Meet the Presenters:


Opening Keynote: Access To The Arts For All: A Journey From Parent To Advocate For Change

  • For all attendees
  • Live synchronous 45-minute session
  • Dr. Ryan Hourigan, Director, School of Music and Professor of Music Education, Ball State University
  • Presented Monday July 12, 10:00-10:45 am

Ryan Hourigan shares the unique story that has led him to become a leading advocate for the inclusion of students with disabilities in arts education. Ryan invites the audience along on his journey from music educator and parent to advocate for change, highlighting stories of the exceptional students that have inspired his work along the way.

RYAN HOURIGAN is a researcher, celebrated author, administrator, consultant and national workshop leader. Dr. Hourigan holds degrees from Eastern Illinois University, Michigan State University and a Ph.D. in Music Education from The University of Michigan and currently teaches music education and is the Director of the School of Music and is the CFA President’s Immersive Learning Fellow at Ball State University. Currently in its second edition, Hourigan is the co-author (Alice Hammel) of Teaching Music to Students with Special Needs: A Label-free Approach. Hourigan and Hammel’s second book, Teaching Music to Students with Autism, was released in the fall 2013 as well as their third edited text “Winding it Back” was released in 2016, all with Oxford University Press. In 2009, Hourigan co-founded the Prism Project, which provides an opportunity for Ball State students to gain skills in the area of teaching students with special needs. The Prism Project model has been duplicated at several other areas around the country. Starting in 2012, Dr. Hourigan provided a series of presentations for The John F. Kennedy Center for the Performing Arts that are now on the National Roster of presentations through the Kennedy Center.


Closing Keynote: Building Social-Emotional Wellness Through the Arts 

  • For all attendees
  • Live synchronous 45-minute session
  • Dr. Brandie Oliver, College of Education, Butler University
  • Presented Tuesday July 13, 4:15-5:00 pm

Just add Art? Is it that simple? Come and learn about the Indiana Social-Emotional Art-Based Learning Competencies and the work being done to highlight the importance of arts integration.  The saying, it takes a village, could not be more relevant than today. Our schools’ needs have reached a tipping point, and we can no longer work from silos or fragmented systems.  Social-emotional learning (SEL) needs to be integrated, comprehensive, and systemic to support all students’ social-emotional and academic growth and development. The arts, and those with expertise in the arts, are valuable partners in this work. Learn about how arts integration is a vital piece in developing a comprehensive SEL Framework.

BRANDIE OLIVER is an Associate Professor at Butler University teaching in the Graduate School Counseling Program. Before Dr. Oliver’s current role, she worked most recently as a middle school counselor but also has experience at the elementary and high school levels. Brandie sees her role as a resource and support for Professional School Counselors as well as an advocate and source of positive change for all students, parents, and educators. Her specific areas of interest include social-emotional learning, restorative practices, grief and loss, and culturally responsive education. Brandie has served families at Brooke’s Place for Grieving Young People as a support group facilitator for grieving teens and also as a grief therapist for individual counseling. Dr. Oliver is a co-author of the Indiana Department of Education’s Social-Emotional Learning Competencies. She is also one of the authors of Suicide Prevention & Response: A Comprehensive Resource Guide for Indiana Schools, a document written in collaboration with the Indiana Department of Education in response to Indiana legislation.

Sessions Offered Only Once

Laying a Foundation: Defining Arts Integration 

  • Required session for first-time conference attendees or those who have not previously attended this session in their communities
  • Asynchronous self-guided online module (takes approximately 60-90 minutes to complete)
  • Led by Sean Layne, drama teaching artist from Virginia
  • Presented Monday July 12, 11:00 am-12:30 pm

This session unpacks the definition of art integration and uncovers the characteristics of quality integration that align with best practice in education. Join Sean Layne, co-author of the Kennedy Center’s internationally adopted definition, as he guides you through this informative session.

