Magali Roman, CE Student
What’s your profession?
I'm a copywriter and content manager at Rikumo, a Japanese home decor and lifestyle brand based in Philadelphia. It's a small company so we all do a lot of different things, but I work in the marketing team to develop our voice and make sure our brand's story is communicated in the best possible way. I also run our blog and help plan monthly store events.
You took the Effective Writing for Digital Content this past summer, I was lucky enough to see your student presentation walking through the project where you focused on new pages for Rikumo's Miami store. Can you elaborate on your project?
Our assignment was to create a digital campaign of any kind, choosing a client and creating an digital identity for that brand (making a website, creating social media accounts, etc.). At the time Rikumo was looking to open a second store in Miami, so I thought it'd be a good chance to kill two birds with one stone and make a digital campaign I could eventually use at the office. For my final project I created a website for our second store, wrote a bunch of copy, and developed an ad campaign to promote our store opening. Even though Rikumo chose not to move forward with that project in the end, it was great practice for promoting a future store opening!
What were your takeaways from the class?
Honestly, I learned that writing copy is, like, 25% of digital copywriting. That's a big percentage of it, of course, but it's also developing content, event-planning, and a surprising amount of psychology. It's important to understand your customer's perspective and what they want to see from your company. The internet is open to pretty much everyone (as opposed to the people who have to physically visit a store), so when you're creating digital campaigns you're essentially shaping the personality and identity of your brand, which is so exciting!
Can you describe your favorite tip you learned?
Staying super realistic, putting yourself in the mindset of a reader, and trusting your instincts are the three things that ultimately differentiate a good writer from a mediocre one. I would constantly ask myself if I, as a consumer, would be convinced by what I was writing, and try to respond as honestly as possible. Readers are really smart, and the constant slew of clickbait we read through every day on Facebook and Buzzfeed has built this kind of filter within all of us. It's left us with short attention spans for anything that's not 100% clear and understandable within the first 140 characters. I'm a pretty opinionated person, so using myself as a filter was essential. If I wasn't convinced by something I wrote, I couldn't really expect anyone else to, right?
How does writing for web differs from writing for print, based on your experience in the class?
I think you have a lot fewer chances to get someone's attention on the internet. When people read print, most of the time they're making a commitment to finish reading the paragraph. In the internet there are ten open tabs that are all vying for your attention. This means that you have to be 10 times more careful with how you fragment and craft a sentence, because everyone's too rushed to read anything too carefully. A single word can make a huge difference on intriguing or confusing a reader. Make your copy as short, clear, and un-frilly as possible. Avoid adverbs. And avoid the temptation to write clickbait, which is cheap and just makes people angry in the long run.
What surprised you about this course content?
I was dreading the ad writing assignments, because I have a few friends who work in advertising and coming up with a brilliant ad with less than 10 words always seemed like a super stressful thing to do. But once I tried my hand at it, I ended up coming up with a lot more ideas than I thought I would. I think this class was great at unlocking potential I never knew I had, because it gave me the chance to try assignments I just hadn't had the chance to try before. I majored in English and History, so my background before my current job was mainly academic. I think it's just a matter of getting a project and seeing what you can do, and getting the feedback you need to incorporate those lessons into your day job. It's also really nice to use the classroom as a test-run for any ideas you have before suggesting them at work.
Do you have any Social Media handles that you would like us to link to, or share?
I run our Twitter account, which is @rikumojapanOur creative team runs the instagram account, which i'll sometimes contribute a few stories to: @rikumo
I feel like my LinkedIn is kind of lame but here it is! www.linkedin.com/in/magali-roman
If you would like to learn more about Rikumo or read more by Magali you can visit the Rikumo online store (www.rikumo.com). She also runs the store’s blog, Rikumo Journal (journal.rikumo.com) where they talk about Japanese culture, design, craft history, anything that's inspiring us behind the scenes. You can visit Rikumo, their concept store at 1216 Walnut (between 12th and 13th st.)
Photo Credit: David Kappler
Rosey teaches the Continuing Education Acting Lab course. Check out some of the great reviews from her production down below - the DC Metro named it a 'Best of the Fringe' this year!
REV Theater - YouTube video promo: https://youtu.be/bpukqXo0Zpo
Michael Aronovitz, Writer + Instructor
Short stories are adventures, especially when we write them ourselves. In order to create tales that mystify, enrich, enliven, and entertain, we have constructed a village of artists that workshop ideas and techniques in a class that is interactive and ultimately engaging. As the instructor, I have been given the opportunity to showcase some of the wonderful and diverse stories that have been developed in the given five week sessions we have enjoyed here at the University of the Arts over the last year. The component of this that brings me the most pride is the polish of the given stories, achieved in such a short time span through what is an obvious love of writing and a clear classroom community focus on detail and aesthetics. In other words, we helped each other write some awesome stories!
