Articles by Year: 2017
“Participating in TAI allowed me to look past what was most commonly done, embrace my artistic instincts, and focus on what really matters,” said Maura Dwyer, one of the Teaching Artist Institute’s newest graduates. “Instead of teaching students how to paint, I am teaching them how to think visually.”
During the course of the programs, artists worked with classroom teachers to design arts-integrated and Common Core-aligned fine arts programs for schools. Each TAI team designs and implements an artist-in-residence program in which teachers gain arts skills and artists gain valuable teaching skills. Topics such as classroom management strategies, designing, writing, and teaching artist-in-residence lessons, and educator needs are covered, as well as opportunities for field testing and feedback.
Congratulations to the following artists and teacher partners who completed the TAI seminars in May 2017!
Next summer we are going to need even more qualified teaching artists to work at our academy. Apply to the Teaching Artist Institute by Friday June 9 to be trained and considered for summer 2018! New artists who successfully complete TAI, graduate from the program, and meet additional requirements, will not only be hired for our summer program, their tuition will be reimbursed!
Written by Barbara Krebs, a Young Audiences volunteer and Sunburst Society member.
Colorful sticky notes adorned the walls of the classroom. Like before-and-after photos of an amazing remodel, the notes told the story of how a group of Head Start teachers in Southern Maryland unveiled their hidden talents to reach their young students through the arts. The ‘before’ stickies began, “I used to think…” Teachers filled in the rest of the sentence with thoughts such as, “dance, music and theatre weren’t that effective,” or “movement and story time could not go together,” and “it was hard to integrate the arts into the classroom.”
Then, as Young Audiences teaching artists demonstrated techniques that blend learning and the arts, the Head Start classroom teachers began making their own artistic/educational connections – connections that would help them return to their classrooms and engage kids in ways they had been hesitant to trust before. They soon realized that when kids are singing, dancing, and moving, it’s easy for them to forget that they’re actually learning!
The Professional Development course was held on February 17th and sponsored through the PNC Grow Up Great® initiative. Created to help children from birth through age five develop a passion for learning that lasts a lifetime, the program generously funded training that provided Head Start teachers with a variety of resources to increase learning, engagement and confidence by incorporating art into the curriculum.
Three YA teaching artists, musician Lisa Mathews, actor Khaleshia Thorpe-Price, and dancer Anna Menendez, taught the group. They learned, for example, how to use dance tools to create patterns, how to use their bodies and musical instruments to express themselves, and how the use of props and different character voices can more fully engage students in story time. At the end of the class, each teacher was tasked with writing and presenting a lesson seed in each art form for when the class reassembled in May.
“It was very evident from their participation on the first day and their reflections on the second day that teachers were excited about these arts strategies and implemented them immediately,” explained Kristina Berdan, YA’s Education Director. “Having strong backgrounds in social and emotional learning, they were able to quickly experience and understand the impact that the arts can have on this kind of growth in young people. Most of them tap into the arts regularly through chants and songs, yet these professional development opportunities allowed them to learn deeper, more meaningful strategies in and through the arts. The ‘ah-ha’s and feelings of excitement were palpable!”
For some, wariness about the role arts could play in the classroom had been replaced with a newfound willingness to incorporate them into their lesson plans. Through the introduction of dramatic play and puppetry, for example, students had a greater understanding of the stories they read in class than they did before the professional development course. One Head Start teacher, Jessica Wiley, summed up her experience in YA’s Professional Development class this way, “The ideas and suggestions were practical, applicable, and personalized. I love how Young Audiences was able to address our questions, challenges and concerns very well.”
The teachers ended the day completing sentences on sticky notes that began, “Now I think…” Their statements showed how their opinions about using the arts as a tool for learning had evolved from hesitancy to a feeling of openness and anticipation, writing, “you can use music in all areas of teaching,” and “dance can be a calming technique,” or “movement in story time is helpful to keep children engaged.”
For Maryland’s youngest students, the new strategies will be especially impactful. “Head Start supports our nation’s most vulnerable children by offering a comprehensive, high quality early-learning experience that prepares them for kindergarten and strengthens family participation in their children’s learning,” said Yasmina S. Vinci, executive director, National Head Start Association.
Like any successful renovation, the before-and-after sticky notes showed what can be created when you effectively blend harmonious elements – education and the arts – to capture a child’s natural desire to learn.