SEAN LAYNE, a native of the Washington, D.C. area, received a B.F.A. degree in acting and studied acting in London, England.  He is founder of Focus 5, Inc., a national arts education consulting company which focuses on arts integration across the curriculum for grades Pre-K-12.  Mr. Layne presents professional development workshops for teachers and has designed training seminars for teaching artists nationwide for the John F. Kennedy Center for the Performing Arts.  He is also an Arts Coach for the Kennedy Center’s Changing Education Through the Arts (CETA) program.  For over a decade Sean Layne acted, directed, and designed sets for the InterAct Story Theatre, a professional theatre company that has served more than 4,000 schools, museums, libraries, and festivals around the world.  He began working with the Wolf Trap Institute Early Learning Through the Arts program in 1989.  As a Master Artist, he has represented Wolf Trap across the country and internationally and has designed and piloted new residency and workshop models for the Institute.


Documenting Student Learning Through The Arts 

  • For all attendees
  • Live synchronous 90-minute participatory workshop
  • Led by Jamin Carter, visual art teaching artist from Tennessee
  • Presented Monday July 12, 11:00 am-12:30 pm

Communicating what students have learned through arts-integrated instruction can be complex and challenging. How do we share the learning process or the depth of student understanding when a product or performance only shows a part of it? In this session, explore purposes, components, and formats for communicating arts-integrated instruction and student learning, and consider ways to align them to the needs of various constituencies such as school administrators and parents.


Defining Arts Integration: The What and Why Follow-Up  

  • For all attendees
  • Live synchronous 90-minute session
  • Led by Jamin Carter, visual art teaching artist from Tennessee
  • Presented Monday July 12, 1:30-3:00 pm

This session is for those participants who also complete the online, self-guided module “Laying a Foundation: Defining Arts Integration,” on Monday afternoon. Connect with presenter Sean Layne, the co-author of the definition, to share thoughts, ask questions, and deepen understanding of the Kennedy Center’s approach to arts integration.  Participants will also have the opportunity to put the definition into action by participating in an online arts-integrated lesson! Conference participants who have attended the workshop “Laying a Foundation” in previous years are also invited to attend this conversational session.


Lines and Shapes: Integrating Visual Art and Geometry 

  • For Teachers of Grades of Pre K-2
  • Live synchronous 90-minute participatory workshop
  • Led by Jamin Carter, visual art teaching artist from Tennessee
  • Presented Monday July 12, 3:30-5:00 pm

The concepts of lines and shapes are not only central to Pre K-2nd grade mathematical understanding; they are also building blocks of visual art. In this workshop, explore how students can use art to construct and demonstrate their understanding of geometry. Participants will learn basic vocabulary for identifying and describing types of lines in works of art. They will also have the opportunity to create their own abstract drawings, discovering how this approach fosters creativity and success in all types of learners!

JAMIN CARTER is an educator, activist, artist, and minister who calls Memphis, TN his home. He holds a BFA in sculpture and painting and a MAT in visual art education. As an educator, he has many years of experience working as a public school teacher in several diverse, Title I classrooms ranging from elementary art to high school studio art and AP art history. Additionally, he has served as a mentoring coach for elementary and middle school art educators across his school district. As a national arts integration consultant with Focus 5, Jamin leads visual art and drama-based workshops in schools, museums, and arts centers across the country.  He also collaborates with other consultants on new and existing workshops. As an artist, Jamin works in a variety of mediums such as oil painting, sculpture, and mixed media. Working out of his studio in Memphis, he participates in exhibitions, volunteers as a consultant for public art works, facilitates panel discussions, and occasionally curates shows.


Successful Arts Integration: A Real-Life Example

  • For all attendees
  • Live synchronous 90-minute session
  • Led by staff from the Edison School of the Arts, Indianapolis
  • Presented Monday July 12, 1:30-3:00 pm

Hear from Edison School of the Arts staff to learn about their journey in developing an arts integration focus at their school, and engage in discussions with your colleagues as you consider the implications for your school.

