Articles by Year: 2017
Young Audiences teaching artist Ssuuna, a dancer, musician, and storyteller from Uganda, brought his incredible stage presence to Dr. Henry A. Wise, Jr. High School recently. There, he taught over 100 high school students African dance and drumming using the same focused energy and passion he delivers on stage. What struck the teachers in attendance, however, was how well Ssuuna guided his students in building a community and how expertly he handled distractions in the classroom, even with pointed interruptions.
“He never raised his voice with them, but made it clear that their choices would have consequences,” recognized Mrs. Black, a 9th-grade teacher at the school. By encouraging students to examine each of his or her options and the consequences and rewards that go along with them, Ssuuna cultivates classrooms built on cooperation and encouragement. “He put the responsibility on the students to take ownership of their actions and choices, and it was very meaningful for students to have that responsibility.”
Another participating teacher, Mr. Hughes, observed that the residency made students feel more relevant. “Ssuuna met the students where they were and gave them confidence and a sense of belonging, no matter what their interest,” he said. This “relevancy” seemed to be felt not only internally, but collectively. Participants created their own inclusive ritual by uniting and forming a prayer circle before performing at the culminating dance. Mrs. Black recalled how powerful the moment felt to her, “I was really inspired to see all kinds of students coming together to be supportive and work as a team in that way.”
It is so important for students to be understanding, especially at this age, rather than making others feel like they don’t fit in.
The culminating dance introduced one last challenge when a student suffered a panic attack onstage. Ssuuna stepped in to join the student and spoke with her. In the moments that followed, she was able to regain control, breathing and finally relaxing. Teachers could actually see the transition from panic to calm occur within the student. Mrs. Black described the experience as transcendent for the teachers, the students, and the audience. “That moment made the whole experience feel more intimate, supportive, and vulnerable,” Mrs. Black explained. By witnessing first-hand Ssuuna’s kindness and encouragement with the student in distress, the audience was inspired to also be encouraging and supportive. “It is so important for students to be understanding, especially at this age, rather than making others feel like they don’t fit in.”
At the oldest public all-girls high school in the United States, students recently had the opportunity to work with fiber artist Pam Negrin to stitch the likenesses of important, black, female scientists onto one collaborative work of art. Along with partner teacher Jennifer Becker, and with help from both the science and graphic design departments, Pam worked with Western High School students on the large project from conception to realization.
“Many of these women truly were ‘hidden figures’ and one of the scientists, Stephanie Hill, was a Western alumna!”
Drawing inspiration from the New York Times best-selling book, Women in Science, the group of students and teachers approached the project with reverence. “We lovingly call it our ‘Women in Science Mural’,” Mrs. Becker says of the artwork depicting portraits of women who paved the way for her students. “Many of these women truly were ‘hidden figures’ and one of the scientists, Stephanie Hill, is a Western alumna!”
Three different classes participated in this exciting project. “First, Western’s lead science teacher, Ms. Washington, came up with a list of 25 women who have made important contributions in STEM fields,” Mrs. Becker explained. “Graphic design students were tasked to research each of the 25 scientists, then collaborated with another group of students in a fine art class to turn these women into beautiful embroidered portraits.”
Pam taught the students how to project drawings onto fabric to create their own patterns. They learned various embroidery stitches to create different textures for hair, clothes, skin, and even a stitch for teeth! “Pam Negrin’s residency was the highlight of our year. The students are eager to see their finished artwork on permanent display in the Science department.”
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.
With Black History Month upon us, we celebrate the contributions, activism, culture, and experience of African Americans. Many of our artists at Young Audiences have designed performances and assemblies to connect students with African American history and develop an in-depth understanding of the unique stories, struggles, and accomplishments of the past and the present. The following are just a few of the many talented artists available to bring a meaningful connection to African American history into your school.
Kevin Gift introduces renown jazz pianists from Thelonius Monk and Art Tatum to Keith Jarrett in his assembly, Jazz Piano Masters. Students learn not only about the important contributions these musicians made to American music, but they also experience how improvisation can make practicing anything more enjoyable and personally satisfying.
Debra Mims has been an actress for over thirty years and was an arts producer at PBS for fourteen years. With additional training in dance, she received a BFA in Theatre Performance from Marygrove College in Detroit, Michigan. She has performed at the Georgetown Theatre Company, the Children’s Theatre in Madison, Wisconsin, and the Detroit-Windsor Dance Company.