The Bloomberg Arts Internship program is coming to Baltimore this summer, placing 25 Baltimore City rising seniors in paid internships at 14 local arts and cultural institutions. Students will participate in a rigorous six-week program, providing crucial college and career readiness preparation through hands-on, real world workplace experiences and professional development.
Managed by Young Audiences/Arts for Learning and the Greater Baltimore Cultural Alliance (GBCA), the program includes work at an arts organization, visits to arts and cultural organizations, and professional development training. The Baltimore Bloomberg Arts Internship Program runs June 20-August 4, with Baltimore being the third city to host the program along with New York City and Philadelphia.
Participating institutions include performing arts centers focusing on dance and music, art museums, libraries as well as film festivals and television studios. The organizations welcoming Bloomberg Arts Interns include:
Baltimore Center Stage
Baltimore Museum of Art
Baltimore Symphony Orchestra
Center for Innovation, Research and Creativity in the Arts (CIRCA) – UMBC
Dance & BMore
Hippodrome Foundation, Inc.
Maryland Film Festival
Maryland Institute College of Art (MICA)
Maryland Public Television
Peabody Institute of The Johns Hopkins University
Port Discovery Children’s Museum
The Reginald F. Lewis Museum of Maryland African-American History & Culture
Sheridan Libraries and University Museums, Johns Hopkins University
“Through our arts internship program, we’re working to change how the next generation of employees and leaders perceive cultural institutions’ contributions to a city’s workforce, economy, and identity,” said Patricia E. Harris, CEO of Bloomberg Philanthropies. “As part of the program, interns will develop critical workforce skills at select non-profit cultural organizations, meet with professionals in the field, and attend career and college readiness workshops as part of their summer experience. We are delighted to expand this program to Baltimore.”
The 25 Bloomberg Arts Internships interns were selected through a multi-step application and interview process. They will work with arts organizations three days a week, go on field trips to cultural institutions once a week, and engage in professional development trainings once a week. Through the internships and trainings, students will develop organizational work plans, begin their college applications, write analyses of art performances, and complete final projects on their experiences. Internship focuses vary across organizations to include production, education, development, community engagement, artist engagement, video, music, administration and more.
“The arts have the power to transform lives and the futures of students in our community,” said Stacie Sanders Evans, Young Audiences Executive Director. “Through their generous investment in Baltimore, it is clear that Bloomberg Philanthropies not only agrees, but also can see the vibrant, growing community of artists and organizations that make this city unique. We’re thrilled to coordinate this wonderful opportunity, providing Baltimore students with experiences showing the arts as a viable career pathway and passion. We can not wait to see how this program impacts the ideas and dreams of these interns.”
“GBCA is excited to be part of this new project,” said Jeannie Howe, GBCA Executive Director. “The Bloomberg Arts Internships will help young people develop workforce and college preparation skills, and support an equitable pipeline for talented young people interested in careers in arts and culture. The cohort in turn, many of whom are of color, will help strengthen the equity and inclusion of Baltimore’s wonderful and diverse arts organizations.”
Baltimore Bloomberg Arts Interns come from schools across the city, including REACH! Partnership School, Baltimore City College, Western High School, Ben Franklin High School, Patterson High School, Baltimore School for the Arts, City Neighbors Charter School, Baltimore Design School, Digital Harbor High School, Bard High School Early College, and Mergenthaler Vocational Technical High School.
Step into a FutureMakers workshop, and you are immediately met with bright colors, texture, and sound! The room is a symphony of whirring and spinning, and you can almost hear the busy minds buzzing. This is exactly the scene in the art room when FutureMakers coaches Topher and Ross taught a series of workshops at Gardenville Elementary recently.
Thanks to programs like the Access for All Initiative and Maryland State Arts Council (MSAC) Artist in Residence (AiR) grant, more and more schools are able to bring the high-quality STEAM programming that FutureMakers provides into their classrooms. “We’re so happy to see so many schools leveraging resources from the Maryland State Arts Council,” FutureMakers founder Matt Barinholtz told us. “In 2017, we served nearly 1000 Maryland students through AiR programs – all who were able to increase their understanding of the engineering design process, circuits and visual arts elements by creating artworks that are designed and built to move!”
