It’s been almost a year since we announced our partnership with WTMD to feature YA teaching artists on their family-favorite Saturday morning radio show Young At Heart! Since May 6, 2017, host Lisa Mathews—YA teaching artist and lead singer of Grammy-nominated children’s band Milkshake—has invited eleven top-notch, talented YA roster musicians to date into the studio to chat on a monthly segment called smARTbeats. Listeners have learned about the artists’ professional work outside of schools, arts integration, and heard how they’ve reached students through art in the classroom.
“Listening to music is great, but making music is transformative.” –Alden Phelps
Some of the featured artists have talked about the guidance they’ve received and diligence and artistic discipline they learned from parents, peers, or mentors. Some have revealed the inspiration they’ve found through their own small children. All have shared with listeners the energy, kindness, and expertise that they bring into every Maryland classroom they visit.
“If we never spoke a word, we could communicate through music.” –Devin Walker
From memories of touring with the one-and-only Mr. Ray Charles, reaching audiences around the world in Spanish, English, and through poetry, taking a musical journey to outer space, to finding out not just how artists inspire children every day in Maryland classrooms, but hearing what motivates, energizes, and inspires them, getting to know these fantastic teaching artists has been a real treat for Saturday mornings!
“There’s power in words, build or destroy, so watch what you say.” –Femi the Drifish
And just in case you prefer to sleep in on the weekends, we’ve compiled WTMD’s Soundcloud links here for you to enjoy any time of day or night!
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.
smARTbeats returns to WTMD Saturday, September 9, during the weekly children’s music program Young At Heart. On this month’s smARTbeats segment, Young At Heart host Lisa Mathews sits down for a chat with artist, songwriter, musician, and YA teaching artist Alden Phelps. A graduate of Maryland Institute College of Art (MICA), Alden co-founded Open Space Arts Center in 1989 and has written and performed countless stage plays, musicals, and puppet productions. Listen in and discover what many Maryland children already know: When Alden Phelps is in the building, there will soon be laughter roaring and silly songs echoing through the halls!
The artist is known for bringing far-fetched and funny scenarios to life through his songs, unexpected rhythms, and lively, interactive performances. He also has kids write songs to the tunes of popular music they already know and love. “Teaching musical parodies is a great way for students to learn because it’s an opportunity to share their knowledge in a creative way,” Alden explained. “Students synthesize their knowledge of specific subjects with poetry in a song. There are several layers of learning going on, including using their knowledge of the curriculum, organizing ideas, and employing multiple Language Arts skills.”
Alden arms his students with the knowledge of the basic elements to songwriting and composing along with rhyming dictionaries and sets them to work. “The writing process is always satisfying to me because I get to witness students discover a whole new world of words they may not have even realized existed,” the artist said.
“I often came across students who struggled to find rhyming options with difficult words. But then, just like that, a kid would blurt out the perfect lyric that would fit. A line would just tumble out of their mouth and I’d shout “Yes! That’s it!” In response, they would light up with excitement knowing that they had the answer within them all along, they just had to let it out.”
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 musician Alden Phelps online now!
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.
Young Audiences of Maryland is excited to offer a new and innovative program from one of our roster artists, Alden Phelps, called Singing, Reading & Writing Songs: an Interactive Assembly. Alden Phelps’ new assembly combines the inspiration and fun of a live concert with an extended hands-on time for students to participate in songwriting.
It’s a show and it’s a workshop: Silly Songster Alden Phelps plays guitar and sings his original children’s songs, then leads students step by step as they design their own musical couplets in teams. This hands-on experience is designed for an entire school grade to enjoy together.
Why is this program so special?
Not only does this program combine the best aspects of an assembly and a classroom workshop, but it also uses a thoroughly engaging inspiration for writing: magnetic words. By physically manipulating magnetic words, roadblocks that inhibit participation (spelling, handwriting, etc.) are removed; new vocabulary is expanded and stimulated; students at different levels can engage meaningfully and achieve writing success in activities that build language skills. Guided exercises, along with teacher support, help students try their hand at lyric writing. Most importantly, it’s a whole lot of fun! The assembly ends as students transform Alden’s opening song into their own original creation. This Interactive Assembly is designed for up to 100 students or one full grade. The assembly is 45 minutes long and is suited for grades 3-5.