With Nathan Tuttle, CEO and Executive Director; Amy Berns, Principal; Amber Price, Fine Arts Coordinator; Cinnita Sayles, Middle School Science Teacher; Andrea Arms, 4th Grade Teacher; Maura Renzi, 1st Grade Teacher; and Beth Pohl, 1st Grade Teacher


In Real Life: How To Find And Fund Arts Integration Support

  • For all attendees
  • Live synchronous 90-minute session
  • Presented Tuesday July 13, 2:30-4:00 pm

If you like what you’re hearing, seeing, and experiencing about arts integration at this conference, but aren’t sure how to get started in terms of implementation, this session is for you! Learn how to find teaching artists plus some strategies for funding their work in your school. This session will include a panel of organizations—both local and statewide—who employ and deploy professional teaching artists, as well as funders presenting information about accessing their resources.

With Lacey Bohlen, Title IV Grants Specialist, Indiana Department of Education; Ernest Disney-Britton, Vice President of Community Impact and Investment, Arts Council of Indianapolis; Stephanie Haines, Arts Education and Accessibility Manager, Indiana Arts Commission; and Scott Janz, Director of Artist Programs, Arts for Learning


Sessions Offered More Than Once

Learning to Move, Moving to Learn: Exploring Early Science Concepts through Movement and Creative Dance 

  • For Teachers of Grades K-2
  • Live synchronous 90-minute participatory workshop
  • Led by Kimberli Boyd, dance teaching artist from Michigan
  • Presented Monday July 12, 1:30-3:00 pm; Tuesday July 13, 10:00-11:30 am and 2:30-4:00 pm

Movement and creative dance provide an opportunity to engage young learners in a kinesthetic way — combining the practice of self-regulation and body awareness while tapping into their inherent creativity and sense of play. In this interactive workshop, participants will learn simple strategies for integrating elements of dance, movement improvisation, and principles of choreography with science concepts. In no time at all, students will move to build vocabulary, develop the skills of observing and reporting, recall processes and cycles, and create dances that bring science content to life.

KIMBERLI BOYD, owner of “Dancing Between the Lines,” is a Dancer, Choreographer, Master Teaching Artist, and Arts Integration Consultant. As Yoga Teacher registered at the 500 level, and Yoga Therapist certified by the International Association of Yoga Therapists, Kimberli has a passion for moving bodies, hearts, and minds.  Kimberli believes, “art is powerful – dance is empowering…” and has toured extensively both nationally and internationally, facilitating workshops and residencies that use movement and creative dance as a means of exploring creativity, empowering positive self-image, workplace wellness, community/corporate team building, and more. Whether experienced in person or through virtual platforms, her original body of work, “Reaching the Kinesthetic Learner though Movement and Creative Dance,” is a dynamic and highly effective approach that integrates elements and principles of dance with key concepts across the curriculum to learning in math, science, and language arts for students pre-K through 8 and beyond.


BARS: Learning the Writing Process through Rap 

  • For Teachers of Grades 3-8
  • Live synchronous 90-minute participatory workshop
  • Led by Bomani Armah, hip hop teaching artist from Maryland
  • Presented Monday July 12, 3:30-5:00 pm; Tuesday July 13,10:00-11:30 am and 12:30-2:00 pm

In this interactive workshop, Baba Bomani will show teachers how to use aspects of hip-hop art and culture to create an engaging learning environment. Participants will learn rhyme-based strategies that build student writing and communication skills using the five steps of the writing process (pre-writing, drafting, revising, editing, and publishing). Through the art of hip-hop, these strategies also enhance vocabulary while making connections between essay writing and songwriting.

For 20 years, BABA BOMANI ARMAH has used his experience as a producer and MC to teach arts-integrated workshops, residencies, assemblies, and professional development with his curriculum, BARS. Baba Bomani uses his life experiences, mixed with his musical and poetic skills, to paint lyrical pictures of life as he sees it and the future as he envisions it. His videos have been featured on BET and MTV2, and he has hosted and performed everywhere from the Washington National Cathedral to the Fillmore in New York City. Bomani is a Kennedy Center for the Arts teaching artist and a roster artist with Young Audiences of Maryland, Young Audiences of New Jersey and Eastern Pennsylvania, United Arts Council of Raleigh and Wake County North Carolina, and Arlington County Virginia. Baba Bomani is the founder of Watermelon Day at Sankofa, a yearly celebration of community, art, education, and watermelon at Sankofa Video & Books Café. He is also the founder of a literacy and history club for students called the Frederick Douglass Writing Club.


