Friends Forward

In this workshop, participants will explore how art therapy theories and interventions reflect and intersect with Quaker values of resilience, authenticity, social justice, and activism, thereby promoting emotional development and the growth of critical consciousness in children.  Participants will learn the foundational alignment of art therapy and Quakerism, the presenter’s utilization of art therapy tools for building student resilience and social justice activism, how art therapy concepts and interventions are incorporated into daily Quaker school life and education, and how teachers and staff can utilize art to promote emotional and identity development in students.  Participants will be invited to engage in art making during this workshop to experience and practice the concepts presented.  

As educators, we value and curate our course content. As Quaker educators, we strive to bring every student into community, with integrity, while nurturing their individuality. Resonance, the scientific concept, refers to an efficient exchange of energy. Resonant Teaching refers to the idea that students learn best when in a purposeful relationship with their teacher; they intentionally seek to know one another, or, to Quakers, seek one another’s Light Within. We offer Resonant Teaching as a framework for merging these two important tasks of true learning and true connection. We believe that when resonance is achieved, teaching and learning seem to propel themselves forward. We will explore strategies for taking the purposeful craft of resonating with students from the mystical and metaphorical to the actionable. 

*This workshop will also be held Friday, July 10 8:30-9:30AM (Workshop 4).*

In an era of political polarization, Quaker schools face the challenge of maintaining a cohesive community while honoring the Light in each individual. This session invites Quaker educators to consider the role of student journalism as a vital “public square” for institutional health. Using Abington Friends School’s student newspaper, The Blue and White, as a case study, we will explore how moderated online comment sections can transform potentially toxic digital spaces into venues for authentic Quaker practice. Curated prompts, modeled on the New York Times Learning Network’s Student Opinion questions, invite upper school students to engage in respectful disagreement and discernment on issues ranging from campus life to global ethics. This practice offers a window into student sentiment and a proactive tool for civic education. In one example, student discourse sparked a new faculty committee and evolved school practices, proving that a well-moderated digital forum can lead to constructive institutional growth. The session will transition into an interactive dialogue, inviting participants to examine the function of journalism in their own schools. We will discuss how student media can serve as a catalyst for community-wide civil discourse.