The Answer is Yes

Bringing photographer Christina Delgado to Cross Country Elementary Middle School in Baltimore City this spring for a self portrait residency was supposed to be one of the highlights of the school year. Last year, when Kristine Buls, the lead science teacher at the school, responded to a call to work with the artist, she knew the opportunity would be just right for her students. In her previous life, Ms. Buls worked as a photographer, so the thought of getting cameras into her students’ hands was irresistible. It had to happen! At the time, of course, no one imagined that by spring, working together in a classroom would not be possible.

Parents, including Latrice Hinton (left), met lead science teacher Kristine Buls (right) at Cross Country Elementary Middle to collect supplies before the self portrait residency began.

As it did around the globe, the COVID-19 pandemic sent the Cross Country students into a starkly different way of living and learning. “I was really upset when I realized we weren’t coming back to school,” said Ms. Buls. The artist residency that had been planned was special. Exelon, the energy provider and parent company of BGE, commissioned the project and would display the finished Cross Country student photographs and mixed media pieces as a permanent installation within their Chicago headquarters. It was a big dealone that the school faculty and staff, Christina Delgado, and the students and their families had all been looking forward to.

Could the adults in our students’ lives be resourceful and creative, proactive, and flexible–not just to ensure that children’s basic needs are met, but that their whole selves are nurturedeven in times of crisis? The answer is yes. Ms. Buls said that she was met universally and enthusiastically with support. “It means so much that they’re using actual cameras instead of cell phones. It’s a very different experience and most of them haven’t had that. And the fact that we could morph this experience from in-person to virtual… I think it’s gonna be different, but I think it’s gonna be great!”

Cross Country Elementary Middle parent Latrice Hinton picks up supplies for her student to participate in the virtual photography residency with Christina Delgado.

The public health crisis could have halted any dreams of working on the project, but this was an opportunity too special to let slip away. With so much already being taken from students because of COVID-19, Principal Stanfield and Young Audiences thought it was more important than ever to create this work during this unique moment in history. “This has been a big undertaking and I wouldn’t have been able to do it without the efforts and guidance of Katherine Dilworth from Young Audiences and Kristine Buls—there have been many successes along with many moments of learning and adjusting,” said Christina Delgado. “This experience has played a pivotal role in my teaching/teaching artist career.”

Christina reworked her in-person lessons so that they could be delivered virtually and the school district got the students the equipment they needed to complete the project. “I was elated that through this experience, Cross Country was able to purchase 50 cameras for their school,” said the artist. “It has always been a dream of mine to leave cameras for students and teachers so that the work can continue.”

“Parents have been really, really excited about participating,” said Ms. Buls. “I think the school closures and social distancing has been really difficult on the kids. They feel specialthey’re getting a camera! And I think it’s gonna be special, too, because of the time they’re doing this in. They’re recording history.”

Weekends Are for Arts & Learning Kids!

Did you catch Arts & Learning Kids! on Channel 77 this weekend? Young Audiences created this cool educational TV show in partnership with City Schools to reinforce what our students are learning remotely through interactive arts-integrated lessons!

Each episode is geared toward one of three grade bands (PreK/K, 1/2, and 3rd-5th Grades), and features a teacher and professional artist co-teaching an arts-integrated math or literacy lesson in-line with the math and literacy work students are currently doing either virtually or via packets. After each episode airs, it is accessible anytime online at yamd.org/kids.

This is not a passive viewing experience! During each episode, students are challenged to explore learning through a variety of art forms. They’ll learn key math concepts using their whole bodies and voices; write and animate their own myths by creating a flip book; learn basic tap steps to help review fractions; engage in storytelling using an actor’s tools; or even solve math problems with shadow puppets!