Storytelling for Diverse Learners Across the Curriculum  

  • For Teachers of Grades K-2
  • Live synchronous 90-minute participatory workshop
  • Led by Sherry Norfolk, storytelling teaching artist from Missouri
  • Presented Monday July 12, 3:30-5:00 pm; Tuesday July 13,10:00-11:30 am, 12:30-2:00 pm, and 2:30-4:00 pm

In this workshop, participants will explore flexible, adaptable storytelling strategies to reach students with all kinds of diverse learning styles. These strategies authentically address cross-curricular standards in the primary grades while giving young students with special needs a joyful way to demonstrate understanding and achieve their learning goals.

SHERRY NORFOLK is an award-winning storyteller, author, and teaching artist from St. Louis, Missouri. She is co-author of 17 books, including Storytelling Strategies for Reaching and Teaching Children with Special Needs and The Storytelling Classroom series (four books that explore rigorous, standards-based storytelling strategies for learning across the curriculum). A Wolf Trap Teaching Artist, Young Audiences Teaching Artist, and member of five state arts council performing and/or teaching artist rosters, Sherry has performed and led residencies and professional development workshops across the country and southeast Asia.




Reaching English Learners: Building Vocabulary in Social Studies through Creative Movement 

  • For Teachers of Grades 2-5
  • Live synchronous 90-minute participatory workshop
  • Led by Lorena Cervantes, dance teaching artist from Virginia
  • Presented Monday July 12, 3:30-5:00 pm; Tuesday July 13, 12:30-2:00 pm and 2:30-4:00 pm

An essential part of the social studies curriculum across grade levels involves understanding various peoples and cultures, both past and present. This workshop provides strategies that connect the elements of dance with aspects of the social studies curriculum. Using creative movement to represent people, places, and environments helps students deepen their understanding of new vocabulary and facilitates multisensory learning, which explicitly benefits English language learners. Through repetition and movement, students can express their comprehension of key concepts and build more profound and meaningful connections to the social studies curriculum.

LORENA CERVANTES has been the Dance Integration teacher at Bailey’s Elementary School for the Arts and Sciences for over a decade. She is also a national workshop leader for The John F. Kennedy Center for the Performing Arts and a professional dancer.  Lorena was born and raised in Costa Rica. She began her professional career as a dancer, was a dance professor at the National University of Costa Rica, and the director of the National Dance Company. She moved to the Washington, D.C. area in the 1980s and received her MFA in dance from George Washington University.  For more than fifteen years, Lorena was a Master Artist for the Wolf Trap Institute Early Learning through the Arts program, where she led residencies and professional development workshops throughout the United States and other countries.  Ms. Cervantes was the 2017 recipient of the Hispanic Teacher of the Year award and the 2018 recipient of the Hispanic Heritage Month Proclamation for Fairfax County Public Schools.


Literacy Enrichment through Creative Drama: Narrative Pantomime in the Classroom 

  • For Teachers of Grades K–2
  • Live synchronous 90-minute participatory workshop
  • Led by Maria Cary, drama teaching artist from Florida
  • Presented Monday July 12, 1:30-3:00 pm and 3:30-5:00 pm; Tuesday July 13, 10:00-11:30 am and 12:30-2:00 pm

Ignite your creativity, deepen your practice, and engage your students through pantomime! This interactive workshop introduces participants to narrative pantomime, a powerful drama strategy that emphasizes vocabulary, development, context building, and reading comprehension. Teachers will learn the four elements of pantomime and identify how to successfully guide students through a narrative pantomime based on an image or text. Get ready to set the stage for drama in your classroom!

