Young Audiences Art Crawl

Inspire, Imagine, Improve!

Written by Barbara Krebs,
Young Audiences volunteer and Sunburst Society member

A few weeks ago, I was happy to attend Young Audiences’ third Art Crawl, held this year at the Single Carrot Theatre adjacent to YA’s offices.

For those of you who have not attended this annual event, I highly encourage you to do so. First of all, you’ll get to party with a group of fun, interesting, entertaining and dedicated folks. Secondly, you’ll get to enjoy the learning environment presented to the kids who attend YA’s Summer Arts & Learning Academy (SALA). And by that, I mean you’ll act, play music and create artwork, which helps you understand your reading assignment or your math homework. And finally, you get to nosh on great hors-d’oeuvres and sip handcrafted cocktails created by some of YA’s board members!

As always, I find myself splitting my time between talking to people I’ve met in the past, and meeting new folks who have interesting stories to tell. This time was no different. Balancing a plate of delicious appetizers from Copper Kitchen and a glass of wine provided by North Charles Fine Wine & Spirits, my husband and I soon found an empty spot at a table and introduced ourselves to Cori Daniel and Carlotta Williams. Turns out they were actually a teaching artist/teacher team who would later explore the book, Tar Beach, a story by artist Faith Ringgold recalling the dream adventure of a young girl flying high above her neighborhood in 1939 Harlem.

No matter the genre, the goal is making sure the children stay focused on the subject matter, sneakily presented as a lot of fun.

But I didn’t know this yet. What I did find out though was how long they had been teaching, what they taught, and I got to observe their obvious enthusiasm for the children and learning. Their animated conversation about their SALA classroom was fascinating, as were their fond memories of inspiring kids to learn while the children used their imaginations to improve their reading scores.

Oh, did I just use inspire, imagine and improve in one sentence? Yes, I did, and that is, of course, no accident. Having witnessed teachers and children in action in several of SALA’s classrooms this summer, and getting a chance to actually engage in it myself during Art Crawl is to truly understand how those three words create an arts-integrated learning environment that SALA uses to stem summer learning loss and bridge the Inspiration Gap.

Carlotta Williams, a second-grade teacher, co-taught literacy with artist Cori Daniels in Summer Arts & Learning Academy.

In SALA’s five-week summer classrooms, kids use a wide variety of art techniques to help them master core subjects – whether it’s textile art to illustrate a story they are studying or rapping their multiplication tables or dancing to show character development. No matter the genre, the goal is making sure the children stay focused on the subject matter, sneakily presented as a lot of fun.

And so it was. In the segment taught by the second-grade teacher and teaching artist I had just met, we warmed up with some dance movements to highlight acting concepts. Then we looked at the pictures in the book and explained what we saw in them. Finally, we paired off and used our imaginations to explore a special place for us – one that made us feel warm and welcomed.

Next up was a math segment, guided by teaching artist Nadia Rea Morales and teacher Jose Hernandez. With a chart in the room illustrating ones as yellow, tens as red, and hundreds as blue, I created a Piet Mondrian “masterpiece.”  The focus was to teach second-graders their ones, tens, and hundreds places and the relationships between digits and their place value. My own memory of learning such things was of boring, rote exercises that left me cold. Here, I hadn’t had so much fun with scissors and construction paper in ages. And to think – I was learning math!

Artist/teacher pair Nadia Rea Morales and Jose Hernandez teach math with the help of Piet Mondrian.

I ended the evening with teaching artist Christina Cook, who was surrounded by a variety of percussion instruments. As she demonstrated how these were used to sound out the syllables in words, I noticed how she was combining both math and vocabulary – a certain number of syllables to express a phrase, as she beat the rhythm on her drum.  She then handed out instruments and instructed us to follow along.

In addition, she said she used this technique to help the pre-K kids she taught to express their emotions. At first, she told us that the students mostly stuck to “happy” or “sad,” but soon she noticed that, as the kids gained confidence with the percussion pieces, their emotional range expanded, too. Now they were “curious” and “frustrated” and “ecstatic.” She admitted that she was impressed with the varying emotions the kids conveyed as well as the fact that they already had the vocabulary to communicate it. They had only needed the little nudge the music gave them to open up and express themselves more fully.

SALA teaching artist Christina Cook leads a lesson in identifying emotions and counting syllables through drumming.

I have to admit – Inspire, Imagine, Improve is a mantra I can really get behind. Because each time I’ve attended Art Crawl, I come away inspired by all the people who donate time, expertise and/or money to make SALA a reality for 2,100 elementary school-age kids.  I can only imagine how much harder it would be for the children and their teachers if this summer program didn’t exist. And I know that Young Audiences’ aim to improve test scores and access to arts-integrated learning is something I’m behind 100 percent.

Wouldn’t you like a little Inspire, Imagine, Improve in your life?  Come join us next year and I think you’ll find your own stories of imagination that inspire you to improve. Until then, Happy Holidays!

