Abstract

This article examines the challenges faced and lessons learned while developing the SPEAK Young Women’s Vocal Empowerment Curriculum and leading 30 educators through a Professional Development Training on the curriculum in Guatemala in 2019. The guiding question is, What does it take to train non–teaching artists in the skills needed to lead a curriculum traditionally taught by teaching artists? This is the first in a series of two articles that examine this guiding question through the lens of a Voz Empoderada Diplomado, or Vocal Empowerment Certificate Program, led by teaching artists for 30 educators, mentors, and community workers in Guatemala. This first installment introduces the author as a teaching artist, her approach and experience with professional development, the development of the SPEAK Young Women’s Vocal Empowerment Curriculum, the design of the training program, and the initial lessons learned.

摘要

本文研究了在制定SPEAK青年妇女声乐赋权课程并通过2019年在危地马拉对课程进行的专业发展培训并带领30名教育者的过程中面临的挑战和经验教训。指导性问题是，培训非教学艺术家需要做什么？领导传统上由教学艺术家教授的课程所需的技能？这是两篇系列文章中的第一篇，它们是通过Voz Empoderada Diplomado的镜头来研究这个指导性问题的。或“人声赋权证书计划”，由为危地马拉的30名教育工作者，导师和社区工作者提供教学艺术家指导。第一部分介绍了作为教学艺术家的作者，她的专业发展方法和经验，SPEAK青年妇女声乐赋能课程的开发，培训计划的设计以及最初的经验教训。