The goal of each workshop was for every student to create a drawing machine: a small, unique, motorized tripod that doodles and draws as it swirls and whirls across a flat surface. But it would be a mistake to assume that the finished product that students carry away is the only benefit to the session. FutureMakers teaches kids that engineers cooperate and persevere—skills that will take students far.
Coach Topher raised his hand at the front of the classroom and asked, “Who here has ever made something before?” The kids were excited. Some of the materials they received to build their machines, they recognized. Some, they did not. All of them, they had to connect and make work.
Problem-solving and troubleshooting are easy to talk about. “It’s easy to say, ‘try your best,’ but in the moment, it’s the most frustrating thing.” Connecting batteries to motors and transforming them into pieces of art takes patience and skill. “Engineers fix stuff. Usually, they’re fixing stuff they mess up themselves!”
Though students all started on the same path, each robot took on its own distinct personality. Students directed the design of their bots, testing and retesting to see how design elements worked with the functionality of their machines. Through problem solving and teamwork, the young engineers found success.
“FutureMakers knows that integrating quality STEAM programs is essential – and requires support,” said Barinholtz. Funding is available for schools and community organizations that can help all children experience high-quality arts programs.
Bring FutureMakers into your school with the help of a Maryland State Arts Council (MSAC) Arts in Education (AiE) grant. The MSAC AiE grant will fund up to 30% of the total cost of a YA residency program, including travel costs. The deadline to apply is Friday, May 19, 2017, by 5 pm. Start the application process today.
We are reminded every day of the irreplaceable support we receive from those who share in our mission to transform the lives and education of Maryland students through arts experiences. From teachers and teaching artists to principals, parents, and donors, our list of allies is long. And because of our allies, the reach of our impact is wide and growing even wider.
“Thanks to our amazing staff and board, and to our supporters, including our Sunburst Society, our outreach has grown by 400%,” executive director, Stacie Sanders Evans, announced at the crowded Impact Breakfast last week. “Last year, we reached 191,000 students at nearly 500 schools with 225,000 hours of inspired learning! Also, we trained 1,096 teachers in arts-integrated instruction – so that means this kind of learning takes place even when our artists aren’t in schools.”
Our teaching artists live and breathe our mission through their work in classrooms every day. And that’s just the beginning. While they may fly under the radar, our board of directors includes 23 of the most engaged, hands-on leaders and supporters we could hope for. Their commitment is extraordinary. Our board members can be found supporting our work in any number of ways including authoring blog posts, hosting On The Brightside events or leading full-day staff and teaching artist trainings. You may find them meeting with potential sponsors over lunch, inviting colleagues to our events, learning dance routines with their co-workers from a teaching artist, or even volunteering to make sock-puppets at our Family Engagement Night!
Our board members are proud of the work we all do and they are eager to say so. “Arts integration is when the arts are drilled down into an academic curriculum in a thoughtful and meaningful way – and that is what puts the ‘Arts for Learning’ in our name and what makes Young Audiences/Arts for Learning so exceptional,” explained board member Tea Carnell at the Impact Breakfast. “What do the arts bring to a curriculum? Creativity, joy, and expression are the obvious ones. Arts integration brings mastery, perseverance, insight, focus, understanding, reflection, and problem solving.”
It is this passion for arts integration and the desire to reach all children that drives each one of us at Young Audiences, but we wouldn’t be able to do the work we do, and we wouldn’t be able to reach the children we reach, without the unwavering support of our board members. “We are at this incredible moment in time. We have the evidence our programs work. We have a school system that is asking for help. All we need to do is bravely create the opportunities we know students need,” Stacie Sanders Evans told supporters. “Young Audiences, its incredible artists, everyone in this room – YOU – can close the gaps for our young people.”
And you are. Because of you, we not only met, we surpassed our Impact Breakfast’s fundraising goal. From the bottom of our hearts, we extend a sincere thank you to our board, to Alan Hoff, chair of our major gifts committee, and to each and every one of our wonderful supporters. Visit yamd.org to learn more about the programs we offer and how you can help us reach even more children.
At Young Audiences, we are transforming the lives and education of young people through the arts by connecting educators, professional artists, and communities. Our roster artists use music, dance, visual arts, and theater to bring classroom lessons to life and empower students to think creatively and engage in the learning of all subjects in different ways. All of this contributes to joyful, creative, and impactful learning experiences in schools. Together, we are sparking imagination, energizing classrooms and giving children the tools they need to build, collaborate and thrive.