Jason Baker

smARTbeats with Jason Baker of Fractal Cat

smARTbeats returns to WTMD on Saturday, November 10 during the weekly children’s program Young At Heart! On this month’s segment, host Lisa Mathews talks with Jason Baker, one of our talented teaching artists from Summer Arts & Learning Academy (SALA). Jason is a board-certified music therapist and teaching artist by day. Kids lucky enough to have had him as their teacher in SALA over the past few summers will tell you he has a lot of wisdom and kindness to share. Do they even know that Jason is a bona fide rocker once the day is done?

Jason Baker with host Lisa Mathews in the WTMD studio.

In the classroom, Jason is known as a man who helps kids learn their math facts through writing their own beatbox riffs, who models compassion and collaboration, and who leads young percussionists with artistic excellence. No doubt, the same skills he uses as a music therapist cross over into his lessons. His students work diligently, checking their numbers and planning their beats in the arts-integrated math class. The kids are eager to support their peers as each finds the courage to perform their beatbox compositions at the mic.

Jason’s music majors exhibit the same cooperation and camaraderie as his math students. They don’t just play their instruments. With their drums in a circle, the young percussionists listen, they watch, they respond to one another. Their rhythm is alive and has a personality all its own.

By night, Jason Baker is the drummer for the highly acclaimed psychedelic rock band Fractal Cat. The classically trained musician’s beats are the pulse of Fractal Cat’s euphonic sound —and like a teacher in a classroom, he keeps the music rolling.

Young At Heart airs weekly on 89.7 WTMD 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 Jason Baker’s smARTbeats interview online now!

Arts Integration

Arts Integration: 1 + 2 = Fun!

Written by Barbara Krebs,
Young Audiences volunteer and Sunburst Society member

When I was studying for exams in college, I would often create a strong visual image to help me remember test items. For example – the 6 C’s of credit? Character, capacity, capital, condition, collateral, cash flow. And while these concepts didn’t flow naturally through my brain, the image I created did. There was a guy (character) leaning on a crutch (condition) with a cap on (capacity) standing in front of the Capitol Dome (capital) with a briefcase (collateral) full of dollar bills (cash flow).

At the time I didn’t have a name for my study method – I just knew it worked for me. Years later I can now identify this as arts integration with an emphasis on a visual learning style.

And so I felt very at home as I toured Young Audiences’ Summer Arts & Learning Academy (SALA) at Lyndhurst Elementary/Middle School in Baltimore. That’s because each classroom was filled with young students learning in a variety of arts-integrated formats. I witnessed drama, rap songs, textile art, drawings, and writing—all used in conjunction with classwork such as a math problem or a reading assignment.

And while I knew, and the teachers knew, that these children were involved in thoughtful, hard work here—the serious business of arresting summer learning loss—the kids were focused on how much fun learning was. For example, in the PreK classroom, YA roster artist Mama Rashida of WombWork Productions and her teacher partner, Samantha Amey, worked with the students on a basic math problem: 1 + 2 = 3. Now, of course, you can force your brain to learn this by sheer rote repetition, but let’s face it. How exciting is that?

But if you illustrate it with a story about the marketplace where you must buy one fruit (fruit sellers stand here to the right!) and then move on to the vegetable stalls where you need a tomato and a carrot (veggie vendors over here, please!), you set the stage for a fun learning experience.

As the kids moved excitedly from place to place to “fill” their baskets or “sell” their wares, the teacher illustrated what they were doing on the whiteboard. With their “shopping” completed, the children returned to their seats and began to answer questions about the math problem. At this point, the teacher pretended to be confused and wrote wrong answers on the board. As the children rushed to correct her, she had them explain what was wrong, until everyone agreed that the proper answer was three.

No, this wasn’t bored voices droning “1 + 1 = 2,” “2 + 2 = 4.” Instead, these were kids excited about math, happy to supply the correct answer to a befuddled teacher and eager to learn more!

But what about English? A little later I stepped into a first-grade classroom where students were studying Charlotte’s Web. Here, I found a mix of visual art and drama being used to tell the story. Several children took turns at the front of the classroom with a drawing they had made. After displaying it, they then acted out that portion in mime. Initially, the teacher set the scene, reminding the kids what was happening in the story at this point. After the child was done, the teacher asked the other students what they had observed as their classmate portrayed the scene.

Later, I noticed a bulletin board filled with tiny spiders made using a modified papier mache technique, with pipe cleaner legs. As I looked at this, one young girl came up to me and proudly told me about the paper collages they had made to illustrate what the barnyard looked like. “They’re displayed outside the classroom. You have to see them!” Indeed, I did, and when I left, I enjoyed all the bright, cheery artwork that surrounded the door frame.

My next stop was a mixed class of second, third, and fourth graders who were working on both how to solve for an unknown number in a math problem and the nine’s in the multiplication table. And here is where I definitely appreciated the arts-integrated approach. I remember learning the nine’s and, oh, how I despised them.

But nobody seemed to hate nine’s here. Maybe that’s because as they chanted this portion of the multiplication table, not only did they give it a fun rap slant, but other classmates accompanied the song with percussion instruments. Why couldn’t they have done that when I was in school?

