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

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.

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.”

Art Crawl:  The Intersection of Arts, Education, and Cocktails

What do you get when you cross interesting cocktails, artists, teachers, and fun learning activities? Why, Young Audiences’ Art Crawl, of course!

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

On Friday, November 17, Young Audiences hosted its second annual Art Crawl at City Neighbors High School, an arts-integrated public charter school in Baltimore City. Approximately 75 attendees filled the school’s stylish café, mingling among lush booths, comfy couches, ambient lighting, and in the glow of neon signs. As the group noshed on delicious hors-d’oeuvres and drinks provided by Flavor, Union, and Noble Vintners, Young Audiences President & CEO Stacie Sanders Evans welcomed the crowd, “Every person in this room played a role in closing the inspiration gap this summer.” The inspiration gap, she explained, is the difference between what we know the best conditions are for learning and what kids actually get these days in school. “Thanks to you, we reached 825 MORE young people last summer and expanded our summer programs to include middle and high school students.”

She presented a short video highlighting Young Audiences’ Summer Arts & Learning Academy, talked about the impact on the students that it serves, and shared the organization’s plans for the future. This year, Young Audiences brought their Summer Arts & Learning Academy to four Baltimore-area schools, serving more than 1,100 students over a 5-week period.  Next year, the goal is to double this achievement by expanding to eight academies with an enrollment of 2,200 students.

Board Secretary and Sunburst Society Member Tea Carnell

You couldn’t help but feel proud of what Young Audiences has accomplished in stemming summer learning loss. With the help of dedicated artists and academic teachers, children who regularly attended the Academy not only avoided summer learning loss in reading and math, but in many cases made significant gains over their national peers in standardized testing. The findings showed potentially groundbreaking progress in tackling summer learning loss, a chronic challenge facing public schools.

That sense of pride was especially felt among the attendees who, either through corporate or private donorship, provided funding to bridge the gap between the City School system’s budget and the actual cost of the Academy. I had been fortunate enough to observe one Summer Arts & Learning Academy over the summer and was delighted by how many guests shared their own stories of Academy site visits. And on this evening, we had the pleasure of experiencing the Academy not just as observers, but from the perspective of students.

We were divided into groups before departing on our journey to experience learning with Young Audiences. At three arts-integrated learning stations set up throughout the school, artist-teacher partners invited attendees to step into the shoes of students and learn academic content through the use of various art forms. Of course, since it was an art crawl for adults, there were cocktails to enjoy as well!

One Fish, Two Fish, Red Fish, Blue Fish
Lemonade, vodka, and Blue Curaçao garnished with a Swedish fish

Concocted by Board Chairman and Sunburst Society Member Randy Osteen and Stephanie Felix

We took our seats in the library where paper, markers, glue sticks and googly eyes had been set out on tables. Fiber artist Kathrine Dilworth and her teacher-partner, Jaime Clough, explained they had worked with first graders in the Summer Arts & Learning Academy to reinforce math skills.

Fiber Artist Katherine Dilworth and Academic Teacher Jaime Clough

We were instructed to draw a monster, name it, and then partner with someone to create a mathematical word problem, as this is a difficult skill for six-year-olds.  So after Pink Plush (my furry pink monster) was completed, the gentleman across the table handed me his monster, Curley, and I wrote the following, “If you subtract Curley’s eyes (3) from Pink Plush’s (4), you are left with one eye.”  The teacher smiled and encouraged me with a cheery, “Perfect!” I can picture her having done that many times this summer.

S.T.E.A.M.
Belgian-style amber ale and Grand Marnier

Concocted by Board Secretary and Sunburst Society Member Tea and Kevin Carnell

You’ve heard of STEM, haven’t you – Science, Technology, Engineering, and Math?  Well, when you add the Arts, you get STEAM!  In the music room, after grabbing our next cocktail, we met percussionist Jason Armstrong Baker who taught us the basics of beatboxing.  After demonstrating how to get Siri, Apple’s virtual assistant, to beatbox for you – one incredulous person asked, “Seriously?” to which another wit deadpanned, “No, Siri!” (you gotta love this crowd) – we went through a couple of patterns to master the skill.

Jason Baker introducing the basics of beatboxing

Convinced we were ready (really?), he turned the floor over to classroom teacher Shana Smith who had assisted third graders with their multiplication tables.  After picking a card (the 5 of hearts), which was our factor (in this case, rhythm size), and after a roll of the die (3), which determined our group size (in this case, the number of times the rhythm was repeated), we had our multiplication problem, 5 x 3.  Thus prepared, we broke into a stuttering chorus of BttKt, BttKt, BttKt – our answer, 15!

Poetic License
Dark Rum, lime, bitters, mint, and a splash of Prosecco

Concocted byVice Chairman of the Board and Sunburst Society Member Alan Hoff and Trisha Frick

Moving back into the room in which we had begun the evening, we grabbed our cocktail and gathered around tables as Femi the DriFish, a slam poet, and his teacher-partner, Erin Inouye, explained how they used the book Seedfolks as a basis for their lessons.

Using the example of “Through My Window,” we were asked to write our own poems to illustrate what we see through our window. Just as the pair had done with the fourth and fifth graders they led this summer, they offered several ways to accomplish this. A green sheet provided partial sentences with blanks left for the author to fill (think Mad Libs). Some participants were handed blank pink sheets of paper on which to pen a poem from scratch (a few brave souls chose this). For those feeling intimidated by the written word, colored markers and a blank white sheet were provided on which we could draw our window scenes.