Here are a selection of short stories submitted by my students from the Writing the Short Story course this past summer. Click the red title to open a PDF version of the story to read.
Muddy Knees by Chris Porter, 2016
A strange inside view of the homeless through a lens of biting poetic irony.
The Sisters by Rachel Brody, 2016
A potent sense of familiarity as we are brought into a familial relationship rich with deep sensitivity and razor-edged truth.
Wring by Edwin Haigh, 2016
A fierce, atmospheric and timeless sense of disequilibrium and a new definition of "monster" and "other."
Saying Yes by Samantha Andreacchi, 2016
A psychological journey through which relationships between the elderly and their caregivers are redefined. Brilliant and harsh. Raw and illuminating.
Standardized tests are a staple in classrooms across the country, but they don't give teachers much information to improve student learning strategies. That's changing.
"It's one thing to know the answer to a question, but it's another to pull together information about the process a student goes through to get to that answer," said Peggy G. Carr, acting commissioner for the National Center for Education Statistics, which administers the National Assessment of Educational Progress (NAEP).
The upcoming NAEP in math, reading, and writing (grades 4 + 8) uses new technology to target 'process data'- or traces a student leaves as s/he progresses through an assessment- to give teachers a better picture of how to support learning.
Process data include: 1) what a student does, 2) in what order does s/he do it, 3) how long it takes to do it.
Within a few years, researchers believe computer-based assessments will be designed to include eye-tracking, clickstream, and keystroke programs (to capture typing patterns/pauses), among other tools.
In a forthcoming study of NAEP writing, the Educational Testing Service (ETS) found differences in how boys and girls approached essay questions. Girls edited more (e.g., word choice, cutting + pasting), and took fewer pauses to plan the next sentence . In a separate study, ETS found that students with a history of performing poorly on reading tests did better when prompted to write a summary of a reading passage before answering multiple-choice questions on the content.
These data will help teachers identify the root of the issue: did the student encounter structural problems? Misunderstand the question? Become distracted by irrelevant information?
Thoughts about technology and the learning process? Tweet us at @UArts_PIE_MEd and include our hashtag: #uartsinnovate
Matt Duvall PIE Faculty
Matt Duvall is a curriculum designer, teacher, and doctoral candidate, whose dissertation is on the impact of technology on academic literacy practices. Matt's work focuses on STEM education, with an emphasis on the 'T' (technology). He has designed secondary ed curriculum, and has been a high school teacher in both public and private schools. He is also an application developer and a software developer. Matt holds a PA Business/ Computers certification (K-12) and an English certification (7-12) . He holds teaching positions at Drexel and at Gratz College. Matt has presented at national conferences and has published both academic and popular fiction writing.
Matt teaches in our MEd in Educational Technology Program. Matt's courses ETEC 602 Differentiated Instruction Using Educational Technology and ETEC 603 Ethics in Educational Technology. Check out the abstracts to his upcoming publications. Congratulations, Matt!
Duvall, N., & Duvall, M. (2016). Writing, social technology, and creativity: Analyzing how technology can influence student creativity in writing. Paper to be presented at the 2016 International Conference on Urban Education, San Juan, Puerto Rico.
Duvall, N., & Duvall, M. (2016). Developing customized software for classroom interventions. Poster to be presented at the 2016 NERA Annual Conference, Connecticut.
Duvall, M. (2016). Repurposing commercial technology for classroom use: A case study using Goodreads. Paper to be presented at the 2016 NERA Annual Conference, Connecticut.
PIE/MEd Course Catalogue, 2016 - 2017
Check out our comprehensive catalogue of all the courses offered in our PIE + MEd programs. This list covers courses in a diverse array of matriculated and non-matriculated courses in The Arts, Educational Technology, Inclusion + Literacy.
Hinda Schuman, CE Instructor
Hinda Schuman, photographer and UArts Continuing Education Faculty, is participating in the Philadelphia Open Studio Tour this weekend. She will be sharing new work including documentary story telling and still life images.
No Need to RSVP— her studio will be open from noon to 6 p.m. on both days. She looks forward to sharing what she has been working on and as an opportunity for many to see her new studio along with the great work being done by the other artists in the area.
3510 Scotts Lane
Building 32 Studio #101
Philadelphia PA 19129
Free parking, studio is located on several bus routes; studio is a 15 min walk from East Falls Regional Rail Stop.
Philadelphia Open Studio Tours, a program of The Center for Emerging Visual Artists, is the largest tour of artist studios and creative workspaces in the region and one of the premier open studio tour events in the country.