In the episode “Character Traits Choreography,” students have the opportunity to identify their own character traits and those of important Civil Rights leaders like Dr. Martin Luther King Jr. and Ruby Bridges. Students will be able to unlock their creativity and communicate those character traits through dance! Learning several elements of dance like frozen poses, levels, shapes and energy, students will not only get to perform the Ruby Bridges choreography, but will be inspired to look for the leaders—particularly those who respond to injustice—in their communities and in themselves, identify character traits of those individuals, and create their own choreography. (This episode is recommended for students in 1st and 2nd Grade) 

As a fun bonus, within each episode are two special segments. The “Sweet Stuff Showcase” highlights an engaging and educational digital experience from outside of our own organization. The “Artsplosions” segment features YA artists presenting a cool and quick experience in their art form that often encourages kids to get up and get moving. We are so excited to share Arts & Learning Kids! with you. It really is an AWESOME program and we think that even parents and caregivers will find that it’s super fun to watch. Check it out!

Artists and crew behind the scenes filming the new kids educational TV show Arts & Learning Kids

Young Audiences Produces Curriculum-based TV Show To Support Baltimore Students’ Remote Learning

Arts Integration Episodes Will Air Weekly Through Partnership with
Baltimore City Public Schools

BALTIMORE – Young Audiences of Maryland, the Baltimore-based nonprofit delivering arts-integrated learning to Maryland students, is partnering with Baltimore City Public Schools to produce Arts & Learning Kids, a weekly series of TV broadcasts bringing engaging, arts-integrated classroom lessons directly into the homes of students and families while schools are closed.

The Arts & Learning Kids series launches Saturday, April 11 at 10:15am on the City Schools’ Channel 77 and will air every weekend. Multiple curriculum-aligned episodes will be tailored to three grade bands: pre-k/kindergarten, 1st-2nd grade, and 3rd-5th grade. Baltimore City Public Schools is using Channel 77 to deliver educational content to support students and families during school closures. Click here to view the full schedule of programming.

Young Audiences will create new 30-minute episodes every week for all grade bands, starting with four Arts & Learning Kids programs that support Baltimore City Public Schools’ Wit & Wisdom literacy curriculum and Eureka Math curriculum. Each episode will feature a Young Audiences teaching artist and an educator. For example, one episode shows songwriter Mary Fields working with teacher Kevin Older to write song lyrics that help them solve a word problem. In another episode, dancer Valerie Branch partners with educator Kristina Berdan to create choreography connected to the character traits of important civil rights leaders like Ruby Bridges. 

The Arts & Learning Kids videos will offer modified versions of the teaching artists’ classroom activities, tailored for students learning at home and incorporating activities that could include their families. Episodes will encourage students to share their creation or performance with Young Audiences, which will make them available on social media and possibly include them in future episodes of Arts & Learning Kids

Check out one of the first episodes, focused on math:

Teaching artists are professional artists who work with classroom teachers and deliver hands-on, arts-infused learning experiences that support traditional academic content. 

Young Audiences suggested the Arts & Learning Kids programs to Baltimore City Public Schools, and is the only provider of education content for City Schools’ Channel 77 programming beyond programming from Great Minds, the DC-based organization which created the Wit & Wisdom and Eureka Math curricula.

“Young Audiences has been a consistent and positive influence in our community and we look forward to continuing our partnership in creative, new ways as we implement the district’s Continuity of Learning plan in response to school closures,” said Janise Lane, Baltimore City Public Schools Executive Director of Teaching and Learning. “The Continuity of Learning plan is designed to continue learning while being as flexible as possible for our families; to continue the connections that matter – between teacher and student, family, and school; and to create a safe and nurturing virtual classroom community where everyone supports each other. To achieve these goals it is vital to provide alternate avenues for learning and connection and The Arts & Learning Kids show is a key component of that effort.”

“Ensuring that students are engaged, learning and connected during this period of school closures is critical,” said Stacie Sanders Evans, President and CEO of Young Audiences of Maryland. “Arts & Learning Kids will provide a consistent place for young people to visit — particularly those that do not have access to the internet for online learning — and to connect with dynamic artists and teachers. There they can explore literacy and math through a variety of art forms and be challenged to share their new knowledge with caregivers and parents who also need an opportunity to express and create.”

Young Audiences Arts for Learning Maryland

About Young Audiences/Arts for Learning:
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 nearly 10,000 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.