We are thrilled to announce a new partnership with WTMD to feature YA teaching artists on their new radio show Young At Heart, airing Saturday mornings! Beginning May 6, host Lisa Mathews—YA teaching artist and lead singer of Grammy-nominated children’s band Milkshake—will chat with YA roster musicians on a monthly segment called smARTbeats. Listeners will learn about the artists’ work, arts integration, and how the arts can reach students in the classroom.
“For me, songwriting with young people is STILL an exuberant experience – focused and playful, challenging and collaborative – and deeply satisfying for me.”
The series will begin with YA teaching artist and musician Sue Trainor. In the classroom, Sue teaches students to use songwriting as a tool to remember content. In the studio, her compositions are playful and fun – the kind of tunes that you can’t help but smile when you hear, with the kind of lyrics you won’t forget. “As a young person, I was captivated by the songwriting process. Musical jams with other kids were exuberant experiences,” Sue says, “For me, songwriting with young people is STILL an exuberant experience – focused and playful, challenging and collaborative – and deeply satisfying for me.”
“I’d like to think we’re at our best when we’re young at heart — when we have a youthful outlook on life no matter what our age,” host Lisa Mathews told WTMD. “I still like to ride the roller coaster, jump in rain puddles and eat toasted marshmallows. So listening to songs about taking a trip into space or the wonders of rainbows or eating lots of grapes rocks my world, and I hope it makes listeners smile while they start their day together.”
Young At Heart airs weekly from 7 to 8 am on Saturdays, featuring music that appeals to parents and children alike. Previous shows have featured music by Wilco, David Bowie, Andrew & Polly, Weezer, and others.
Hear YA teaching artist and songwriter Sue Trainor online now!
Children in Prince George’s County Public Schools know how to celebrate Earth Day! Through Growing Up Green, a PGCPS arts integration initiative, children in kindergarten classrooms learn environmental stewardship by experiencing nature first-hand, marveling in the wonders of our natural world, and nurturing a passion within themselves to respect and preserve it. Funded in part by a BGE Green Grant and the Chesapeake Bay Trust, the program engages kindergarteners in meaningful and authentic outdoor experiences that help connect them to their local ecosystems and inspire them to learn more about protecting our environment. The arts provide the vehicle that the students use to demonstrate and communicate their understanding to the greater learning community of their school.
At Mount Rainier Elementary School recently, YA roster artist Pam Negrin worked with young students to record their own observations of plant life over the course of her residency, The Life Cycle of Plants. On outdoor adventures, the class immersed themselves in the drama of nature. They set out to identify and explore the many characteristics of plant life in all of its forms: seeds, seedlings, mature plants, flowers, and fruit. Their drawings and observations were then rendered in colorful yarn, stitch by stitch into one large-scale embroidered mural for their entire school community to learn from and enjoy.
The children’s work serves as a reminder of one of the biggest lessons even our smallest students can teach us. Just as this kindergarten class’ finished mural is a collaborative effort, so is making our world a safe, strong, and healthy one for every living being. Happy Earth Day to all.
Pam Negrin’s artwork includes embroidery, appliqué, drawing, collage, improvisational quilting, printmaking and sculpture. Her residencies transform classrooms into creative and collaborative handwork studios where students create something beautiful together. Schedule one of Pam’s residencies for your classroom.
Before there is art, there is planning- lots of planning. This is something that 7th graders at the Baltimore Design School know all too well. Without it, the mural that these students created under the guidance of YA roster artist Amanda Pellerin and art teacher Stephanie Cafaro would not be the magnificent work that it is.
The class began with brainstorming and list-making. “We asked the students, “What’s important to you?” Amanda Pellerin explained, “And we had different posters that asked, “What’s important to you at home? What’s important to you at school? What’s important to you in your city? What’s important to you in the world?”
From these ideas, Miss Cafaro had the students narrow down what they believed to be most important into one list of possible mural themes. Some suggested a tribute to President Obama or a better Baltimore. Others wanted to illustrate the power of protesting or important issues in the world today. “When I looked at this, I didn’t see 10 different murals,” Pellerin said. So, the artist proposed combining each idea into one single, powerful mural, and the students were all for it.