My final stop was to a fourth-grade classroom where the lesson was to reinforce the basic math operations: addition, subtraction, multiplication, division. Here, too, I felt very at home, but this time it was because not only did I recognize the teaching artist, YA roster artist Femi the DriFish, who I’ve witnessed teaching on several occasions, but I actually recognized kids whom I had seen before. This heightened my sense of how compelling arts-integrated learning is in capturing kids’ imaginations, so much so that they return for another summer of learning!

They rapped their way through a popular song remixed to describe math operations terms in word problems (equals to, divided by, times, added to, subtracted from, etc.) in preparation to shoot their own music video. As they practiced, I wondered what they would take away with them after this summer. Would they remember these lyrics and hum them in their head as they take a math quiz next year? Will they think about a marketplace full of vegetables and fruits and how math filled their baskets? Perhaps they’ll draw a picture that will help them recall the story they’re reading in class.

But most of all, will they remember the fun that accompanied all these math and English concepts? And that 1 + 2 = 3? I think so. And this funny little guy, leaning on his crutch with his cap, briefcase and dollar bills, standing in front of the Capitol agrees with me!

Young Audiences' Sun

Learn more about our mission, our methods, and our future plans during a one-hour Meet Young Audiences event. In addition to hearing from the organization’s leaders and getting an inside look into the amazing work we are doing around the state, one of our roster artists will share their amazing work with you and speak about how the arts complements and enriches classroom learning. Please reach out to Ingrid Murray, Individual Giving Manager, at ingrid@yamd.org for more information or call (410) 837-7577 x. 107. Interested in hosting your own Meet Young Audiences event? Find out more here!

It Takes a Village

It Takes a Village

Written by Barbara Krebs,
Young Audiences volunteer and Sunburst Society member

Field trip! Remember the excitement you felt as a kid when you got to explore the world outside your classroom for the day, file on the bus, and leave school far behind? Well, it was a bit like that on Wednesday, July 25, when a diverse group of Maryland legislators, high-level education officials, and others boarded a bus to learn more about the programs that Young Audiences and its partners are offering Baltimore youth this summer. Except instead of leaving school, we headed toward them!

Initially, visitors met at Moravia Park Elementary School, the first of three stops that day. As Stacie Sanders Evans, President & CEO of Young Audiences, shared in her opening remarks, “We’re shining a light on summer learning opportunities; we’re shining a light on amazing kids; and we’re shining a light on how the arts blends these two things.”

At Moravia Park, we visited SummerREADS, a free drop-in literacy program that is the result of partnerships with the Harry and Jeanette Weinberg Foundation, the Baltimore Elementary and Middle School Library Project, Baltimore City Public Schools, and Young Audiences. Over a five-week period of time, more than 500 K-8 Baltimore City students will have had the opportunity to visit one of nine reading sites where they encountered engaging literacy workshops with teaching artists and fun enrichment activities with special guests.

YA roster artist Max Bent teaches math and literacy through beatboxing.

And that is exactly what we found when Max Bent, a beatboxer who has been a Young Audiences teaching artist for 7 years, led a group of six- and seven-year-olds in the basics of beatboxing. He taught them how to make various sounds and then incorporated them into a song, “My Banana.” As they counted out beats (three syllables in banana!), they thought of other fruits (apple, two syllables!) to add into the song.

We had to leave for our next stop before he could complete the lesson, but I could already see the intriguing possibilities in beatboxing for both math and English. Before we left the school, there was a quick Q&A session. The questions came fast and furiously from all sides of the room, a testimony to how interested people were, not only in the learning they had just witnessed, but what it took to make this possible.

Participants on the Summer Learning Bus Tour gathered to ask questions about the SummerREADS program before getting back on the bus.

Our next stop was at Dorothy I. Height Elementary School for an introduction to Young Audiences’ Summer Arts & Learning Academy (SALA). Here we learned that SALA is a five-week program for Pre-K through fifth graders where the focus is twofold. First, to arrest summer learning loss, and second, to make sure that learning is fun and engaging every day.

At this particular school, 260 children meet each day to learn and reinforce lessons in literacy and math. Last year, Young Audiences reached more than 1,150 children at four different school sites. Incredibly, in one year’s time, Young Audiences, in partnership with the Baltimore City School system, has doubled its efforts, reaching about 2,200 kids at eight school sites.

We were then offered the opportunity to enter classrooms to observe the action.  I slid into a third-grade classroom, where the children were focusing on The Red, a book about a confused crayon, whose friends eventually help him discover his true color.

The teaching artist, Daniel Ssuuna, whose specialty is East African dance and drumming, divided the kids into three groups, each focusing on one particular part of the story. Handing out percussion instruments, he instructed students to focus on the emotions of the crayon during their assigned story segment. Was the crayon confused, or supported, or happy? With that in mind, they then created a dance and drum accompaniment to illustrate the crayon’s feelings.

Other instructions given by the classroom teacher, Amanda Bila, highlighted listening skills. She asked, “When we are not performing, what do we do?” The kids supplied helpful advice: Be quiet. Be respectful. Listen. Pay attention.