How does it work?
Alden sets up 25 magnetic easels in your gym (or suitable space) and 50 of his original boxes of magnetic nouns, verbs, adjectives, prepositions, and rhymes. The program begins with Alden singing an original silly song for the students. He then explains his songwriting technique and breaks down the lyrics to the songs’ chorus on two large magnetic boards. Students are invited up to get creative and rewrite Alden’s rhyming couplet.
In the second half of the program, all the students move to the magnetic easels and continue to get creative, rewriting Alden’s lyrics. Alden circulates through the room, helping students and celebrating their successes by singing along with their newly created lyrics.
The differentiation is built in: basic & special needs students succeed by plugging in verbs, nouns, and rhymes, and the supplied dry-erase magnets allow advanced students to push their writing beyond Alden’s selection of words.
Common Core Connections: CCSS.ELA-Literacy.L CCSS.ELA-Literacy.RF
Alden has spent months developing this new Interactive Assembly, and in its initial performances, every single student in the room participated every time! And not just participated, but gleefully dove in to write their own song lyrics!
Mr. Phelps did an excellent job getting even my least interested students involved in this program! Some of my students who hate to sing REALLY enjoyed this program!! The students were singing their song lyrics for the rest of the day. I highly recommend this program at any school!!” –Frederick Adventist Academy, March 2016
Every single kid that participated LOVED IT!” –Sandymount Elementary School
Alden’s rapport with the kids and level of enthusiasm is contagious! It all channels our students’ focus and involvement in the content he delivers.” –Thunder Hill Elementary School
Q: Who is this Interactive Assembly for?
A: Singing, Reading & Writing Songs: an Interactive Assembly is designed for grades: 3-5, up to 100 students, or one whole grade.
Q: What about K – grade 2?
A: I’m working on adapting this for beginning readers using magnetic rebus. I think it’s a great idea!
Q: What about a longer version of this like a residency?
A: I’m working on it! I hope very soon this will be a multi-day residency too!
This morning, we kicked off our expanded Summer Arts and Learning Academy – a free, five week program immersing 900 City students in a variety of art forms taught by 36 locally-based professional artists. The full-day program welcomes students grades K-5, encouraging imagination, creation and expression through the arts, such as painting, songwriting, spoken word poetry, dance, piano, singing, visual art, sound production, playwriting, fiber art, and filmmaking.
Our kickoff this morning was a blast – welcoming students and their parents to the Academy’s four sites with high-energy performances, live music, and vibrant interactive art demonstrations – giving them a preview of the truly unique and empowering experiences to come throughout the next five weeks.
Due to last year’s success; with academic gains by students drawing from 93 different city schools—the district asked us to expand the Academy to four sites: Thomas Jefferson Elementary, William Pinderhughes Elementary, Gardenville Elementary and Fort Worthington Elementary.
Working with kids as they discover passions, refine creative processes and integrate arts in their everyday learning is an inspirational experience we and our Teaching Artists look forward to every year. We spoke with a few participating Teaching Artists about their plans and why the Summer Arts Academy is such a great opportunity for students and artists:
Scott Paynter, reggae singer:
I wanted to teach at this year’s Summer Arts and Learning Academy to gain more experience working with Baltimore’s greatest resource…it’s children. My art form helps students express themselves through lyrics, it introduces them to cultures and people they’ve never encountered before, and it brings life to a classroom environment. Music is like a force of nature. It’s everywhere you are if you pay attention.”
Bridget Cavaiola, Baltimore Improv Group:
This is such a unique experience to provide our students with collaborative and engaging arts experiences that they may not get to during the school year. The mood and energy are contagious as you get to watch the students engage themselves in something in which they have passion.”
Alden Phelps, musician:
My focus has always been on playing with words and the joy of language. Language is the foundation of how we communicate and function as human beings. Students who practice manipulating language, expanding their vocabulary, using rhymes, and counting syllables will better succeed in their regular academic work. Creative thinking opens up new pathways in our brains. There’s also a wonderful freedom when a student can express an idea creatively. They synthesize their academic knowledge with skill in the arts, such as using color or figurative language, and the result is far more engaging to them.”
