There are many challenges to building and leading a social justice organization dedicated to the practice of developing youth leaders, supporting their artistic voices, and facilitating political learning. In this video chat, Khary Lazarre-White, recipient of the 2016 National Guild Leadership Award, shares insights from his 20+ years at the helm of The Brotherhood/Sister Sol and facilitates a discussion focusing on strategies for advancement of the work of a social justice practitioner.

In this clip from a National Guild Arts in Education Network event, national experts in social justice-based arts education address how classroom educators can prepare their students for potentially difficult conversations around power, inequality, and oppression.

In this clip from a National Guild Arts in Education Network event, Moriah Carlson, DreamYard Project, shares her organization's strategy for preparing K-12 classroom teachers for lessons centered on social justice. She discusses how to set expectations around the values of your organization and form a working partnership that best supports the students.

For the first time, publicly-available consumer research has been conducted to learn what tweens and teens think about the arts and what influences their decisions about where and how to spend their free time. Join us as we discuss the findings of the Wallace Foundation-commissioned report, Something to Say: Success Principles for Afterschool Arts Programs from Urban Youth and Other Experts.

In this webinar, you'll to learn how to sustain and deepen your creative aging program through developing a network of partners within the aging services sector, documenting your impact, raising awareness, and broadening your base of support.

Many arts education organizations rely on part-time teaching artists, but are these artist-educators employees or independent contractors? The answer is: it depends. During this interactive webinar, we discuss why correct employee/independent contractor classification matters, identify factors in determining correct classification, and address what to do if you think that you have misclassified your teaching artists. We also examine real-life examples from nonprofit education organizations.

Hasan Davis is a Hope Dealer. He knows first-hand the impact that one committed champion can have in transforming a young life experiencing difficult times. As a young man, Hasan faced multiple social and personal challenges, but the opportunity to creatively engage the world and find his own voice allowed him to exchange one “JD” for another. He went from Hasan Davis, Juvenile Delinquent to Hasan Davis, Juris Doctor. Come walk a few miles with Hasan and be reminded why your work is even more important today than ever.

This is the third and final article in a series on evaluation. In it, the author addresses some of the thorny issues likely to arise in the last stages of an evaluation. Its purpose is to say aloud that even the most glowing evaluations — if they are thorough — raise challenging issues.

Arts education is vital tool for Title I schools that are looking to increase student success. However, it is not always viewed that way. This GuildNotes article explores how schools receiving Title I funding can take advantage of arts integration opportunities and how community arts educators can be partners in the process.

In this webinar, John McCann, lead faculty of the National Guild's Community Arts Education Leadership Institute (CAELI), explores three critical questions about how leaders can manage time, energy, and focus that’s attentive to both the ‘today’ we reside within and the ‘tomorrow’ we strive to occupy: How does our work in the present moment serve the future we dream of? What questions engage colleagues in ways that challenge the comfort of the status quo? How can organizational learning bridge between past experience and future possibility?