MARIA CARY is a professional Theatre for Youth educator. The current Drama and Dance Resource Teacher for Orange County Public Schools, she holds an MFA in Theatre for Young Audiences from the University of Central Florida and a BA in Theatre and Elementary Education from the University of North Carolina Wilmington. The past seven years have brought Maria opportunities to teach, perform, and share her love for young people internationally and throughout the U.S. Her credits as a teaching artist include Flat Rock Playhouse (Flat Rock, NC), The Coterie (Kansas City, MO), La Isla Bonita (San Pedro, Belize), and Orlando Repertory Theatre. Her passion for creative drama inspired When Pigs Fly, a Theatre for the Very Young piece based on Maria’s thesis work, which made its professional debut Fall 2019 at Orlando Repertory Theatre. You can reach Maria at


Singing the Words: Lyric Writing in the Classroom  

  • For Teachers of Grades 3-8
    • Live synchronous 90-minute participatory workshop
  • Led by Stuart Stotts, music teaching artist from Wisconsin
  • Presented Monday July 12, 1:30-3:00 pm; Tuesday July 13, 12:30-2:00 pm and 2:30-4:00 pm

Music is a central part of most students’ lives; they listen, they sing, they dance.  In this workshop, teachers can tap into this natural affinity towards music and learn basic song structures and patterns so that students can use to write, sing, rehearse, and perform original song lyrics. This creative process helps students demonstrate their understanding of any content area while experiencing the joy of music. No musical training is necessary; only an interest in singing is needed.

STUART STOTTS is a songwriter, storyteller, and author from Madison, Wisconsin. He has worked as a full-time performer since 1986 and gives more than 200 shows a year for kids, families, and adults around the Midwest, and sometimes farther. Mr. Stotts is a frequent presenter at conferences and workshops for teachers, parents, and librarians. He has worked extensively as an artist-in-residence in elementary, middle, and high schools. He has also released several award-winning recordings and is the author of The Bookcase Ghost: A Collection of Wisconsin Ghost StoriesBooks in a Box: Lutie Stearns and the Traveling Libraries of WisconsinCurly Lambeau and the Green Packers, and most recently, We Shall Overcome: A Song that Changed the World.



Designing Classroom Spaces for Arts Integration 

  • For all attendees
  • Live synchronous 60-minute session
  • Led by Jessica DiLorenzo, Arts Integration Curriculum Specialist from Florida
  • Presented Monday July 12, 11:00 am-12:00 pm and Tuesday July 13, 10:00-11:00 am

Arts integration and 21st-century learning require collaboration, creation/design, and the engagement of higher order thinking. Unfortunately, many classrooms were not designed with this type of learning in mind! In this session, explore ways to redesign and organize a classroom’s physical layout and furniture to create a flexible space that supports students’ ability to be creative and collaborative while constructing and demonstrating their understanding through the arts.

JESSICA DILORENZO holds a master’s degree in Elementary Education as well as a bachelor’s degree in psychology and theater arts from Rutgers University, New Jersey. Additionally, Jessica has been a creative mover her whole life, and she has received over 500 hours of mindfulness and yoga training. She has been joyfully integrating the arts and facilitating project-based learning in elementary school classrooms since 2006, and she’s led professional development workshops for teachers and school leaders since 2013. In 2019, she received an award for Leadership in Arts Education from The Arts and Cultural Alliance of Sarasota County. She is the Arts Integration and Social Emotional Learning Curriculum Specialist for Any Given Child Sarasota, a national consultant, and a coach and mentor to educators, teaching artists, and leaders across the nation.


Successful Arts Integration: A Real-Life Example

ANDREA ARMS is a graduate of Indiana University-Bloomington, where she received her Bachelor of Science degree in Civic Leadership in 2004. After working in the nonprofit world for some years, she completed the Transition to Teach Master’s Program at Indiana University  and began her teaching career in 2011. She has worked as a Title I interventionist and 1st grade teacher, and is currently a 4th grade teacher at Edison School of the Arts.