Students planning their performance at Summer Arts & Learning Academy.

As the groups formed, I watched their interactions with the teachers and each other. I saw collaboration, referring to the book for inspiration, asking teachers questions, answering questions from the teacher, ideas discussed, ideas kept or discarded.

If Socrates had walked into this classroom, I’m sure he would have been proud to see his famous critical thinking methods being deployed.

Though I would have loved to watch each group perform, sadly, our time was up. Still, the excitement the kids exhibited as they analyzed their book was a potent reminder of how exciting and fun learning can be when you combine the arts and dedicated teachers.

Next we traveled to the Reginald F. Lewis Museum of Maryland African American History and Culture. Here we learned about the Bloomberg Arts Internship (supported by Bloomberg Philanthropies NYC) which places 35 Baltimore City rising seniors in paid internships at local arts and cultural institutions. These teens worked throughout the city with a goal of learning career readiness skills through real-world workplace experiences and professional development. Additionally, college mentors and writing coaches worked with the interns on college applications, resumes, and other experiences that will help them move to the next level professionally and/or academically.

Bloomberg Arts intern Collin Snow Stokes told the group about his interview project at the Reginald F. Lewis Museum.

One intern, Collin Snow Stokes, spent his time at the Reginald F. Lewis Museum documenting the thoughts and feelings of Lewis staff, visitors, and volunteers evoked by objects reflecting Jim Crow era stereotypes from their upcoming exhibition “Hateful Things.” His goal was 10 interviews, but he became so interested in the project that he exceeded his goal and even had time to do a few more before writing up his findings. And since his goals are to go into journalism and/or broadcasting, the interview process has honed job skills he will use for the rest of his life.

We also heard from two young women, Citlalli Islas and Paris Day, who worked at Port Discovery Children’s Museum. Paris was assigned an archival project, logging in items that have been collected by Port Discovery over the 20 years of its existence. As she began her assignment, both she and the curators soon realized that the scope of it was more than they had anticipated. But by creating a system to log and track the items, they have begun the process that will help the museum maintain its collection for years to come. And as an added bonus, as she archived items, the collection overseers realized what a great exhibit some of the artifacts would make and, thus, an exhibit was born!

Bloomberg Arts interns Citlalli Islas (left) and Paris Day (center) described their work and experiences at Port Discovery.

Citlalli interned in the exhibits department and has learned a lot about all the behind-the-scenes work that goes into creating and maintaining a museum exhibit. Obviously, this requires artistic vision. But beyond that, this has called on her to be innovative, meticulous and organized – not a bad group of skills to acquire before college and beyond.

Finally, it was time to get on the bus to return to our cars. As we wound our way down Baltimore’s city streets, I listened to the conversations around me, ranging from other arts organizations and what they accomplish in their communities to legislative and philanthropic aides asking questions about the work that Young Audiences does and how each person present got involved.

And as I thought about involvement, I remembered another thing that Stacie had said at the beginning of our journey: It takes a village. At the time she was referring to the teaching artists, librarians, kids, and parents who were involved with SummerREADS. But it was just as applicable to each program we visited, and to each organization that contributes time, money, or leadership.

None of what I had witnessed occurs in a vacuum. The sheer number of people, funds, and time takes a rather large village, actually. And I’m happy to be a small part of this Young Audiences village. It’s a great place to be and I invite you to join me! Field trip!

Young Audiences' Sun

Learn more about our mission, our methods, and our future plans during a one-hour Meet Young Audiences event. In addition to hearing from the organization’s leaders and getting an inside look into the amazing work we are doing around the state, one of our roster artists will share their amazing work with you and speak about how the arts complements and enriches classroom learning. Please reach out to Ingrid Murray, Individual Giving Manager, at ingrid@yamd.org for more information or call (410) 837-7577 x. 107. Interested in hosting your own Meet Young Audiences event? Find out more here!

Building a Network of Support in the Arts

The school year may only have just ended, but this year’s cohort of Bloomberg Arts Interns have already been hard at work for three weeks now. They attended a week of rigorous orientation and participated in behind-the-scenes tours and presentations at arts organizations. And perhaps most significantly, interns have gotten their feet through the doors of a number of reputable arts and culture organizations and have begun weaving themselves into passionate and supportive arts and education networks.

Outside of their internships, the students participate in professional development, college prep workshops, and writing coaching sessions. On these days, students receive guidance and support with completing college applications and build strong career skills with mentors and writing coaches. They create personal essays, write responses to art and performances, and work not just on college applications, but prepare for the bills, the challenges, and the change that comes along with transitioning to a college or university.

Two of last year’s Bloomberg Arts Interns (from left), Sequoia and Jahsol

Two of last summer’s Bloomberg Arts Interns, Jahsol and Sequoia, will be headed to Bard College at Simon’s Rock and the Arts Institute of Chicago, respectively, in the fall. But first, the pair visited students at OpenWorks to answer questions and give them insight into their own internship experiences last summer. The questions poured in. While just a year older than the 2018 interns, Jahsol and Sequoia had so much knowledge, experience, and wisdom to impart, getting this year’s cohort excited about the possibilities to come.