Children performing their own version of Little Red Riding Hood

Young Audiences’ Free Summer Arts & Learning Academy to Expand to Nearly 2,600 Children After Study Shows it Reduces Summer Learning Loss

Arts-integrated program for City Schools students expanding to nine sites in 2020 after program successfully reduced summer learning loss in math

BALTIMORE – Young Audiences’ Summer Arts & Learning Academy–the free, five-week arts integration program for Baltimore City Public School students–will expand in 2020 after new research showed the program successfully reduces summer learning loss in math while supporting writing and social-emotional growth. In 2020, the program will grow to nine sites, reaching nearly 2600 students across Baltimore.

The 2019 Summer Arts & Learning Academy (SALA) was held from July 6 to August 7 at eight sites. Through hands-on activities co-taught by teaching artists and teachers, more than 2,300 Pre K-5th grade students engaged in painting, songwriting, poetry, dance, music, photography, and playwriting while learning math, writing, and literacy.

“Arts education is a vital component of instruction in City Schools because its concepts infuse other key instructional areas such as language arts and mathematics. That combination creates a well-rounded education for our students,” said Dr. Sonja Brookins Santelises, CEO of City Schools. “We are pleased to partner with Young Audiences/Arts for Learning as it enhances its contribution to the arts education of our students. Its work is invaluable in expanding the minds and skillsets of our students.”

Research from Baltimore City Public Schools and evaluation firm WolfBrown showed that the infusion of the arts into traditional learning content transformed the classroom experience, resulting in academic gains for students. Baltimore City Public Schools analyzes student performance on the i-Ready math assessment, taken at the end and beginning of each school year to gauge summer learning loss. Results showed that SALA attendees had significantly less summer learning loss in i-Ready math compared to BCPSS students who did not attend the program. The district evaluation also highlighted YA as the most cost-efficient elementary program with the highest rates of enrollment and attendance.

WolfBrown, a national leader in research on arts education and children’s development, partnered with Young Audiences to analyze the 2019 SALA results and reported significant academic gains–an average of 20% growth–in third-fifth grade writing scores on pre-and-post program testing. WolfBrown also found that students attending SALA for two years showed no summer learning loss in math. Rather, these students experienced academic gains when returning to school, growing their i-Ready scores by nearly three percentile ranks.

WolfBrown’s findings showed that while all kids can benefit from the program, students who are furthest behind academically can benefit the most. Students (grades 3-5) entering the program two grade levels below grade level saw no summer learning loss in reading as measured by i-Ready. In fact, these students grew by two percentile ranks when returning to school in the Fall. 

With Baltimore City Public Schools prioritizing whole child education, Young Audiences (YA) partnered with WolfBrown to develop and pilot an observation tool last summer that spans from emotional support and social climate to academic knowledge and arts integration. The framework is based on what research shows matters in a learning environment–and it may ultimately help YA and City Schools better understand why this program works. Observers scored SALA particularly high in classroom climate, teacher sensitivity, ability to develop math skills in students, co-teaching, and differentiated literacy instruction.  

“Arts education is a vital component of instruction in City Schools because its concepts infuse other key instructional areas such as language arts and mathematics. That combination creates a well-rounded education for our students,” said Dr. Sonja Brookins Santelises, CEO of City Schools. “We are pleased to partner with Young Audiences/Arts for Learning as it enhances its contribution to the arts education of our students. Its work is invaluable in expanding the minds and skillsets of our students.”

“We are thrilled that City Schools is choosing to partner with Young Audiences to expand this program to more children in summer 2020,” said Stacie Sanders Evans, Young Audiences President & CEO. “We also love that City Schools is committed to the whole child, making sure kids have opportunities to develop personally, creatively, and academically over the summer.”

Registration for the 2020 Summer Arts & Learning Academy will open on Tuesday, March 3, with the program running from July 6 to August 7. Host sites include Arundel Elementary Middle School, Elmer A. Henderson-Hopkins, Dorothy I. Height Elementary School, Gardenville Elementary School, Beechfield Elementary Middle School, James McHenry Elementary School, Pimlico Elementary/Middle School, Wildwood Elementary/Middle School, and Graceland Park-O’Donnell Heights Elementary School. Find registration and more information at yamd.org/programs/summer-arts-academy.