In My Grandmother Told Me: A Tribute to African-American Women, Debra uses monologues, poetry, and song to tell tales of days past and of courageous Black women and their struggles to be free, to vote, and to get an education.
Professional spoken word artist and slam poet Femi the DriFish uses his artistry to encourage his listeners to discover their own unique voices and identities in his writings, performances, and teachings. His poetry performance, Write On, Then Say Word! is a spoken word/slam poetry journey through the various reasons to write and perform. Throughout the assembly, Femi shows students that they can draw subject matter for poetry from their identity and history.
Schedule artists and programming to celebrate Black History Month by visiting our website.
Baltimore students in Young Audiences Summer & Learning Arts Academy Outperform Peers
Baltimore City Public Schools students who participated in a new arts-related summer academic program from Young Audiences avoided summer learning loss and, in many cases, gained ground on their national peers in standardized testing, according to evaluations released Tuesday. The new findings showed potentially groundbreaking progress in tackling summer learning loss, a chronic challenge facing public schools.
The results, confirmed in two separate studies involving nearly 800 students, are significant because summer learning loss – particularly among students at or below poverty level – is among the most difficult challenges facing the Baltimore school district and other high-poverty schools across the country. During summer, students typically fall below where they ended the previous grade, setting them back as they start a new school year. In fact, a 2013 National Summer Learning Association (NSLA) survey of 500 teachers found that 66 percent reported the need to spend three to four weeks re-teaching students course material at the beginning of the year. Another 24% reported the need to spend five to six weeks doing the same.
“City Schools has enjoyed a great partnership with Young Audiences, not only during the school year but also the past two summers,” said Dr. Sonja Brookins Santelises, chief executive officer of Baltimore City Public Schools (City Schools). “During the summer, Young Audiences reinforces key math and reading concepts through the arts and creative activities – and we’re pleased with the results we’ve seen. When students participate in summer learning programs that help them move ahead or reduce learning loss, they start the school year off stronger.”
The Young Audiences Summer Arts & Learning Academy (SALA), run by the Baltimore-based arts-in-education nonprofit Young Audiences of Maryland in partnership with City Schools, was free for students and held at four sites across the city: Gardenville Elementary, Thomas Jefferson Elementary/Middle, William Pinderhughes Elementary, and Fort Worthington Elementary/Middle. Eighty-eight percent of the participating students were from high-poverty Title I schools.
“These results were a pleasant surprise given that we generally expect that students will lose ground over the summer,” commented Dr. Marc L. Stein, Associate Professor at the Johns Hopkins University School of Education, who conducted a separate program evaluation for Young Audiences which looked at participating students’ academic skill and social-emotional development. “The Young Audiences summer program combines many of the best practices of summer learning programs and appears to be a promising model. These findings deserve to be investigated more rigorously to find out how and for whom the program appears to be working.”
“This is not your typical summer school program,” said Stacie Evans, Executive Director of Young Audiences. “We taught literacy and math through the arts every day and instruction was collaboratively taught by teaching artists and teachers specifically trained in arts-integration methods. If you walked into one of our classrooms, you might have seen students using hip hop music to help solve word problems in math, or creating dances to summarize and sequence main events in a story.”
The Baltimore City Public Schools evaluation found:
- For math, statistically significant results showed that students in grades 3-5 who regularly attended (defined as attending at least 75% of the program) the SALA improved 1.8% percentile points in national student rankings on i-Ready standardized testing from the spring of 2016 to the fall of that year. That compares to a decrease of 2.8% percentile points for city schools students who did not attend any summer programming.
- In reading, SALA students in grades 3-5 with regular attendance fell only .8% percentile points while students who did not attend any summer programming fell 2.1 percentile points upon returning to school in the fall.
- Results for all grade 3-5 students regardless of attendance rate showed SALA attendees falling just .3% percentile points in math and .7% in reading. These were significantly smaller losses than students with no summer programming (down 2.8% in math, down 2.1% lost in reading).
- In literacy, only 3% of the students in grades K-2 attending SALA did not meet their benchmark goal (the empirically derived target score that represents adequate reading progess1) on the standardized DIBELS assessment in the fall after returning to school compared to 8.1% of students not attending any summer programming not meeting the benchmark.
Young Audiences external program evaluation found:
- 79% of students who attended at least 75% of the program and who took pre- and post-tests had a positive change from the first to the last week of the program on a curriculum based measure of mathematics.