College panel (from left) Ruben Ramirez Jr., Danielle Staton, and De’asia Ellis

A college panel brought together three community members to talk about first-hand challenges, solutions, and to provide conversation and guidance in applying and adjusting to college life: Danielle Staton, Program Manager of Fund for Educational Excellence; De’asia Ellis, a Frederick Douglass High School graduate and current Goucher College student; and Ruben Ramirez Jr., a graduate of Digital Harbor High School and restaurant entrepreneur.

From practical advice, like applying to more than one school and developing a plan for time management, to being prepared to handle rejection, facing culture shock and loneliness away from home, or confronting ignorance and discrimination, the panellists shared valuable online resources and their honest experiences to help prepare the interns for what may come in the next year, not to mention all the steps required just to apply. “It’s hard when families don’t know how to get there,” said Ms. Ellis. She advises students who may not have family to support them through the daunting application process to find a mentor to help guide them.

As the summer progresses, this year’s cohort will continue to be afforded the chance to explore art of every discipline, and to meet and learn from artists, curators, and everyone else who works so hard to keep local institutions dynamic, engaging, up, and running. And while they are busy working on projects for their worksites, they will be networking. They will be making lasting connections, opening themselves up to all that is possible in a career in the arts, and forging their futures.

The Bloomberg Arts Internship is managed by Young Audiences through the support of Bloomberg Philanthropies. Learn more about the program here.

Summer All Year

 Written by Jaime Clough
The 2nd grade Baltimore City Public Schools teacher spoke about how the tools she learned at Summer Arts & Learning Academy have informed her teaching and transformed her classroom at Young Audiences’ annual Impact Breakfast earlier this month.

“Buffalo Woman, go,” Mr. Briggs nudged me. I stepped onto the stage, took a deep breath, and began my lines. I was eight and dressed in a leather Native American dress with beads and fringe. I was shy, but I had done the work. By the morning of the production, I had read primary texts, written a research paper, and created my own costume. So, when I stepped onto that stage, I was not timid or nervous, but passionate and proud. This was my first experience with arts integration.

Fourteen years after my role as the Buffalo Woman, I was accepted into Teach for America Baltimore and began teaching at Margaret Brent Elementary/Middle School in Charles Village. My students are diverse. One walked with her family from Mexico to America. One, who cannot yet read, learns in the same space as another, who is reading Harry Potter. Some of my students come to school without having eaten since the night before. Others rarely have clean uniforms.

I knew what I wanted to do in my classroom, but I didn’t have the tools to execute my ideas.

It was last March that I found Young Audiences. They matched me with fiber artist and Young Audiences teaching artist Katherine Dilworth, and together we went through a one-week professional development class. I learned how to use song and rap to teach students multiplication, and theatre to understand points of view in a story. During Summer Arts & Learning Academy, for the first time, I taught the way I had always wanted to teach.

As part of our literacy unit, students read City Green. To help kids understand the message of the book, “what makes a community?” and connect with the characters, Katherine and I planned a lesson around creating a community garden out of woven flowers. We’d use our art standards to create ABAB patterns and connect math standards for adding and subtracting the strings.  

We had one student in the class with lots of sensory difficulties. He had challenges with personal space, with expressing his emotions, and would often just put his head on his desk. As he began to wind thread through his loom to make his flower, I was ready for him to say, “It’s too hard,” and stomp away. After 15 minutes of weaving blues and purples, a pattern emerged. His flower was taking shape beautifully. He was adding and subtracting, counting his strings, and weaving the pattern. Absorbed in his work, he sat without prompting for the longest amount of time since I had known him. “Ms. Clough, look! Ms. Clough, I did it,” he said. “I made my flower and it’s so cool!” That was the spark.

From that moment on, my student was different. He raised his hand. He worked with partners. He asked questions about how to make his work better. Without that moment at the beginning of summer, we would not have seen a change in him. The arts gave both him and me the tools we needed to help him succeed.

Jaime Clough (right) with her Summer Arts & Learning Academy teaching artist partner Katherine Dilworth

My classroom after SALA is a different world. Teaching through the arts doesn’t just work for some students, it works for everyone. I have the highest engagement I have ever had, we are on track to grow two years in one school year as a class, and there is a spark in every single eye in the room when I write the lyrics to a “Ms. Clough Original” on the board. iReady, ANET, and DIBELS tests do not make us anxious anymore. When we walk into the computer lab, my students cheer because now they know they can do it. They are confident because they know their math and reading strategies from the songs, skits, and choreography we use every day. The successes and swagger among students in my classroom are because of the skills I gained while teaching with Young Audiences. Now, my dream is to be a principal so that I don’t just have a classroom of sparks, but a whole school of them.

Young Audiences' Sun

Jaime Clough is a 2nd Grade Teacher at Margaret Brent Elementary/Middle School and Summer Arts & Learning Academy Classroom Teacher. Her first-hand experience is a testament to the power of arts integration in the classroom and is an example of the incredible strides a class can take both emotionally and academically when children learn through the arts.