View the full Baltimore City Public Schools Summer Evaluation
View the full WolfBrown SALA Evaluation

Young Audiences Arts for Learning Maryland

About Young Audiences/Arts for Learning:
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 nearly 10,000 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.

Artists and Staff tasing for a group photo in the courtyard of a renovated industrial building

#GivingArts4Learning: Micaela’s Story

Our staff at Young Audiences do not just come to work. We come to support a mission: to transform the lives and education of our youth through the arts by connecting educators, professional artists, and communities. And we come with our hearts and minds and bodies ready to go above and beyond to realize this mission.

Micaela wrote, “When I started at Young Audiences six years ago, I thought we needed the arts to help students be more engaged in school and make learning more accessible. I had just been a teacher, and I saw changes in my students when they worked in the artsnew leaders emerged when we did a class talent show, and huge smiles appeared on kids’ faces when they got “their own” recorders to take home from music class.

We need young people who not only have the skills needed to build a better world, but can imagine what that might look like. Artists in schools seems like one of our best shots at giving kids the space and community to become the wild, imaginative thinkers and doers that we all need.

These things are still truethe arts are awesome at engaging kids in school, providing an opportunity for students to do hands on work that is meaningful, visible, and matters. And, they spark joy in kids!

Today, though, I think there is more that I didn’t realize a few years ago. I think we need imagination in volume and degrees beyond what I understand. We need young people who not only have the skills needed to build a better world, but can imagine what that might look like. Artists in schools seems like one of our best shots at giving kids the space and community to become the wild, imaginative thinkers and doers that we all need.”

Spoken word artist Femi the Drifish stands at a table where students are seated looking over their work.

#GivingArts4Learning: Femi’s Story

Our artists know how to use their art form to draw kids into the work, to get students to challenge and surprise themselves and proudly show off their achievements. They see how arts integration engages and motivates even the most reluctant students.

Spoken Word Artist Femi the Drifish told us, ”I was working with 7th graders at Commodore John Rodgers Elementary/Middle doing an arts integration math program using rhythm, rhyme, and poetry. Going through what is common in a classroom, I challenged the students to use their algebra vocabulary to describe the city of Baltimore using the terms in creative ways—metaphorically, but in correct context.

There was one student, clearly the “too cool for school” type, who just wasn’t participating in any activity that led up to the final writing exercise. Once the scaffolding was completed and students were set to complete their assigned writing prompt, I witnessed that one kid scribbling on paper in the corner by his lonesome, away from tables where students where gathered.

Upon completion, students shared their work trying to impress each other with the cleverness of their vocabulary usage in the Baltimore City descriptive poems, when he asked if he could share his poem.

I was surprised—just like his teacher and his class peers—and quickly encouraged him to step up to the front of the class to present before he decided to retreat into the disinterested facade he used during all the warmups. As he delivered the poem I realized that he didn’t stick to the theme given, but instead described his love for the game of football using the math terms.

The class roared on cheers upon his completion and the teacher grabbed the poem from him to share with other teachers who wandered into the class to congratulate him.”

The Pre-K class sitting together on a rug depicting the solar system, posing with Alice, a student volunteer.

#GivingArts4Learning: Shannon’s Story

Alice’s year at Summer Arts & Learning Academy (SALA) meant so much to her. The program helped bring clarity to math concepts my daughter was struggling with through an art form she loves, she felt confident, and she felt like she was part of something larger than herself. It made her feel proud of herself and proud of her community.

She wrote, “A lot of people think of Baltimore as how the news shows and talks about it. The news tends to only show the little bad things about us. I wish people could just see what SALA is like. It’s a perfect representation of Baltimore’s youth! It shows that we are creative, compassionate, caring, and loyal.” Now Rosario, my youngest daughter, looks forward to SALA every summer. And even though Alice is too old to attend, she volunteers in the program. “I can help and watch other children get the same great experience that I did.”

As I’ve seen with my own children, arts integration is not just fun in the moment. These are experiences that shape students’ mindsets, their education, their goals—experiences that students carry with them and inform their decisions for years to come. Please give today.

