the Symphony have been working at Woodlawn School in Northeast Portland with Pre-Kindergartners, Kindergartners and 1st graders in a dynamic residency that connected music to literacy, foreign language, and even a bit of science curriculum. Students deepened their understanding of character development, analogy, pattern, cause and effect, and developed their abilities to listen, ask questions, empathize and be a member of a community. All this was possible to accomplish in just a few dynamic sessions, due to full participation from classroom teachers, who build upon these experiences with additional instruction between sessions with the Symphony.
…There’s just too much to pack into one paragraph, so we’ll now let Monica break down what this looked like.
A Kindergartner at Woodlawn School creates soundthrough a French horn with the Oregon Symphony's principal French hornplayer John Cox. (Photo by Holly Renton)
When we arrived on January 31 at Woodlawn School to present our “Oregon Symphony Storytimes” introducing some brass instruments, we were whisked to the lower primary classrooms, to be greeted by smiling faces and eager eyes and ears. This was the second of three sessions we will spend with the students andstaff at that school.
As part of the Oregon Symphony residency, all 5 classes from Pre-K through first grade are attending the corresponding Kinderkonzerts at the Peninsula School venue after a musician visit and “Storytime” from each of the sections of the orchestra. The first session, in November, featured the woodwind family with Carin Miller Packwood, the Symphony’s principal bassoonist; and Karen Wagner on oboe. In April, they will prepare for the percussion Kinderkonzert, “A Treasure Trove of Tunes” through a final Storytime visit with percussionist Tom Sessa.
Oregon Symphony principal French horn playerJohn Cox used conventional and unconventional instruments to make sounds torepresent the individual characters in the book "Owl Babies," as volunteerLynne Buechler read aloud. (Photo by Holly Renton)
It was obvious that the teachers had been introducing their students to the instruments and the music of the brass family of the orchestra and the students were now experiencing these orchestral instruments for perhaps the very first time. These kids remembered our last visit and were so hungry to see and hear what we brought with us on this, our second visit, in preparation for the upcoming Brass Kinderkonzert. We noticed that they are very well prepared for our visits. Their teachers had been playing the CD we provided as a resource in preparation of Kinderkonzert performances. Tons of great books on all of the sections of the orchestra were made available to the teachers to use by the Right Brain planning team member and Pre-K teacher Aubrey Pagenstecher, through the Multnomah County Library’s outreach service.
John Cox (principal French horn) and reader Lynne Buechler took the Pre-K and Kindergarten classes through the evolution of the use of the French horn with some silly songs and sounds along the way. Lynne read three picture books as John played music to accompany each story. John used a variety of horn sounds, using a conch shell and a steer’s horn to depict the different personalities of the characters in the beloved picture book “Owl Babies.” The students learned that they can not only hear sound but they can also feel it. He demonstrated this by blowing through a mouthpiece, sending sound waves through a garden hose stretched to the length of the horn (which is way longer than you might think!). On the other end was a common plastic funnel. The students felt the vibrations as the sound traveled through the length of the hose. All of the students were invited to try out the French horn, some found it was harder than it looked. They learned that their mouth needs to be able to make a certain shape, or embouchure, to make a sound.
John Cox first made his “homemade horn’s” funnelinto a hat, before using it to send sound waves through a garden hose, allowingthe students to "feel sound." (Photo by Holly Renton)
Meanwhile, Steve Conrow (trumpeter) and myself as the reader were greeted by the first graders with familiar smiles and raised hands. They were ready with lots of questions about the trumpet …the most sincere one was, “How can I learn to play a trumpet?”
One of our picture books, “Ben’s Trumpet,” dealt with just that question: what do you do when you want to do something so badly, you can just imagine it? Luckily, Ben is ultimately mentored by a jazz trumpeter and given a real trumpet to learn on. We talked in class about how to let people know your passion and then follow up on all you need to do to travel that path to make your dream come true. Steve also showed how sound travels through the tubes of the trumpet and what effect using the different keys and valves has on that sound.
As we were leaving we were so happy to say, “See you next week at the Kinderkonzert!”
The students arrived early to the Brass Kinderkonzert “Royal Rumpus” on February 7 to be greeted by our Brass Quintet. It was so nice to see their anticipation for this second of three concert experiences. They all were ready to sing “La Bamba” in Spanish with narrator Amy Haroldson, and that was a blast. They were also introduced to each of the brass instruments in the quintet. Their similarities and differences were explored, a number of fun pieces of music were presented through a storyline and they learned how an audience member shows appreciation of a performance. They are really getting to know each of the sections of the orchestra up close and personal!
Monica Hayes is the Education & Community Engagement Program Director for the Oregon Symphony. Later this month, she and the Symphony’s principal percussionist, Niel DePonte will work with 6th graders at Woodlawn to compose their own “soundscapes” depicting Ancient Egypt, using found objects as instruments and heiroglyphics symbolizing the notes they will each play in their performance.
Attend our outreach volunteer training
February 15th, 2012 by Natalie
Volunteer Lynn Yarne engages families at Lincoln Street Elementary's Family Art Night in Hillsboro.
Are you interested in getting out into the community with The Right Brain Initiative? We depend on the help of incredible volunteers to conduct our outreach efforts, representing our program at street fairs, art gatherings, family arts nights at our partner schools, and much more!
If you are interested in getting started, or expanding your ability to serve as an outreach volunteer, please join us at one of two required volunteer training sessions in March. You’ll learn how you can engage the public and confidently converse about the many facets of Right Brain. And you’ll learn to succintly answer the question: “What IS The Right Brain Initiative?”
Right Brain Outreach Trainings
Thursday, March 1st: 12:00pm – 1:30pm
- or -
Tuesday, March 13th: 6:00pm – 7:30pm
Regional Arts & Culture Council
411 NW Park Avenue, Suite 101
Portland, OR 97209
To attend the training:
- You must fill out the volunteer application prior to registration (and be sure to check the “Outreach” box under Areas of Interest).
- Then, RSVP to one of the trainings by sending a confirmation email to RightBrainOutreach@racc.org.
**If you are definitely unable to attend one of the two required training sessions listed, but still want to volunteer, please let us know!