Future So Bright

Written by Jahsol Drummond
The 2017 Bloomberg Arts Intern and Filmmaker delivered the following speech at Young Audiences’ annual Impact Breakfast earlier this month.

My name is Jahsol Drummond. I am eighteen and currently a senior at Bard High School Early College.  I have attended Baltimore City Public Schools since kindergarten and I have never been a big fan. I was always told I was a good kid but my grades never really reflected that. From early on I was put in a box. Once I got to middle school, classes were separated and labeled 31 through 34. We all knew that groups 31 and 32 were supposed to be for the smart kids and 33 and 34 were for the “dumb” ones. I was in 33, and the stigma of feeling lesser set in, but I was also just glad I wasn’t in 34.  

When I didn’t get good grades in middle school, I couldn’t get into a good high school, and a cycle began. This is the problem. In middle school, a composite score based on the grades you earn determines where you can go to high school. Once kids get behind in their education here in the city, they get derailed and there isn’t much help to get you caught up. Luckily, I found Bard High School Early College, a school with college-level expectations that encourages its students to think. Bard gives kids who haven’t done well in the current system a second chance and (I think) a better education than any other city school can provide.

I first learned about the Bloomberg Arts Internship from Bard’s guidance counselor. This program, which is managed by Young Audiences, matches students with arts and cultural organizations for a paid internship over the summer. I wanted to be a filmmaker, but I wasn’t sure how to go about it.

So, I was excited when I was accepted into the program and Young Audiences matched me with Tim Nohe, who is the Director for the Center for Innovative Research in the Creative Arts (CIRCA) at UMBC and a filmmaker. We clicked instantly. We saw that we had a common interest in using film to communicate perspectives.

On the first day, Tim and I hit the ground running. He taught me how to use the camera, and how to use editing software. My first project was to film interviews with the arts staff at the university. I was involved throughout the entire production process: from researching the artist, to formulating the questions, filming the interviews, and editing the footage. Tim believed in me and over my six weeks at CIRCA, I was exposed to the world of professional filmmaking and working with people to create pieces of work that I cared about. I made something I was proud of and a spark ignited. That first-hand experience helped me get involved in the local industry and I came away feeling like I had earned the title of filmmaker.

Proud mom, Tracey Drummond (center).

On top of connecting me with a great worksite, Young Audiences helped me and my fellow interns apply to college. We spent time working on our college essays and doing extensive research on the colleges we wanted to attend for the next fall. Today, I’m graduating from Bard with an Associates degree and I will be attending Bard College at Simon’s Rock in Massachusetts on a full-ride scholarship and with all of my current credits carried over.

At the end of the summer, Young Audiences required me and the 24 other Bloomberg Interns to present what we learned in a public presentation in front of hundreds of people. I had the opportunity to show what I had learned by producing my own video for my presentation. I was really pleased with how it turned out, and there were leaders in the city’s arts and cultural industry who were impressed with my work too.

My dream is to communicate the problems in our educational system through film, and now that I have finished the program, I know that I can do this. I hope my films inspire a spark within others to make a change. I now know enough to trust my spark to guide my work, and Young Audiences hiring me to film all three of YA’s summer programs this year means that others believe I have it in me, too. My career has only just begun, and it’s already so exciting. Thank you to Young Audiences and Bloomberg for opening this world up to me, and a special thanks to Tim for showing me the way.

Mother and son waiting for the 2018 Impact Breakfast to begin.
Summer Arts & Learning Academy

Repping Baltimore: Young Poets Take the Stage

Children have a lot to say. Slam Poet and YA teaching artist Femi the Drifish worked with students in last year’s Summer Arts & Learning Academy to help them get their poem to the stage for all of Artscape to hear. We are proud to share this light, energy, and love for our city, straight from the mouths, hearts, and minds of the future of our nation.

Baltimore
We live
Baltimore
We wise
Baltimore
We Lit
Baltimore
We live [2X]

Don’t try to fit me in, your equation
I’m not a part of your, situation
We repping Baltimore real hard
Doing it real big, World Star
We eating chicken boxes, half N half
At the harbor, eating crabs
Repping Baltimore, since I was five
They don’t know me, I ain’t gotta lie

Baltimore
We live
Baltimore
We wise
Baltimore
We Lit
Baltimore
We live [2X]

We love this city, all heart
Always loved it, from the start
No more murders, more hugs
Stop the drug dealing, no more thugs
We don’t need to be, from the hood
What we need is, more brotherhood
We from Coldstream, getting an education
Cause we the future, of this nation

Baltimore
We live
Baltimore
We wise
Baltimore
We Lit
Baltimore
We live [2X]

Bloomberg Arts Internship Baltimore

Realizing Possibility: Announcing the 2018 Bloomberg Arts Internship Partners

Young Audiences is excited to announce the arts and culture worksite partners for the 2018 Bloomberg Arts Internship in Baltimore. This year’s expansion of the program meant that we needed to partner with even more of Baltimore’s high-quality, renown institutions than we did last year. In order to fully serve the needs of the incoming cohort of interns, we increased the total number of worksite partners from 14 to 20. Bloomberg Arts interns will be gaining tremendously valuable experience working and learning three days a week at one of the following 20 local arts and cultural organizations this summer:

Internship projects vary among organizations to include production, education, development, community engagement, artist engagement, video, music, administration and more. Last year’s interns worked on everything from curating museum exhibits, to integrating technology into museum experiences, to engaging young children in arts activities. At the end of the program, interns create final presentations highlighting their experiences, sharing with the community the new skills and interests that have developed over the course of their internships at each site.