2016 POST Schedule:
October 8 & 9: Studios West of Broad Street open to the public
October 22 & 23: Studios East of Broad Street open to the public
Join watercolor painter Leanne Grimes for our Watercolor Workshop: Observational + Still Life Painting course to learn about the tips, tools, and secrets for successful watercolor painting. Explore approaches to painting still life set ups, color selection, painting wet into wet, glazing and washes, and more. Be sure to check out our full Faculty Spotlight interview with Leanne here!
Also coming up next month is Calligraphy, taught by guest lecturer Ron Little! This beginner's course in the beautiful italic hand will emphasize the correct making of all lower case letters and numerals as determined by its principal tool: the broad-edge pen. The course will stress traditional techniques as well as developing good work habits.
Be sure to check out some of our exciting offerings by visiting us here for a full list of Fall 2016 CE courses and information about our certificate programs. Call us at 215-717-6006 with questions or to register over the phone!
Would you like to share your projects including artwork or writing with students from your UARTS Continuing Education course? We are soliciting content by current students to be featured in Creative Consumption our monthly student newsletter. These submissions can be creative writing, digital projects, photography, videos of classroom performances, or artwork.
Please email submissions to with “Creative Consumption” in the subject line. Submissions due by the 15th of the month.
Images should be sent as JPG files and make sure to include credit information (name, title, medium, year.) Writing submissions should be sent as Word or Google document attachments.
Share your content!
Did you know the Continuing Education Department has their own dedicated social media channels? You can find us on the following channels:
We encourage students to share their creative journey during the Winter/Spring 2018 semester at UArts Continuing Education by tagging all media shared on their various social media channels with #UArtsCE.
We are soliciting content to be featured in the monthly Creative Consumption student newsletter. Please email submissions to with “Creative Consumption” in the subject line. Submissions due by the 15th of the month. Images should be sent as JPEG images.
Make sure to include credit information (name, title, medium, year).
Share your content!
Did you know the Continuing Education Department has their own dedicated social media channels? You can find us on the following channels:
We encourage students to share their creative journey during the Fall 2016 semester at UArts Continuing Education by tagging all media shared on their various social media channels with #UArtsCE.
Adam Lovitz, CE Instructor
Deciding where to head on First Friday? Planning your next gallery hop? Each month, Continuing Education faculty member Adam Lovitz will curate a selection of new and current exhibitions and happenings each month.
Sept 15 - Nov 12
Sept 15 - Oct 28
Curated by Marc Blumthal, artists working in new media, photography, poetry, sculpture and sound.
Institute of Contemporary Art
The Freedom Principle: Experiments in Art and Music 1965 to Now
Up thru March 19
“This should be really interesting for UARTS students--a show rooted in music and experimental art making!” - Lovitz
University City Arts League
Opening Reception: Friday October 21st
LUCIA THOMÉ: SOLO SUMMER
Oct 7 - Nov 20
The art of food writing requires not only a keen interest in and knowledge about food but also an ability to translate your experiences and bring them alive for the reader-through evocative language that appeals to the five senses. Whether you write about producing, preparing, or partaking of food, this course will show you how to make mouths water as you inform, educate, or persuade. We will discuss the full spectrum of food writing-restaurant reviews, food blogs, magazine articles, personal essays, recipe-centered pieces, social and cultural commentary, food history, destination pieces-and try your hand at a variety of forms. Creative brainstorming, hands-on writing exercises, group writing critiques, and close analysis of readings by some of America's best food writers will comprise the main activities of the workshop. This course culminates in an exclusive tasting dinner at local hotspot Hungry Pigeon. Chef Scott Schroeder will be on hand to offer commentary and a behind-the-scenes look at restaurant life.
Expertise/Occupation: Teacher Education; using the arts as a method of inquiry in teacher education; I have an EdD in Reading/Writing/Literacy
What motivates you to want to teach in adult education?
I have been working with teaching artists for over 10 years in various high school classrooms. It is exciting to now be working with these adult students at UArts. It gives me an additional perspective on the multiple roles of the teaching artist.
As part of my own research, I am involved in ABER--Arts-Based Educational Research--a research field and methodology that challenges traditional research methodologies and pushes the boundaries of what counts as credible research. ABER scholars argue that the arts open spaces for divergent understandings of teaching and learning. For this reason, UARTS is a perfect fit for me.
What is your favorite subject to teach?
Philosophy & Educational Philosophy (using the arts to understand philosophy)
What’s the most important principle you teach in the Foundations of Learning Theory course?
We all have a philosophy or worldview that we operate from―the goal is to be able to articulate that philosophy in order to develop an intentional teaching practice.
What often surprises students about the your course?
That educational philosophy can be tied so closely to issues relevant in the arts.
If someone wanted to read more of your research and writing, where would they go?
I am published here.
I also have an article in Journal of Adolescent & Adult Literacy, which highlights my work with high school students on a literary arts magazine.
You can follow Deb Broderick on Twitter @debbroderick or on LinkedIn.