Children kneeling on stage around a microphone and taking turns singing into it with musician Scott Paynter accompanying them on guitar.

Hear Scott Paynter on smARTbeats!

smARTbeats returns to WTMD on Saturday, October 19 during the weekly children’s program Young At Heart! On this month’s segment, host Lisa Mathews talks with Scott Paynter, or Scotty P as he’s known around town, one of our talented teaching artists from Summer Arts & Learning Academy (SALA). He embodies fun and warmth in his classroom and on stage as a solo performer and as a lead vocalist with the world-renowned reggae band Jah Works

“Jah Works is a true grassroots success story that emerged from Baltimore’s reggae scene over 20 years ago. This is music made by and for lovers of real, authentic reggae music. Consistently performing hundreds of shows a year worldwide, they have forged their sound in clubs, festivals and on the sun drenched beaches of Negril. Their sound is firmly planted in the roots of Jamaican music and culture, encompassing rock steady, reggae, and elements of dancehall and dub. What Jah Works does best is introduce the novice music listener to the fullness of reggae music and culture.” —from jahworks.com

Scott’s classroom in SALA is a creative and joyful place where music and children go hand in hand. Perhaps it’s because he got his own start in music as a young child with a guitar he built from plywood and yarn. How awesome that every summer he helps more young musicians discover their passion for music and songwriting!

Scott doesn’t just share his art form with students, he teaches them to demonstrate what they’ve learned through music. By writing songs about the books and stories they’ve read, children are able to dive deep into the different characters and their personalities—bringing them to life. Take this video, for instance, of Scott’s students performing a song they wrote with the artist about a book they read together called City Green by DyAnne DiSalvo-Ryan.

It should come as no surprise that kids love coming to his class to sing and learn! Mr. P makes learning fun—and even though his time with them is relatively short, his patience and commitment to the students can be seen in the strengthening of their academic abilities, their understanding, and the genuine smiles on their faces.

Listen online now to the smARTbeats interview with Scott Paynter at WTMD.org

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. 

Principal Reese uses watercolor to create her wish banner at the Principal's Fellowship dinner

Meet the Principal: Monique Reese

In January 2020, Bay Brook Elementary Middle School will move into a 21st Century school building! Monique B. Reese, Principal of Bay Brook told us that along with the move, her school is adopting an arts integration model. During her first three years at the school, she focused on reducing suspensions and building a positive school climate. Now, Mrs. Reese’s goal is to use the arts to assist with increasing student engagement and higher achievement. That’s what brings her to the Young Audiences Principal Fellowship Program.

Mrs. Reese began her career as an elementary school teacher in various urban school districts. During her time as a teacher, she found a passion for leading others in teaching and learning. This passion for leadership led her to serve for eight years as an Assistant Principal in the District of Columbia Public Schools, and then as a principal at Bay Brook Elementary Middle School. During her first three years at Bay Brook, she focused on reducing suspensions and building a positive school climate. “I am excited about being a part of the Young Audiences Principal Fellowship program because it directly connects to my new school model,” she said. “I can learn new ideas about arts integration that I can directly implement in my school as we begin our new vision.”

“We have seen first-hand the excitement the arts bring to our students.”

Over the course of the program, she’ll receive coaching from experienced educators who have already used arts integration as leverage for school change. “Our students learn in different ways and we need a path that reaches all learners,” Mrs. Reese said. “When given the choice between STEM, project-based learning, and arts integration for their new school model, the staff and community were confident that a larger focus on the arts would bring positive change.”

The school currently has a partnership with Arts Every Day which helps fund artist residencies for classrooms. Already, the school holds monthly arts integration days in which teachers engage students in an art project to teach literacy, math, or science. “We have seen first-hand the excitement the arts bring to our students,” she said. “The staff believe that the arts will give students the opportunity to be more engaged in the content, thus reducing class disruptions and increasing achievement.”

Mrs. Monique Reese, Principal of Bay Brook Elementary Middle School, is one of ten Baltimore City Public Schools principals selected to participate in the Principal Fellowship Program. The year-long fellowship provides principals with the guidance and framework to develop an arts-based action plan in their schools and we are thrilled to have her in the inaugural cohort!