Before they could get to work on cutting and etching and glazing their tiles, however, the group first had to decide what the project was going to actually look like. After discussing composition and scale, and considering how the piece would flow visually, the group decided that the mural would feature three “larger than life” role models among a crowd of protesters. The class felt that President Obama, Harriet Tubman and a native American should stand out. The choices that the class made in the design process were purposeful. Role models weren’t chosen randomly, they were justified and carried significance for each student.
Small teams of students worked together to create each larger than life figure, then reunited to complete the picture and piece the mural together. In their finished artwork, historic role models protest alongside important figures of the present. The figures carry protest signs that reflect current issues with sentiments that students imagined each role model might express if given the chance today.
“We’re trying to help them understand that designers work as teams.“
From conception to execution, the class was instrumental in seeing the project to completion. Directing the vision of the finished piece allowed the students to take ownership of the artwork and truly see it as their project. “I love that they had to come up with a concept and work together,” noted Miss Cafaro. Every material that needed to be prepped and every decision that needed to be made happened because the class took charge, collaborated, and cooperated. “We’re trying to help them understand that designers work as teams,” Miss Cafaro said. “Even if it’s not their favorite idea, they’re part of a team and still need to contribute.”
Amanda Pellerin specializes in handmade tile murals and clay sculptures and has 20 years of experience in teaching both children and adults. Learn how to bring Amanda’s residency, Handmade Tile and Mosaic Murals, into your school.
Teaching artists are expertly trained to deliver and coordinate unique, age-appropriate, and high-quality lessons alongside classroom teachers at the Teaching Artist Institute (TAI). The program is a partnership between Young Audiences, the Arts Education in Maryland Schools Alliance (AEMS), and the Maryland State Arts Council (MSAC) that turns professional artists into teaching artists and offers experienced teaching artists new strategies for everything from classroom management to designing artist-in-residence lessons.
“You might find yourself “shocked” at how much electricity comes from the marriage of art and education!“
The positive effects of arts-integrated curricula in individual classrooms, and on teachers, students, and families are numerous and extraordinary. Teaching core subjects through the arts can increase student engagement and understanding. It can direct a classroom culture toward tolerance and empathy and it can even rejuvenate teachers and bring joy and anticipation to the faculty!
“Through its audacity, its abstractions, its “aliveness,” art activates parts of the brain that any teacher or employer should want to turn on,” notes Drew Anderson, a veteran school teacher and YA roster artist. “You might find yourself “shocked” at how much electricity comes from the marriage of art and education!”
Teachers, families, and artists of all ages got a small taste of several teaching artists’ lessons during an afternoon at Southwest Baltimore Charter School. Participants spent their time exploring new skills and practicing old ones with: Performing artist and YA roster artist, Drew Anderson; Illustrator and new YA roster artist, Maura Dwyer; Illustrator, animal rescuer and new YA roster artist, Brittany Roger; Actor, Michael Hartwell; Actor, Tori Bertocci; Actor, Dave LaSalle; Actor, Cori Daniel; and Ceramicist and new YA roster artist, Mama Sallah.
They sculpted clay, interpreted music through movement and acting, sketched and learned about reptiles with a live chameleon, created collage utilizing different design elements, and learned awesome animal facts through improvisational theatre. One young participant was overheard telling her friend about Cori Daniel’s acting workshop, “It was so cool! We told stories with Ms. Cori without actually saying any words!” We can’t wait to hear about the wonderful classroom experiences and learning opportunities these teaching artists help to create!
TAI is proud to be helping build a community of artists, teachers, and leaders who are committed to transforming education through the arts. Artists interested in designing lesson plans or teaching artist-in-residence programs should apply to this rigorous and renowned program. There are many things about TAI that make this professional development course unlike any other including mentorship from a designated teacher partner and from a master teaching artist in your art form. Not to mention, graduates of TAI have the opportunity to be considered for both the Maryland State Arts Council Artist in Residence Roster, and the Young Audiences/Arts for Learning Teaching Artist Roster!
Unique and innovative arts-based strategies are captivating young audiences in Maryland classrooms. At Margaret Brent Elementary/Middle School in Baltimore City, the very youngest students are excited to connect to literature with actress and master teaching artist Katherine Lyons through movement and theater as part of a Maryland Wolf Trap residency.
Katherine creates what she describes as “hands-on, multi-sensory story experiences” by having children actively participate in the telling of the story. Physical motions are assigned to important objects and costumes help illustrate characters. To prepare for Katherine’s arrival on this day, Pre-K teacher Mrs. Lee asked her students to draw what they think will happen in the story. They hung one prediction on a clothesline.