In celebration of the “Maker’s Moment,” the milestone of the University’s 140th anniversary, a 140th Anniversary journal was created that will feature blog posts by a variety of members of the UArts community – President David Yager, alumni and others – offering their thoughts, memories and experiences of UArts.
Check out this excellent post featuring Continuing Education student Denise Portner!
What motivates you to want to teach in adult education?
Technology has opened doors for me to a career that didn’t exist when I went to college; I’d like to help more people walk through those doors.
UARTS is a school that has a strength in design, can you talk about the intersection of design and user experience?
Design helps to solve problems in new and innovative ways. By learning how to approach things from a design perspective, we can contribute to making the world a better, more interesting place.
You are teaching Usability and User Experience, perhaps one of the hottest topics in the digital world today. What makes this an exciting area for students to explore?
You can help solve real problems and create products that people use everyday. It’s not hyperbole that what you make can touch millions of people’s lives. There is also a huge need for people who can look at problems, collect and analyze information, then create solutions in pretty much every industry.
What’s the most important principle you teach in the Usability and User experience course?
Understanding user centered design is not about pushing pixels. It’s about addressing people’s needs and creating solutions to help them.
What often surprises students about the designing with usability and user experience in mind? or alternatively, where do they stumble?
Showing your work early and often. When designing it’s tempting to hold off sharing your work until you feel it’s complete and polished, but more you share with stakeholders and your audience the better your final product will be.
Do you have a website where potential students can see how you approach these ideas?
You can follow Michael here
Today, the term "teaching artist" is generally applied to individuals working in their chosen field who are also able to bring their art to learners in the community. Learners can be found anywhere from community centers to hospitals, from after-school programs to shelters. But for the vast majority of teaching artists the focus is on reaching school children in grades K-12. A teaching artist seeks a path different than a state-certified K-12 public classroom educator, choosing to focus on studio or performance processes and how to bring this creative knowledge to the community through their art.
Every time I have the chance to visit the classrooms, or speak to people taking UArts Continuing Education courses, I’m inspired. The quality of the work that they are producing, and the excitement around the projects they have underway reminds me how important a resource Continuing Education can be. One of these students is Kathryn S. Moller.
Kathryn recently participated in a UArts student focus group. During that conversation Kathryn explained why she took a course in Continuing Education, “I've taken online writing courses, gone to writers groups, and taken short workshops; but the experience of being in the classroom with an instructor–who has real world experience, who works in this field–can't be replaced."
I reached out to Kathryn and continued our conversation about her experience in the UArts classroom later by email.
Kathryn, what’s your profession?
I am a business analyst and work for Woldgate, LLC in Reston, VA as a contractor to the Philadelphia School District’s Information Technology Department. We are installing a data warehouse with a business intelligence solution.
Your job is very technical, what inspired you to find a creative outlet like screenwriting?
I started out in IT in the apparel industry and worked with graphic artists, designers, merchandizers, and people who wrote advertising blurbs. Maybe I have a primal envy? Really, I don’t see a big difference between script writing and technical scripts. They both are precise, cut the useless, get to the point, paint a picture, and elicit emotion.
What were your takeaways from David Greenberg's Screenwriting course this summer?
If you mean what I got out of the course? Two gems—after the first draft when you have a created a tight plot, overwrite to develop the theme and character. Then go back and cut. By doing this you’ll cut the excess and keep the important development. The second gem, nothing works better than index cards!
In terms of physical takeaways, David also shared each weekly lesson in a PDF, as well as film clips and links to interviews with people in the film industry. I liked and appreciated them all.
Can you describe your favorite experience from the course?
Of all the activities, my favorite was when each of us discussed where we were with our scripts. Everyone would pitch-in, asking mind-opening questions, or sharing their ideas, perspectives, and inspirations, it was exciting.
What is the next step for you and your screenplay that you worked on in class?
I am taking the Screenwriting: The Art of Dialogue class offered by UArts with David Greenberg this fall, and would love it if UArts offered additional levels of Scriptwriting in the future.
Image Source: The Teacher Diversity Gap Over Time
Creating greater diversity among teachers is a priority for schools, districts, and states. A new report from The Brookings Institution in Washington, DC suggests that we have a long way to go. Students of color make up about half of all U.S. public school students, yet just 18% of teachers are of color.
Researchers found that, at the current rate of change, the proportional difference between nonwhite teachers and nonwhite students in public schools will remain through 2060.
To get to the heart of the matter, the researchers suggest, education leaders should focus on the teacher pipeline. Historically, in pathways leading to the classroom, African American and Hispanic individuals are underrepresented. The goal should not be that every student is taught by a teacher of the same race but that students routinely interact with teachers of diverse races and ethnicities.
Source: Brown Center on Education Policy analysis of data from United States Census Bureau, 2014 National Population Projections
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