Belonging

Written by Stacie Sanders Evans,
President and CEO of Young Audiences/Arts for Learning

Belonging. That’s the word that has been on my mind. Our founder, Nina Collier, understood belonging. She felt music belonged in schools, that artists belonged in a child’s education. In 1950 she inspired a movement of artists-in-schools. What started in Baltimore has now grown to 30 Young Audiences–the largest arts-in-education network in the US.

Today, Young Audiences artists like Femi the DriFish and Valerie Branch ignite a child’s desire to learn. Whatever our partner artists’ art form is–hip hop dance or improvisational theatre–they use it to draw kids into learning. We train our artists to integrate their art form with whatever is being taught in students’ literacy, math, social studies, and science classes.

We do that because when kids create something they get to make choices. They make meaningful connections. They express themselves. Choice and voice–that makes the learning matter.

When we, as a community, provide children with these kinds of opportunities, we are telling them, “You matter!” All of this, what we do, it nurtures the sense of belonging in our kids, artists, parents, and teachers. And it is belonging that I feel when I walk into one of our classrooms. Listen to how Tiffani, Dawn, and Valerie talk about our community in Together–we are their people–and we all belong.

Think back to when you were growing up. Who were YOUR people? What teacher or coach left their imprint. Who helped you become the person that you are today?  I bet that person made you feel visible. Known. That you belonged.

My moment was in ninth grade. I was struggling in many different ways and my drama teacher, Mrs. Howard, saw something in me. She knew how to draw that “something” out–just like the 200 artists (both YA roster artists and independent artists) we work with. In her class, I belonged. She cast me as Juliet in Romeo and Juliet. And that moment was like rocket fuel for me.

Belonging is a strong human need, particularly in our children. I see belonging as the net below the trapeze. When kids have that net of belonging, they are more likely to lean into learning–kids like Josh Ajala, who in Together, spoke about moving from the back of the class to the front–and his sister Tiffani Ajala–who was brave enough to apply for Baltimore Design School (and got the highest possible score on her fashion portfolio!) These are the courageous risks we want our kids to take so that they can grow.

But public education for the last 17 years, after the birth of No Child Left Behind, hasn’t been focused on this. It has been about raising standards and increasing school accountability–measured through standardized testing. What do kids who are part of this system think about this? In Brenna’s poem, she says students feel like they are just inputs and outputs in one simple equation.

The outcomes we are seeing are heartbreaking and not sustainable as a society. Eight out of ten Baltimore City Schools students do not meet “proficiency” in math or reading. Nearly half of our children across the state entering Kindergarten are already behind. Four out of ten Maryland teachers leave teaching within five years because this isn’t the equation they want to be a part of.

A different way is needed. Young Audiences is a different way. Our movement is to make sure all kids–and the people who teach them–are not treated like inputs and outputs but as the whole beautiful human beings that they are.

Today, thanks to our 450 school partners, our Sunburst Society members, and our game-changing evidence, our movement is growing. Outreach has doubled in the last five years. We impact the education of 191,000 children EVERY year–children in EVERY Maryland county.

We are on a mission to close the opportunity gaps in this educational system. We have four strategies:

  • Preventing summer learning loss by operating 20 summer programs across our city
  • Increasing school readiness through early childhood programs in four counties
  • Improving student engagement in learning by providing professional development to 500 teachers every year
  • Increasing equity in access to opportunity–more than 30,000 of our children are in under-resourced communities, so we provide more to them

We have made tremendous progress over the last five years but we can take this to a new level. Five years from today, I think we can change the educational trajectory of 50,000 more kids. Here is how we can get there:

  • Expand our evidence-based Summer Arts & Learning Academy in and beyond Baltimore City. This is the program that Tiffani, Alice, and Josh participated in that continues to have a ripple effect in their life. To expand to just one more school district, we have to find and train 20 more artists.
  • This Academy is only 25 days of a kid’s life–and in that short time, we see lots of benefits. Imagine if kids had that kind of arts-integrated learning during the school year and school day? We want to launch year-round professional development and support for teachers and principals to make that happen. If we were able to add just one more person to our staff that focused on professional development, we could support 100 more teachers and principals every year.
  • To have the greatest impact on a child’s potential, we need to invest early. (Did you know that 80% of the brain’s synaptic connections are made by age 3?) In 2024, we want to bring our Baby Artsplay program to 5,000 infants and toddlers across Maryland and–to their very first teacher–their parents. This will require our artists to be trained in early childhood development.