Now, at the front of the room, between Katherine and Mrs. Lee sits a ‘story box’ filled with clues describing the characters in the story. One by one, a student pulls from the box a tool or an article of clothing, then the class takes turns guessing who the clues belong to.
As each character is identified, one student hangs a picture representing the character on the clothesline and another student becomes the character. The students use each of their senses to connect to the story, made ever more lively through the introduction of gestures, chants, and props. “Costumes help bring the story to life,” Mrs. Lee said. “The class is more interested and invested in story time when they get to use props and act it out.”
Once story time is completed, Katherine and Mrs. Lee begin planning lessons that they will co-teach. Every Wolf Trap program includes embedded professional development to build teachers’ skills and confidence in arts integration techniques. Teaching artists work with classroom teachers to learn effective ways to engage students in participatory activities that involve all the senses and encourage critical thinking, creativity, communication, and collaboration. This ensures that the arts remain a strong part of the classroom teachers’ lessons long after the residency ends.
Mrs. Lee plans to continue to use these new strategies during an instruction block that includes literacy, social studies and science, but she’s excited to try them out in other areas of the curriculum as well. “I may use the story box with some counting stories and to help illustrate word problems in math!”
Eighty-five percent of brain development occurs during the first five years of a child’s life. Participation in the arts encourages positive growth in a child’s emotional, physical, intellectual, creative, and social development. As the Maryland affiliate of the Wolf Trap Institute for Early Learning Through the Arts, Young Audiences expands access to the arts for Maryland’s youngest students during the critical early learning years. Bring a Maryland Wolf Trap 16-Session Residency into your school.
Young Audiences of Maryland and the Greater Baltimore Cultural Alliance are searching for 25 rising Baltimore City public high school seniors for a six-week paid summer internship!
In 2012, Bloomberg Philanthropies created the Bloomberg Arts Internship program in New York City as a pipeline for public school students to college and careers. It is a rigorous program with three major elements: a six-week placement and project working day-to-day in an arts organization; visits to arts/cultural organizations; and professional development. This program’s success led the foundation to expand its reach, first to students in Philadelphia, and in 2017, to Baltimore City. Young Audiences and GBCA are thrilled to be able to offer this opportunity to Baltimore City School students as well as Baltimore’s arts and cultural institutions.
This is so much more than a summer job, it is a chance for young scholars to be challenged and inspired while getting meaningful, real-world experience. This phenomenal opportunity is made possible through the Bloomberg Arts Internship program which places qualified students at arts and cultural institutions across Baltimore City. This summer, 25 students will participate in a rich, immersive, and dynamic learning environment in which they will build career skills and plan for their futures. Baltimore’s renowned and reputable arts and cultural organizations will guide interns through both creative and administrative projects, offering a unique perspective of day-to-day operations within the art world.
Interns are paid $9.25 per hour for 35 hours per week for the six-week internship, and an additional 20 hours during the orientation week—a total of 230 hours from June 20 – August 4, 2017. To apply, students must be enrolled in a Baltimore City public high school and:
- Successfully complete junior year in 2016-17
- Be 16 years of age or above by June 15, 2017
- Have a passion for the arts
- Commit to attend the 35-hour/week internship plus 20 hours of orientation (June 20-23)
- Commit to working full-time for 6 weeks from June 26-August 4
- Be able to work legally in the U.S.
Applications are due March 31, 2017
ARTS & CULTURAL ORGANIZATIONS
Arts and Cultural organizations play a critical role in The Bloomberg Arts Internship. We are looking for 12-15 partners with the capacity to provide a rich, quality experience for the interns and meet the necessary Bloomberg guidelines. Worksite partners will be paid $750 per intern to help offset the costs of staff time in supervising and guiding the intern(s). Although only 12 to 15 organizations will be selected as worksite partners, there will be other ways to collaborate with us on BAI, such as hosting visits as part of the cultural field trip days or participating as a presenter/panel member as part of the professional development curriculum.
The YA/GBCA team comprises members with expertise in arts leadership and management, curriculum development, and arts education. Partners can expect consistent support from the YA/GBCA staff throughout the program.
Applications are due April 14, 2017
For more information
contact Chaz Walters, Bloomberg Program Coordinator
email@example.com or call 410-837-7577
Written by Tea Carnell, an active Young Audiences board member, Chair of 50,000 Kids Committee, and member of the Literature to Life Fundraising Committee.