“I love being at the Bloomberg Arts Internship. You guys have helped me grow in the working field and I would not trade out the people I have met for anything in the world.” –Triaje Eaddy, 2017 BAI intern

A large network of community partners are working to prepare 35 hard-working and motivated Baltimore City Public High School students for higher education and careers in the arts. Baltimore is rich with not only excellent arts and cultural institutions, but with the phenomenal people whose contributions and passion make those very same organizations so great. “I love being at the Bloomberg Arts Internship,” said 2017 BAI intern Triaje Eaddy. “You guys have helped me grow in the working field and I would not trade out the people I have met for anything in the world.” Introducing young minds to the people, all of the incredible possibilities, and the many opportunities open to them in a career in the arts is a great gift to us all.

The Bloomberg Arts Internship is managed by Young Audiences through the support of Bloomberg Philanthropies. Learn more about the program here.

Lisa Mathews

Summer Arts & Learning Academy to Double in Size, Serve 2,200 Students

Young Audiences’ Summer Arts & Learning Academy (SALA), the innovative, free, five-week arts-integration program for Baltimore City Public Schools students, will double in size this summer, expanding to eight sites and serving nearly 2,200 students across Baltimore City.

New data show that arts integration at SALA reduces summer learning loss and improves academic performance.

The Academy will be held July 9 to August 10, 2018, at eight sites: Commodore John Rodgers Elementary, Lakeland Elementary/Middle, Steuart Hill Academic Academy, Lyndhurst Elementary, Sinclair Lane Elementary, Gardenville Elementary, Edgecombe Circle Elementary and the newly renovated and expanded Dorothy I. Height Elementary. Now in its fourth year, the program engages students in hands-on creativity while exploring math and literacy with local teaching artists and teachers.

Students will participate directly with 86 teaching artists (local, working artists trained for classroom instruction) – twice as many artists as last year – working in a variety of mediums including painting, songwriting, poetry, illustration, dance, music, photography, playwriting, and filmmaking. Students might find themselves writing songs to summarize main ideas in a story with musician Lisa Mathews, or creating dance sequences to remember the steps in solving math word problems with dancer Cynthia Chavez.

Other local artists teaching at the Academy include Valerie Branch (dance), Scott Paynter (reggae musician), Mama Sallah (ceramics), Femi the Drifish (slam poetry), and Marian McLaughlin (guitar).

Along with the Academy’s expansion this year comes new opportunities for students through various partnerships, including athletics with Morgan State University and one on one reading tutoring with Reading Partners. These expanded offerings will be available to all students, with opportunities to participate in sports, to learn to code, and to have one-on-one literacy tutoring. Students will also perform at Artscape in July, Baltimore’s largest arts festival, and at pop-up performances around the city. SALA applications opened March 1.

“Every single day, I see how infusing creativity into learning transforms classrooms and children,” said Young Audiences President and CEO Stacie Sanders Evans. “We’re overjoyed to know that the Summer Arts & Learning Academy’s expansion this summer will help us reach twice as many students with arts integration—an approach that research shows works, especially in summer months.”

Data released in January 2018 by City Schools and Young Audiences show that students in 2017’s Summer Arts & Learning Academy significantly reduced summer learning loss in reading and math, and improved writing skills. Summer learning loss—when students lose academic ground over the summer months—is among the most difficult challenges facing the Baltimore school district and many others across the country.

“Young Audiences’ summer program gives students the chance to express themselves creatively, pursue their interests, and be inspired to reach their potential, things that we’ve also been focusing on this school year as part of our blueprint for success,” said Dr. Sonja Brookins Santelises, CEO of Baltimore City Public Schools. “We’re excited by our partnership with Young Audiences and the positive results our students have seen in the program in past years. By expanding the program this coming summer, more students can enroll and will start next school year off stronger.”

City Schools study shows that in reading, third through fifth grade SALA attendees experienced negligible summer learning loss (less than one percentile point) in i-Ready standardized testing compared with more than three percentile points lost by all other students in the district. In math, third through fifth graders regularly attending SALA lost only 3.77 percentile points in i-Ready standardized testing. City Schools students with no summer activities lost nearly twice that, at an average of 5.77 percentile points.

According to an analysis by Young Audiences, all third through fifth grade SALA attendees improved their writing content and structure in pre to post testing. Particularly strong improvements came from students furthest behind their grade level. In addition to the academics, SALA experienced the highest rate of attendance of any elementary summer programming in the district.