Think back to your person–your Mrs. Howard. Think back to that feeling of belonging. Imagine if you could create that opportunity for someone else. For another Josh. Another Brenna. Take that opportunity and multiply it by 50,000. Fifty thousand children sitting in the front of the class, trying out for Baltimore Design School, reaching for that trapeze handle.

That is the opportunity in front of us. For Brenna, that is the equation she wants us to come together and solve.

Two high school interns playing Rock, Paper, Scissors on the sidewalk outside of Motor House on North Ave. in Baltimore. A larger group of high school students are gathered in the background.

Internships – A Crucial Stepping Stone for Success

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

Classes may be just about to wrap up, but for 33 Baltimore students who have accepted positions in the Bloomberg Arts Internship this summer, a different kind of learning experience is only beginning. Young Audiences, with funding from Bloomberg Philanthropies, established a now eight-week program three years ago to offer paid internships to rising high school seniors. Twenty local arts facilities and museums are currently providing jobs that offer a wide range of dance, music, art, theatre, cultural, and curatorial opportunities.

It’s no great secret that internships are often viewed (and rightfully so) as stepping stones to higher education opportunities and greater career possibilities. Internships offer high school and college students crucial job skills and mentorship relationships that help them stand out in an often crowded job market. But paid internships can be few and far between.

The Bloomberg Arts Internship aims to make paid internships in the arts and culture field more inclusive and available to students who otherwise may not have the opportunity to network and build skills in that professional setting. 

More than 30 high school students in the crosswalk with buildings along North Avenue in the distance behind them.

An article–How Internships Are Changing the Art World–from Artsy.net has this to say about how intertwined the relationships and skill building are. “It’s not only that your intern could be your successor, they might one day be your colleague,” said Selene Preciado, program assistant for the Getty Marrow Undergraduate Internships in Los Angeles.

Indeed, they might! But these Bloomberg Arts internships go far beyond job training and networking, as important as these are. These students will gain familiarity and comfort with workplace etiquette, improve verbal and written communication skills, explore cultural assets in our city, develop critical life and work skills, and prepare to apply and transition into college. In addition, the program aims to encourage a more equitable and diverse range of staff and audiences among cultural institutions, while instilling in the students an understanding and appreciation of the important civic contributions of arts and culture.

That’s a lot to learn in just eight weeks! And yet, these arts internships provide not just amazing arts education, the students also strengthen their:

  • computer capabilities (Center Stage – “how to use leading software for the industry”) 
  • research, interview, and publishing skills (Baltimore Office of Promotion & the Arts – “the student will research history, interview artists, and ultimately publish a youth-organized ‘tour’ of murals and sculptures”)
  • proficiencies in following a project to completion (Maryland Film Festival – by curating and promoting short films, the student will “be involved in every aspect, from curation to marketing to execution.”)  

Interns are gathered in a hallway. A teenage girl in the foreground is glancing to her right. Another girl in a baseball cap smiles brightly behind her.

In short, skills to last a lifetime. In the Artsy article, Maxwell Anderson, president of the Souls Grown Deep Foundation in Atlanta said, “Museums desperately need talent in all sorts of positions–curators represent a fraction of the staff of museums. We’d be thrilled if an accountant emerges from [our program] and finds their way into the museum profession, but they’re an accountant who has knowledge and experience in a particular cultural remit that otherwise they may not have.”

In the short bios that the students provided, I noticed one recurring theme: learning. These are students who have a passion for learning, who will make the most of their internship, and who will carry what they learn with them into the future. I have no doubt that they will take this small stepping stone and use it to build a solid foundation in the years to come.