Last fall, I was lucky enough to see Literature to Life’s staged presentation of Sue Monk Kidd’s The Secret Life of Bees in Washington, DC at a fundraiser hosted by Laura Handman, daughter of Literature to Life’s creator, Wynn Handman. Wynn Handman is also one of the founders of The American Place Theatre in New York City. That night, we were raising funds to bring this program to Prince George’s County Public Schools where it was performed last week.
I was moved by The Secret Life of Bees because, among other things, it touches on themes relevant not only to the students, but to everyone: racism and prejudice, the power of women, the vulnerability of women, what is real versus what is presented to us, and guilt and forgiveness. These issues are weighty and the performance compels the audience to confront them, showing that performance can exceed entertainment and that life’s biggest questions and broadest experiences can be captured and expressed. With the leadership of the teaching artist, Literature to Life creates an opportunity for students to consider and reflect. Wynn Handman once said, “There is so much noise in the entertainment world today, but where is the mind? We are not going for noise, we are going for the core. We do things that stay with youth, that get to them in a deep way…. That’s how we connect with youth. There is nowhere to hide from the story once the actor begins.” This opportunity is important for all students. And, it is especially critical for those students who don’t have access to the arts.
The performance of The Secret Life of Bees is accomplished just by one woman, Lily Balsen, playing all of the characters, and using verbatim excerpts from the novel. The actress spins these elements into a seamless production. I was lucky enough to see it again last week, on International Women’s Day. Of course, The Secret Life of Bees is a novel about women, and written by a woman. The date of the showing was a coincidence – a little serendipitous. Young Audiences/Arts for Learning was ‘showing off’ Literature to Life to a Baltimore-based audience interested in, and supportive of, arts in education.
This performance coalesced around the messages I had grown up with and personalized them for me with an immediacy that I had not yet experienced in the suburbs where I was growing up.
As I’ve thought about these wonderful performances, I have been reminded of the impact that a single play had on me as a child. I grew up just outside of Philadelphia in the mid-1970’s. In 1976, my parents took us to see One Acre at a Time at Freedom Theatre. Freedom Theatre is a Philadelphia-based theater company whose mission is “rooted in the African American tradition.” The play was intense, it made me uncomfortable, and the experience left me with lots to think about as a young person. During my childhood, my parents tried to educate me and my brother about the importance of the Civil Rights Movement. I always understood what they were telling me and accepted that racism and discrimination were wrong. I don’t remember the specific plot at this point. I do remember the impact of the emotion and passionate expression in the context of historical issues of race in the United States. This performance coalesced around the messages I had grown up with and personalized them for me with an immediacy that I had not yet experienced in the suburbs where I was growing up. That experience sits with me today and has left me with messages I don’t think could have been communicated in a more compelling way.
Literature to Life brought me back to that experience of being a child, moved profoundly and enduringly by a performance. I feel strongly about the power of theatre in the lives of students. Theatre has many layers for students beyond audience: content, expression, production. Children benefit from them all – as young writers, performers, writers, artists, stage crew.
4,000 young people will experience the staged presentation Secret Life of Bees and, afterward, participate in a “talk back” with Young Audience teaching artist Molly Moores and the phenomenal actress Lily Balsen, who travels from New York for these performances. The schools participating in the tour include:
Annapolis Road Academy
Bowie High School
Dr. Henry A. Wise, Jr. High School
International High School at Langley Park
International High School at Largo
Largo High School
Northwestern High School
Mount Washington School
Southwest Baltimore Charter School
I hope that Literature to Life will find its way to many more Maryland students. To learn more about the program, visit literaturetolife.org.
If you are like me and care about the power of theatre, or more broadly about the power of the arts in our schools, I suggest you get to know more about Young Audiences/Arts for Learning at one of its regular Bright Side events. Bright Side events are not fundraisers, rather they are one-hour, fun, interactive presentations that go more in-depth about our work (including all of our programs beyond theatre with music, visual arts, and dance) and share stories of the people we serve. The next event will be on March 21st at 5:30 pm at Herman, Sessa & Dorsey in Hunt Valley (307 International Circle Suite 280, Hunt Valley, MD 21030). To RSVP for this event, please email Chaz Walters at firstname.lastname@example.org.