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WILLIAM WRIGLEY
wrnwrigley at gmail.com
likethegum.com
SUMMARY OF QUALIFICATIONS:
- New York State Professional Teacher Certification: K-12 Visual Arts.
- Well-versed in developmental needs of children, adolescents and teenagers.
- Excellent written and oral communication skills. Able to adjust scaffolding and tone to maintain group order and serve the differentiated needs of various age ranges and ability levels.
- Able to create engaging, cohesive interdisciplinary visual art lesson plans, ensuring achievement of required educational benchmarks.
- Deep knowledge of art history and theory. Able to integrate works, styles and theories from art history into studio-based lessons and projects, connecting students’ personal artwork to larger historical themes and trends.
- Proficient in a variety of art media and techniques, including: painting oil, acrylic, watercolor); drawing and cartooning; printmaking; sculpture; digital photography and imaging.
TEACHING EXPERIENCE:
2020-present Stuyvesant High School, New York, NY
Visual Arts Teacher
Develop curriculum for, and teach, classes for students with a wide range of previous experience with art and artmaking: Art Appreciation (9th grade, single-semester class combining art history and art production); Comic Arts (teaching the mechanics and techniques of comics as a long-form storytelling medium); Advanced Placement Studio Art: Drawing. Developed curriculum and student resources for one-year sabbatical replacement: Advanced Placement Art History. Organize after-school and C6-period studio hours for students to catch up on and expand classwork, receive additional one-on-one instruction and scaffolding, and produce extracurricular art projects.
School Leadership roles: Stuyvesant Equity Team; Culturally-Responsive Education Committee
2012-2020 Academy for Environmental Leadership, Brooklyn, NY
Visual Arts Teacher
Developed and taught heterogeneous (IEP-and-ELL-inclusive) art classes, grades 10-12, including 10th Grade Intro Studio Art and Advanced Placement Studio Art: Drawing. Additional short-term classes: Art & Visual Culture (2012-14); Creative Writing (Spring 2015); Creative Expression (student-focused writing and visual art workshop, 2015-16); Yearbook (2016-17; 2018-19). Organized after-school and C6-period studio hours for students to catch up on and expand classwork, receive additional one-on-one instruction and scaffolding, and produce extracurricular art projects. As head of the Senior Cohort Team, developed solutions to address issues facing current senior class, as well as planning prom, graduation and fundraising events.
School Leadership roles: Yearbook coordinator (2012-present); National Honor Society co-advisor (2012-present); Senior Advisor (2013-present); New Teacher Mentor (2015-present); Senior Cohort Team leader (2016-present); Staff Development Council member (2016-present); Principal’s Instructional Cabinet (2017-present); Student/Teacher Leadership Team (2019-present).
2011- 2012 International Arts Business School, Brooklyn, NY
Visual Arts Teacher
Developed and taught two sections each of heterogeneous (IEP-and-ELL-inclusive, Grades 9-12) Foundation Art and Advisory, in addition to a three-course elective Art Studio program. Organized after-school and prep-period studio hours for students to catch up on classwork. With other members of the Arts Department, planned end-of-year Arts Festival. As part of the Senior Inquiry Team, developed solutions to address issues facing current senior class, including mentoring of individual off-track students.
2010 – 2011 Intermediate School 93, Ridgewood, NY
Art Teacher (long-term per-diem instructor, November - May)
Developed and taught 7th-Grade visual art curriculum, modified as necessary to teach 13 sections of various needs (averaging 30 students per section, including self-contained IEP and ELL classes). Reintroduced art to the school after a seven-year absence.
Spring 2010 Public School 295, The Studio School of Arts and Culture, Brooklyn, NY
Student Teacher, Elementary School Art
Assisted cooperating teacher Carol Parlato-Rapp in teaching, classroom management and lesson/curriculum design and implementation for Pre- K-4th Grade students. and ELL classes). Designed and taught interdisciplinary lessons to fulfill specific New York City elementary education benchmarks. Provided individuals and classes with feedback, technical advice and encouragement.
Fall 2009 Brooklyn Friends School, Brooklyn, NY
Student Teacher, Upper School Visual Arts
Assisted cooperating teacher Yuval Ortiz-Quiroga in teaching, classroom management and lesson implementation for two sections of 9th-10th Grade 3D Art (sculpture) and separate International Baccalaureate classes for 11th and 12th graders. Offered students technical advice, critique, and opportunities for group discussions.
Summers School of Visual Arts, New York, NY
2008-09 Co-Teacher, Pre-College Visual and Critical Studies Workshop
With co-teacher Eric Doeringer, designed and implemented a curriculum for a college-credit-bearing summer course combining traditional and contemporary art practices, digital photography and imaging with studies in art history and theory. Taught classes, led group critiques, offered feedback to individuals and class, and helped students choose work for the program-end exhibition.
Summers Pratt Institute, Brooklyn, NY
2001-05, 07 Instructor, Pre-College Art History/Appreciation
Organized, wrote and presented slide- and gallery-based lectures to college-bound high-school students. Discussed works on view with students, both as a group and one-on-one, and recommended further reading/viewing based on interest expressed by students. Assigned, and led group critiques of, studio-art and writing projects tailored to the abilities and interests of each class.
PROFESSIONAL MEMBERSHIPS:
National Art Education Association (NAEA)
New York State Art Teachers Association (NYSATA) – New York City chapter (NYCATA)
National Writing Project Teaching Consultant (2015-present)
EDUCATION:
New York City Writing Project Fellow - Invitational Summer Intensive, Summer 2015
Non-matriculated graduate coursework (22 credits), CUNY Brooklyn College School of Education. Concentration: K-12 Art Education.
MA, Columbia University Department of Art History and Archaeology.
Concentration: Modern Art.
Thesis: “Power Play: Reception of (and by) the audience in the public sculptures of Richard Serra.”
Advisor: Christina Kiaer, Ph.D.
BFA With Honors, Pratt Institute Department of Fine Arts.
Concentration: Painting.
TEACHING PORTFOLIO, REFERENCES, EXHIBITION HISTORY, ETC. UPON REQUEST