The heel of Quynn's red and black tap shoes strikes the floor in the foreground. In the background, kindergardeners' tennis shoes imitate the dance step.

I Am Ready: Early Learning and the Arts

When Quynn Johnson steps into the Pre-K and Kindergarten classrooms at Margaret Brent Elementary School in Baltimore City, she is met with hugs and big, bright smiles. The students love that they’ve been learning to tap with the artist and they’ve been waiting patiently for her to return. “What do I do?” the artist asks. “You make music with your feet and you keep a steady beat!” the students respond.

Quynn is a multi-award-winning performing artist, choreographer, author, and the co-director of SOLE Defined, a percussive dance company. Though she has performed tap dance for national and international audiences, on this morning, she is captivating our state’s youngest learners—not on a stage, but in a classroom—through rhythm, imagination, and dance. Already a professional teaching artist on the Young Audiences roster, Quynn is now training to also become a Maryland Wolf Trap Artist

A kindergarten student models a "heel-toe" tap movement by striking the heel of his sneaker to the floor. His classmates sit in a circle on the rug and watch carefully.

As the Maryland regional affiliate of Wolf Trap, Young Audiences is proud to be expanding access to the arts for Maryland’s youngest students during the critical early learning years. 

High-quality early childhood education is absolutely essential to giving children the best possible start in school and in life. Decades of practice and research prove that integrating the arts into classroom experiences contributes to greater academic achievement and social/emotional development for our youngest students. The creative collaboration between teachers and artists in the Wolf Trap residency builds foundations and fuels momentum in arts-integrated early learning classrooms.

Students and teachers sit in a circle on the floor, feet outstretched. Children imagine their colorful sneakers are transformed into tap shoes and are in position to stomp out beats.

The children sing along with the artist to the tune of Frère Jacques, “I am ready, You are, too, Eyes on the teacher, We’re going to learn.” Everyone knows the song and everyone is excited to sing it—first in English, then in Spanish.

Estoy listo
Estás tambien
Ojos en la profe
Vamos a aprender

Quynn made up the song while teaching in the Summer Arts & Learning Academy last summer, but now sings it with students in lower elementary grades at every school she visits. Mrs. Jager, the Kindergarten teacher, likes it, too. She uses “I am ready” as a transition song all the time—and her students will remind her if she forgets!

The artist is not only here to teach the young students how to tap, she is here to build the teachers’ skills and knowledge and demonstrate how to integrate the art form into their lessons throughout the year. This embedded professional development is something that distinguishes the Wolf Trap Early Learning Residency from other artist residencies.

As Quynn leads the students in an exercise stomping out beats, another skill is being fortified. They are identifying patterns and practicing word sounds like “Apple, apple, ah, ah, ah,” and “Bat, bat, buh, buh, buh.” The classroom teachers and the artist work together to tailor the residency to each particular classroomdeciding how refined the dance movements should be for each age group and which literacy skills to focus on.

“The process is pretty new and different to me but I like it,” said Quynn. The artist pays particular attention to teach the elements of her art form that educators will feel comfortable utilizing in the futureand not just off the cuff, but with some artistic integrity. “I think the embedded PD portion is a great way to keep the teachers involved and shows them how it doesn’t have to be its own lesson but can be incorporated within what they’re already doing. I never want them to feel like it’s unreachable.”

By the end of Quynn’s residency in the Pre-K and Kindergarten classrooms, the students know how to keep a steady beat on their feet, and they remember a beat pattern and two basic tap steps. And the teachers can connect the art form to literacy—leading students to sound out words and sounds with their feet. “They both felt great and comfortable with everything we did in class and I could hear them using it after our time was over.” They were ready.

Eighty-five percent of brain development occurs during the first five years of a child’s life. Participation in the arts encourages positive growth in a child’s emotional, physical, intellectual, creative, and social development. As the Maryland affiliate of the Wolf Trap Institute for Early Learning Through the Arts, Young Audiences expands access to the arts for Maryland’s youngest students during the critical early learning years. Bring a Maryland Wolf Trap 16-Session Residency into your school.