- Approximately 60% of students who attended at least 75% of the program and who took pre- and post-test writing prompts showed positive change in their structure and content of their writing.
- 71% of students who attended 75% of the program and were administered pre- and post-assessments showed growth in at least one out of three social emotional competency areas over the course of the program. The social emotional competencies studied were relationship skills, self-awareness, and goal directed.
“The arts offer an extraordinary opportunity, particularly during the summer, to reignite the joy of learning and to set young people on the right course to start the school year strong. These impressive results from Young Audiences mirror findings of the landmark Wallace Foundation study showing that elementary school students with high levels of attendance in high-quality, voluntary summer learning programs can experience benefits in math and reading,” commented Matthew Boulay PhD, National Summer Learning Association founder and interim CEO.
Eric Harrell, father of 9 year-old Academy participant, Aria Harrell, said “Before this academy, I could tell that my daughter was struggling in math. By using the arts she was able to learn math in a different way-a way that worked for her. She has so much more confidence in her math class.”
1 “Dibels Next Benchmark Goals and Composite Score, “ Dynamic Measurement Group, Inc. (December 1, 2010). https://dibels.uoregon.edu/docs/DIBELSNextFormerBenchmarkGoals.pdf
Links to complete City Schools and Young Audiences Evaluations:
Young Audiences’ Summer Arts & Learning Academy is funded by Baltimore City Public Schools, The Abell Foundation, The Family League of Baltimore with the support of the Mayor and the City Council of Baltimore, The Alvin and Fanny B. Thalheimer Foundation and individual contributions to Young Audiences. All participants are students at a Title I Baltimore City Public School.
Skher Brown teaches world cultural awareness, body coordination and interpersonal skills through the basics of Capoeira Angola, an African-Brazilian martial art form that is a blend between a dance, game, and self-defense. In his new residency, Capoeira Speaks: Dancing for Social Intelligence and Life Success Skills, students develop non-verbal communication skills through body language and kinesthetic movement. This residency is well-suited for inclusive learning settings and those with behavioral, social, emotional, and/or physical disabilities.
“Over 90% of all communication is nonverbal, yet far too little focus is placed on teaching our children how to empathize with others and build relationships. Capoeira Angola is a non-verbal language that uses our bodies to speak instead of our mouths.”
Social intelligence affects how students manage their own behavior, their decision-making process, and how well they are able to navigate social situations. It is, along with academic achievement, one of the greatest predictors of success. Learning to read and respond to body language helps students learn to communicate more effectively, strengthening their social intelligence, thus increasing their chances of success.
apoeira Angola creates a culture of being more aware of one another. It’s communicating all at once with everyone in the room,” Skher explains. “I will say with my movement, ‘I’m about to ask you a question, I need an answer,’ and the student will respond with his or her choice of movement–the ‘answer’. Over 90% of all communication is nonverbal, yet far too little focus is placed on teaching our children how to empathize with others and build relationships. Capoeira Angola is a non-verbal language that uses our bodies to speak instead of our mouths. Once students learn the movements, they come together and begin to have a conversation.”
Capoeira requires students to be very expressive with their entire bodies, including their faces. Participants smile, open their eyes wide, and use animated gestures. These movements help students connect with their own emotions, which translates into being able to recognize and connect to the emotions of others.
“Students take ownership of the new community culture and protect it.”
In Skher’s residency, students take turns observing one another performing the dance movements of Capoeira. “After the dance routine, we form a large circle for participants to look at one another using eye contact. Here, students express what positive observations they noticed about their partners. Then, students share how it felt to give and receive positive reflections. Invariably, though the expressions might start out a little stiff, the mood and classroom environment always turns into a welcoming and connected space. Students take ownership of this new community culture and protect it.”
Skher Brown is one of nine selected roster artists who received training in a variety of inclusion tactics to utilize in the classroom through the Inclusive Allies program in partnership with Disability Rights Maryland. Learn more about our programs for students with special needs and the work we are doing to ensure that all students receive the many benefits of engaging and inclusive arts-integrated classroom experiences.
Arts integration is a valuable tool for reaching multiple learning styles across the curriculum and is linked to enhanced academic outcomes as well as positive social and emotional development for children. While this is true for all students, studies have found that the impact of the arts on language development and core subject learning is particularly beneficial for students with disabilities or those with special learning needs.
As an inclusive organization, Young Audiences’ goal is to bring high-quality, arts-integrated instruction that is accessible, supportive, and welcoming to children of all backgrounds and abilities into the classroom.