AMY BERNS is a dedicated professional serving the Indianapolis Public Schools and their students for 16 years. Berns received her bachelor’s degree in Social Work from Ball State University, and then completed her Transition to Teaching Certification for Kindergarten-6th Grade from Indiana Wesleyan University. Mrs. Berns spent seven years teaching 2nd grade and kindergarten, and one year in special education. During that time, she went back to school and earned her master’s degree in special education. Berns became a building level literacy coach, expanding her reach by supporting teachers Kindergarten through 6th grade. After that time, Mrs. Berns joined the Curriculum and Instruction team at the district level where she supported elementary education. Mrs. Berns pursued her masters of arts degree in education from Ball State University. In 2016 Mrs. Berns became the Assistant Principal of Edison School of the Arts alongside Mr. Nathan Tuttle; in 2017, Edison School of the Arts became an innovation school in IPS.  Last year, Mrs. Berns became the proud principal of Edison School of the Arts and Nathan Tuttle assumed the role of CEO/Executive Director. Berns was teacher of the year and in the top 10 teach of the year candidates for Indianapolis Public Schools.  She was the recipient of the Presidential Award for Teaching Mathematics and Science, and a 2-time recipient of the Above and Beyond the Call of Duty Award. Mrs. Amy Berns completed the National Relay Principal Academy fellowship with distinction. She is passionate about education and the students, staff, families, and larger community that she serves.


BETH POHL is a passionate and motivated educator.  Ever inspired by the arts, she received her bachelor’s degree in Theater Arts: Performance from California State University, Long Beach. She remained in Los Angeles for 12 years, honing her craft working in theatre, film, and television. It was during this time that she also began teaching youth theatre classes locally. This small change ignited a light in her that put her on the path to full-time teaching. She returned to school, receiving her Master’s Degree in Elementary Education: Curriculum and Instruction from Shippensburg University. Her range of background has now placed her at the perfect location, Edison School of the Arts, where she can use both her arts and educational training and background to uniquely educate and inspire and promote arts-based learning


The arts have always been a part of AMBER PRICE’s life from dance classes, to singing in her church choir, joining her high school and college marching bands, and majoring in music education playing the saxophone in college. Amber grew up in east Texas, where she received her bachelor’s degree in music education from Stephen F. Austin State University in Nacogdoches, Texas. After moving to Indiana, she received her master’s degree in music education with an emphasis in Orff Schulwerk from Anderson University. Amber is a certified Orff Schulwerk teacher, receiving her certification from Southern Methodist University in Dallas, Texas. Amber taught general music in elementary schools for 21 years before moving into the role of Fine Arts Coordinator and Arts Integration Specialist at Edison School of the Arts.


MAURA RENZI is a committed and enthusiastic teacher who has worked for the children of Indianapolis for  33 years. Renzi received her bachelor’s degree from Indiana University-Indianapolis in Elementary Education with an endorsement in Kindergarten. Miss Renzi spent her first year of teaching in a 1st grade setting at Holy Cross Catholic School in downtown Indianapolis. In 1988, Miss Renzi went to work for Indianapolis Public Schools. During her years with IPS, Miss Renzi worked as a 2nd grade teacher, Title I Reading and Math specialist, and as a 1st grade teacher. While teaching, Renzi received her Master’s of Education degree from Indiana Wesleyan University. Renzi has also been a trainer among teachers at both the school and district levels in the areas of reading, writing, and math. Renzi has been chosen as her school’s teacher of the year 3 times. In 1996 Miss Renzi was chosen as IPS Teacher of the Year and was an Indiana Teacher of the Year semi-finalist. During her year as IPS Teacher of the Year, Miss Renzi was privileged to serve as an IPS Spokesperson and was featured in the IPS Commercial “Indy’s Best Kept Secrets.” In 2017 Miss Renzi followed her love for the arts and life-long learning and went to work at Edison School of the Arts as a 1st grade arts integration classroom teacher.


CINNITA SAYLES is a 30-year veteran science teacher, who has spent those years in the Indianapolis Public School system. Cinnita is also an alumnus of the system in which she teaches, and this gives her immense pride. Over the years she has taught in various classroom settings including co-teaching with math, language, social studies, ESL, and special education teachers. She spent over a decade working in Alternative Education, and has taught both high school and middle school science to young luminous minds. Cinnita is presently teaching middle school science at Edison School of the Arts, and it is here where she continues to enrich her knowledge and teaching by learning how to truly integrate different art forms into her teaching style.