Click here for more information on Young Audiences Summer Arts & Learning Academy.

Links to complete Young Audiences and City Schools evaluations:

YAMD evaluation

City Schools evaluation

Bloomberg Arts Internship Baltimore

Bloomberg Arts Internships to Expand this Summer

The Bloomberg Arts Internship program is returning to Baltimore this summer, expanding to 35 paid, six-week internships for Baltimore City rising seniors at local arts and cultural institutions. Running June 18 to August 3, students will participate in college and career readiness preparation through hands-on, real work experiences in the arts and engaging professional development.

Applications are now being accepted for interns and host organizations. Rising high school seniors may apply until March 30, 2018. The deadline for Baltimore area arts organizations interested in hosting interns is March 2, 2018. Both applications can be found here.

The internship program is managed by Young Audiences through the support of Bloomberg Philanthropies. Bloomberg Philanthropies increased its support from 25 students last year.

The 35 Bloomberg Arts Internships interns, selected through a multi-step application and interview process, will work with arts organizations three days a week, visit cultural institutions once a week, and engage in professional development trainings once a week. Students will develop organizational work plans, start college applications, analyze art, and complete final presentations highlighting their experiences to be shared with the community on the last day of the program. Internship focuses vary among organizations to include production, education, development, community engagement, artist engagement, video, music, administration and more. Host organizations will include performing arts centers focusing on dance and music, art museums, libraries, theatres and television studios.

“The Bloomberg Arts Internship program creates wonderful opportunities for young people in Baltimore while expanding the impact and engagement of our vibrant arts community,” said Mayor Catherine E. Pugh. “It’s so rewarding to witness talented students learning, developing their potential and becoming leaders. We need to do everything we can to support them. I am continuously thankful for Bloomberg’s on-going commitment to improving the lives of people in Baltimore.”

“Bloomberg Philanthropies’ generous commitment to not only return the program to Baltimore, but to expand it, is a testament to the power of this program and the incredible students and arts organizations in Baltimore,” said Stacie Sanders, Young Audiences President & CEO. “We’re overjoyed for the opportunity to manage a program making such an impact—showing the arts as a viable career path.”

Young Audiences Arts for Learning Maryland

Young Audiences Hires New Chief Operating Officer, Creates New Director of Summer Learning Position

Young Audiences, the statewide nonprofit that boosts student achievement by bringing arts integration into classrooms and children’s learning experiences, has hired Leyla Layman as its new Chief Operating Officer.

Former Young Audiences COO Kurtis Donnelly will remain with the organization, taking on the newly created role of Director of Summer Learning, to enhance and expand Young Audiences’ summer programming and impact.

Leyla Layman is a career public servant, most recently serving as Deputy Executive Director, Operations and Chief of Staff for the Maryland Department of Human Services’ Child Support Administration where she managed strategic initiatives to increase program effectiveness and worked to identify and create systems to improve operating efficiency.

“Working to improve outcomes for children and communities has been the primary focus of my career,” said Layman. “Young Audiences offers an innovative approach of using the arts to keep children interested in learning. I am honored and excited to become part of the team.”

Previously, Layman was Director of the Baltimore City Health Department’s Office of Youth Violence Prevention and was responsible for program oversight, expansion, and evaluation.Under her leadership, youth outreach increased by 150%.

“Leyla’s experience working with communities, families and local institutions made her an ideal candidate for our COO,” said Stacie Sanders Evans, Young Audiences President and CEO. “Welcoming a uniquely talented, proven leader like Leyla will allow our organization to connect with more children, sparking their passions with arts-integrated learning. I’m excited to work with her.”

Kurtis Donnelly’s transition to Director of Summer Learning comes as Young Audiences expands its focus on year-round learning, implementing and growing programs in the summer. In his nearly three years as COO, Donnelly streamlined the success of Young Audiences’ Summer Arts & Learning Academy while implementing and coordinating all of Young Audiences programming.

“Kurtis’ leadership and understanding of how arts-integrated summer learning can be effective puts Young Audiences in a great position for continued success,” said Sanders Evans. “Engaging children in ways that make learning fun is crucial to uncovering opportunities for positive development and growth. I’m incredibly thankful that Leyla and Kurtis are here to help build on Young Audiences’ work doing just that.”

“Working to improve outcomes for children and communities has been the primary focus of my career,” said Layman. “Young Audiences offers an innovative approach of using the arts to keep children interested in learning. I am honored and excited to become part of the team.”

Young Audiences' Sun

Started in Baltimore in 1950, Young Audiences is the nation’s largest arts-in- education provider. As the Maryland affiliate, Young Audiences/Arts for Learning (YA) is devoted to enriching the lives and education of Maryland’s youth through educational and culturally diverse arts programs. Through Young Audiences, professional artists from all disciplines partner with leaders and schools for over 7,000 hands-on arts learning experiences that reach more than 190,000 Maryland students. Young Audiences envisions a Maryland where the arts are valued for their capacity to transform lives, and where every student is immersed in opportunities to imagine, to create, and to realize their full potential.