Reality is a social definition. Disability is the social process that turns impairment into a negative by creating barriers to access. Difference should be accommodated and celebrated. You can create new ways to create together by taking into account universal access to creativity.
We are diligently laying the foundation for inclusive practice to be incorporated into arts-integrated curriculum, increasing the opportunities for youth of all abilities to participate in artistically-excellent programs. To help us achieve this goal, our staff received specialized inclusion training through the Inclusive Allies program in partnership with Disability Rights Maryland.
Nine selected roster artists also received training, participating in a comprehensive workshop covering a variety of inclusion tactics to utilize in the classroom. YA Roster Artist and FutureMakers founder Matt Barinholtz observed, “Reality is a social definition. Disability is the social process that turns impairment into a negative by creating barriers to access. Difference should be accommodated and celebrated. You can create new ways to create together by taking into account universal access to creativity.”
YA artists approach this “universal access to creativity” by rethinking the norms behind the ways we allow people to communicate, socialize and behave. We create a culture where all students receive the many benefits of engaging and inclusive arts-integrated classroom experiences, adapting lessons with audio/visual cues and different levels of kinesthetic movement, and applying inclusion tactics.
The following Young Audiences Roster Artists have completed the training as of 2016:
- Future Makers/Matt Barinholtz
- Tori Bertocci (Synetic Theater)
- Skher Brown and the Capoeira is Culture Performers
- Anna Menendez
- Jamaal Collier
- Valerie Branch
- Sue Trainor
- Alden Phelps
- Pam Negrin
In the coming months, we will proudly share artists’, teachers’ and coordinators’ stories about their roles in this important work.
On an early Saturday morning this past fall, Drew Anderson, a hip hop artist, slam poet, screenwriter, producer and veteran school teacher, stood up in front of a sunny classroom filled with teaching artists and commanded:
“You are all now 6th graders!”
That’s how most mock lessons begin at Young Audiences’ Teaching Artist Institute (TAI); a weekend retreat giving Young Audience Teaching Artists and School Teachers the skills they need to maximize the huge potential of arts integration for students in classrooms.
Drew’s bold command at first surprises, but quickly shifts observing teaching artists into the mindset of a student absorbing an unexpected, uncommon classroom experience. A teaching artist himself, Drew asks his “students” to listen to Michael Jackson and break down the beat, eventually re-writing verses with science vocabulary taught by his teacher partner in the classroom, Justin Leonard. The two make an exceptional team, as both have backgrounds in public science education. They smoothly interchange directing the classroom, keeping students engaged – a flow reminiscent of Drew’s own performances on stage.
The experience is one of two Common Core compatible arts-integrated performance residencies Drew created at TAI: “C.R.U.N.K. Academy” and “Spoof School” – bridging his longtime passions for performing and teaching.
Here’s an excerpt from Drew for the first lesson of his residency:
The first step is to pick a good song to spoof. It is important to pick a song that is catchy and easily recognizable with simple lyrics. As technology guru, Mr. Leonard will record and project the students’ suggestions for spoof criteria and will play a few songs asking students to put their thumbs up or down to indicate whether the song would be easy or difficult to spoof. Students defend their responses and the creation of replacement lyrics begins!
forever altered my understanding of what it is to be a teaching artist.
I learned more than I knew there was to know about arts integration and teaching artistry. I felt utterly enhanced in the realm of mind-shaping magic as if I’d been given a spell book of scholarly sorcery. I learned how to more dynamically apply my art form to educational content, how to break down my creative process for students and teachers, and how to connect my artform to 21st Century Skills, Maryland Art Standards, and the Common Core Curriculum. Every engaging exercise, helpful strategy, and supportive piece of advice from the superb staff and my equally excited peers confirmed that I had found where I belonged.
I am now prepared to convert all the potential energy hidden in classrooms into explosive kinetic energy, using engaging assemblies and super-charged residencies! I’ve been an educator and performing artist for my entire adult life and have observed the changes in both worlds. Gone are the days when students are programmed with rote memorization of stale “facts.” Employers want workers who can think on their feet and on their own. This ever-evolving environment needs young entrepreneurs armed with the creativity to solve problems that have yet to appear. Through its audacity, its abstractions, its “aliveness,” art activates parts of the brain that any teacher or employer should want to turn on. You might find yourself “shocked” at how much electricity comes from the marriage of art and education!”
Interested in learning more about TAI? Click here!