Students will imagine, create and express themselves through the arts, with a chance to concentrate on two art forms. The students even show-off their talents at Artscape, at pop-up performances in mobile art galleries around the city and at the August 5 final culminating event. We can’t wait to see the students perform!
After this morning’s successful kick-off event, led by teaching artists Valerie Branch and Sean Roberts, at William Pinderhughes Elementary, one parent said:
“I am just so excited to get to see my child perform soon. Seeing what the [teachers and artists] did just now, I know they are in trusted hands. It made me look at my daughter and think yes! This is going to be different, we are so excited! She LOVES art! I can’t wait for the workshops too!”
— Young Audiences MD (@arts4learning) July 5, 2016
Young Audiences’ Summer Arts and 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.
By Alden Phelps, Young Audiences artist and musician
My work as a teaching artist focuses on collaborative songwriting with children. The goal of my recent residency at Triadelphia Ridge Elementary School was to teach seven different classes of third and fourth graders how to create parodies of current pop songs that show their knowledge of science and history.
Teaching musical parodies is a great way for students to learn because it’s an opportunity to share their knowledge in a creative way. Students synthesize their knowledge of specific subjects with poetry in a song. There are several layers of learning going on, including using their knowledge of the curriculum, organizing ideas, and employing multiple Language Arts skills.
I worked directly with Triadelphia’s teachers to strategize how to address their needs through music by discussing their most recent units and the related curriculum standards. My customized arts-integrated residency addressed what the teachers wanted to focus on, namely a third grade unit on earth science and a fourth grade unit on Maryland history. The goal is always to reinforce what students have already learned through this new artistic skill.
The advantage to using current pop songs such as “Shake it Off” or “All About that Bass” is that the kids recognize the tunes immediately. I do background work to make sure all the songs will work in this unique collaborative project. Students always express an immense level of enthusiasm whenever I walk in with a list of handpicked songs they could use for their parody. For example, Mrs. Russell’s third grade class chose the hit “Call Me Maybe” by Carly Rae Jepson for their parody about weather patterns. In the end, their song was titled “Save My Granny,” and it describes several different extreme weather patterns in a clever and funny way.
I began by teaching the children basic elements to songwriting and composing. We did this by counting the number of lyrics, verses, and choruses of their song choice. Through this analysis, we discussed each song’s use of patterns, syllables, rhythms, and accents. I then divided the children up into writing teams so that they could begin building the verses of their songs. This activity is always a great teaching moment because it challenges students to collaborate, share, and compromise with one another while being creative. I spent time with each writing team and coached them through the creative process. While they worked independently, I provided them with rhyming dictionaries and was surprised by how quickly they dug into those books! Rhyming at that level is a fairly difficult skill for children to master in such a short period of time.
The writing process is always satisfying to me because I get to witness students discover a whole new world of words they may not have even realized existed. I often came across students who struggled to find rhyming options with difficult words. But then, just like that, a kid would blurt out the perfect lyric that would fit. A line would just tumble out of their mouth and I’d shout “Yes! That’s it!” In response, they would light up with excitement knowing that they had the answer within them all along, they just had to let it out.
In one of my classes, there was a child who consistently struggled with behavioral issues. During this residency, he collaborated well with others and even wrote a clever lyric which became the opening line of the parody. Collaborating with the team was a huge step for him.
As final preparation before each group was to perform their parodies for the school, students typed up each song’s verses with the teachers, practiced singing their lyrics, and made final tweaks to the lyrics, changing a word here and there. Before their eyes, songs emerged–there’s always electricity in the air when a class suddenly realizes what they’ve achieved. The Triadelphia students were so proud of their final products and knew that they had created something clever and unique.
Because children spend so much time with their peers in schools, I believe that it’s important for them to interact with many different kinds of people, including artists. Artists are a unique breed–if nothing else we have a different perspective on the world, and through the arts, anyone can see through different eyes. Creativity is a way of seeing life from different directions and a way to find a thread connecting disparate ideas. The way artists go about solving problems and finding meaning is important for children to experience. It gives them opportunities to see through new eyes, and speak with a new language.