NATHAN TUTTLE is the Executive Director and CEO of Edison School of the Arts located in downtown Indianapolis. He received his bachelor’s degree in Music Education from Indiana University in 1998 and completed his Kodaly Levels I and II in 1999 and 2000 from Capital University in Columbus, OH. He began his teaching career in Batesville, IN teaching children’s choir and general music to grades 4 and 5. During his time in Batesville, he became more and more acquainted with Indianapolis Children’s Choir and eventually became a satellite conductor for ICC while also accepting a music and choir position with the International School of Indiana. His interests were shifting to school administration. He soon accepted a position with Indianapolis Public Schools and eventually took the next step and obtained a Master of Arts in Teaching and Education Administration allowing him to become a School Administrator. Mr. Tuttle later became the Assistant Principal at James A. Garfield K-8 School, and later accepted a position as the principal for Nicholson Performing Arts Academy. After 2 years, IPS decided to expand the program from K-5 to K-8 and moved his team and families to a more central location in an even more beautiful and equipped facility. Since that move, Nicholson, renamed Edison in sync with the name of its new location, has been making huge academic gains and artistic gains with its over 600 students. Edison offers abundant and diverse choices of performing arts opportunities and has a rich authentic arts integration model in which a Kennedy Center Teaching Artists come to the school for 3 days a month, every month of school. During their stay, the Teaching Artists facilitate rigorous professional development with adults and demonstrate lessons with children during the school day, and Edison teachers complete lessons and observations. Nathan is passionate about children’s academic education and their artistic development. Edison is a place where a child is in an environment that can truly be engaged in rigorous academics and the arts!



How to Find and Fund Arts Integration Support

LACEY BOHLEN is a Title IV Specialist at the Indiana Department of Education where a key focus for her is to assist districts in funding well-rounded educational opportunities. Just last year, Lacey was able to release over $1 million for our first-ever Title IV Innovation Grant. This funding supported over 30 districts in Indiana with implementing new and innovative programming supporting social-emotional learning through well-rounded educational opportunities, and held an emphasis in the arts. With her background in the arts and over a decade of experience as an art educator teaching everything from developmental preschool art to AP High School arts courses, Lacey has been able to promote the value and importance of the arts throughout the Department of Education, and is determined to continue to do so.


ERNEST DISNEY-BRITTON is Vice President for Community Impact and Investment at the Arts Council of Indianapolis, where he is responsible for developing, managing, and measuring grantmaking strategies that ensure equitable access to arts and culture in Indianapolis, and which achieve community-level impact via artists, arts organizations, and public schools. In this role, Ernest provides leadership to the Community Impact and Investment team (grants, research, education, and equity programs) and to volunteer teams to help the arts sector reach its full impact. He actively works to build collaborations on behalf of the Arts Council of Indianapolis with funding partners, grantee partners, civic organizations, and local, state, and national entities.


STEPHANIE HAINES is the Arts Education and Accessibility Program Manager at the Indiana Arts Commission. She has a passion for engaging learners through creativity and works to promote arts integration statewide. Haines holds a master’s degree in arts administration and a bachelor’s degree in visual art education, and does painting in her free time.


SCOTT JANZ joined Arts for Learning in the summer of 2019 as the Director of Artist Programs; in that role, he leads a roster of 60 teaching artists. For 12 years in Indianapolis, Janz honed his craft as an interdisciplinary artist and educator. Much of this work was in the non-profit sector, in service to the community. But throughout their multi-faceted career, he has maintained the guiding principle that creativity is a vehicle for self-empowerment, and ultimately community-building. In other words, the process is the outcome. Janz’s repertoire of program creation engaging inter-community development includes topics centered on Practical Culinary Skills, Small Business Development, and Conflict Transformation/Peaceful Engagement. Their instructional background viewed from a wide lens has them teaching young people, ages 12-24, working in kitchens, schools, prisons, community centers, and court rooms, in subjects including culinary arts, music, entrepreneurship, self-determination, critical thinking, job readiness, and career planning. He completed a bachelor of music degree in composition, cum laude, from Butler University.

Download a PDF of the Schedule and Sessions

Download a PDF of the Panelists’ Bios for Monday’s session, Successful Arts Integration: A Real-Life Example

Download a PDF of the Panelists’ Bios for Tuesday’s session, In Real Life: How to Find and Fund Arts Integration Support