Learn more about Alden and his programs for schools at yamd.org. Read the full lyrics of the parodies Triadelphia Elementary students wrote by visiting aldenphelps.com.
Westbrook Elementary School shines again!
I again visited the school for a Preposterous Parodies residency program. This year’s songs focused on different biomes: desert, grassland, ocean, rainforest, tundra, and forest. Each class tackled two of them.
Once again the creative students at Westbrook Elementary have written some great parodies of recent hits. Great work, and many thanks to the fantastic teachers, parents, and administration, who made this residency such a pleasure to do! Below is just one example of a song written by the students. Click here to see the lyrics to all the parodies.
Desert (parody of “Treasure” by Bruno Mars)
Really hot, burning hot, scorching hot in the desert
Dying for icy cold water in these places
Coyotes and gila monsters you could get so hurt
But you’re fainting out here so you want to find an oasis
I know that I’m complaining but it’s hot out here (hot out here)
A scorpion just stung me now and I got tears (I got tears)
Desert, you may not survive
It’s so hot there you could die
There are barely any trees
I need some water please
The wolves are after me, me, me
Grassland, grassland, grassland it’s so green here
I look around and I see no waving trees
Once in a while, there’s a flaming fire
I’m freaking out it is going past my knees
Oh graaaaass lands
I know you’re unaware that cheetahs hunt their prey (everyday)
Oh graaaaass lands
Boy I’m gonna show you how it’s cold all night (hot all day)
Grasslands, that is where we are
The grass is huge and tall
Wildebeests graze on their cuisine
African plains are clearly seen
The lions get a lot of pro-tein, tein
A spiny cactus, it’s in the desert
If there’s a sandstorm you’d better close your eyes
The grass is so tall, that you should measure
The bobcats stalk here, they paw at butterflies
Treasures, that’s what these places are
Finding water’s just too hard
Hottest and flattest lands I’ve seen
They are mostly brown and green
The conditions are hard and mean oh oh
By Karen Baratz, Parent of a Westbrook Elementary third-grader
Even if I had not been a classroom volunteer at Westbrook Elementary this year, I would have heard about Young Audiences teaching artist Alden Phelps’ residency program from my son and his classmates who talked about the program with an enthusiasm that I don’t often hear about schoolwork.
As a parent helper in the classroom, I got to observe Alden in action. He had a remarkable way of engaging the children so that everyone wanted to participate in the songwriting process and his ability to get students to collaborate and come to a consensus on lyrics and ideas was impressive.
From the minute Alden walked into the third grade classroom, he had a captive audience. He instantly connected with the students through his songs, humor, and gentle manner. He used a creative approach to engage students in activities so that they could better understand the songwriting process and what a parody was before they began to compose a parody song of their own. Alden is a natural with children and came well-prepared with popular melodies that the kids could adapt with their own lyrics. The fact that the students got to sing their own version of current songs they hear on the radio took the children’s enthusiasm for Alden’s residency way up!
Alden was able to adapt his program to the curriculum, tying in what he does with what the students were studying in class—geographic regions of the U.S.—for a more in-depth learning experience. He had a game plan in place to help three third-grade classes quickly compose meaningful (and funny!) songs about their respective geographic regions which they were so proud to perform for the school and their parents at the end of the program.
This was an amazing opportunity to get a window into my child’s school life. So often, parents don’t get many details of what goes on during the school day but this experience provided me the opportunity to work side-by-side with the children and watch learning in action.
The bottom line is that Alden made learning fun. In our competitive society where education standards often place a greater emphasis on subjects like reading and math at the expense of the arts, I feel that our children are being shortchanged. The arts play such an important role in helping students see the whole picture and they can help make learning fun! I can think of no better example of this than the fact that my son was so excited about songwriting and parodies after Alden’s residency ended, that he wrote one of his own. He created a music video about geometric shapes to a popular tune and couldn’t wait to share it with his teachers and classmates. If that isn’t proof of the power art has to boost academic performance—I don’t know what is.