Hip Hop Spoken Word Artist Femi the DriFish and Academic Teacher Erin Enouye

After completing our poems, we were invited into a circle to share them. And folks from each group (pink, green and white) did so. Particularly sweet was a gentleman who drew his poem, explaining that the trees were still green, not because they hadn’t changed colors yet, but because he left for work before the sun rose and got home after it set.  So the last time he saw his trees, they were still leafy and green – a detail he might have felt hesitant to explain in writing, but that came flowing from him through his artwork!

At the end of the evening the groups reunited for a few more snacks and conversation. And what struck me as I talked with these people was their shared passion for both the arts and education. One woman, Sharon Button, had actually been the Executive Director of a Young Audiences affiliate in Buffalo, NY in the 1970s. At the time she was a workforce of only one, but toiled tirelessly to secure funding for arts-integrated programs long before the term was in fashion.

Another gentleman who had worked with Young Audiences affiliates in other states had this to say, “Young Audiences in Maryland is one of the most highly respected groups, both in this city and among its peers.”

The author and her husband at Young Audiences’ 2nd annual Art Crawl

I can believe it.  The energy, passion, creativity, imagination, and sheer fun that Young Audiences exhibits makes me very proud to be associated with it. I have been fortunate to meet teachers and artists who blend academic subjects and art to reach school children. And I have been doubly blessed by being able to contribute monetarily to this amazing organization as a Sunburst Society member.

If you believe, as Young Audiences does, that the arts transform lives, and that every student should have the opportunity to imagine, create, and realize their full potential through the arts, then I urge you to join us in supporting this amazing organization. And then next year, join us at the Art Crawl and discover the magic that happens when arts, education, and handcrafted cocktails are combined.

Find more photos from Young Audiences’ 2nd annual Art Crawl can be found on our Flickr page

The Artist-Teacher Partnership: A Teacher Reflection

    Written by Jaime Clough,
2nd Grade Teacher at Margaret Brent Elementary Middle School and
Summer Arts & Learning Academy Classroom Teacher

“This hit, that ice cold, Michelle Pfeiffer, that white gold.” As soon as I heard the music echo into the buzzing auditorium, I knew it was time. Katherine Dilworth, my artist partner, and I put on our old lady gardener hats, fluffed our red feather boas, and strutted through the crowd of children gathered for the first day of Summer Arts & Learning Academy (SALA) at Thomas Jefferson Elementary Middle School. Waving and pointing to our new 1st and 2nd graders, we introduced ourselves as not just teachers, but people. We pulled out our best, but simultaneously horrible moves, and leaned into making ourselves look as silly and approachable as possible. It was fun, it was full of life, and we created it.

This scene, this first real moment of SALA, is a small snapshot of what the entire summer felt like for us as teachers working with Young Audiences. Neither Katherine nor I had ever worked at the Summer Arts and Learning Academy before and we were a bit hesitant about what fully integrating the arts into each lesson would look like, especially in dealing with Common Core math. Coming into this program, I had just completed my third year as a Baltimore City Public School teacher. I was less concerned with management, and more concerned with how to plan arts experiences all day, every day. Katherine has taught many residencies all over Maryland with Young Audiences, so she was more concerned with the management piece than with planning content. Young Audiences did a beautiful job of pairing us together because our strengths complemented each other perfectly and we filled in the gaps for each other seamlessly. Looking back, one of the massive assets of the SALA program is that teachers and artists work together so that the best of both art and content is intertwined beautifully into each students’ day.

Another huge asset to SALA is the freedom we had in planning our content to help our students enjoy their experience through art. We had a variety of types of art involved in each day, from movements associated with how a plant grows to full projects like weaving flowers based on patterns to create a “community garden” like in our story City Green.

One of my favorite projects that we planned and implemented was a math lesson that focused on symmetry. Our math skill that day was understanding the value of the equals sign and how to make true number sentences. As a hook strategy to help students understand this concept, we let our class choose magazine photos that we had cut in half. Then, we taught them about symmetry and allowed them to try to create the second half of their picture so that both sides had equal patterns, lines, and shapes. Not only did this art connection engage our students so that they were excited once math started, but it gave them confidence and helped them understand much more clearly what it means for something (like a math equation) to “look equal.”

Lessons and experiences like these projects enriched our students’ understanding and knowledge in a way that I did not expect. This summer, I was able to clearly see how differently an arts-integrated classroom functions compared to a non-arts-integrated classroom. In an arts-rich class, students are more engaged, they have fun, they are more willing to take risks, and they come to see each other not just as students capable of learning, but as whole people capable of creating incredible things. On that first day of SALA, we were introduced to our students not just as teachers, but as whole people. Because of this, we were able to build more trusting and holistic relationships with them. This experience changed the way that I will teach, always, and I hope that it changed how my students feel about school and learning.

If you are a K-12 certified academic teacher interested in teaching in our 2018 Summer Arts and Learning Academy, email us at info@yamd.org. Professional artists interested in using their knowledge and expertise to transform the lives and education of City School students should visit Summer Arts Corps to learn about our paid training program. 

Creative Collaborations for School Improvement: A New Leadership Unit Course for Baltimore City

Hippodrome Theatre at the France-Merrick Performing Arts Center

Over the summer, Baltimore City Public School principals convened for the third time to attend a professional development course unlike any other. The first session was held in May at the Baltimore Museum of Industry where they explored the many ways arts and creativity intertwine with local industry of both the past and the future. The second, at Creative Alliance, where the group attended a workshop and lunch with Artesanas Mexicanas, a group of talented Mexican women, now residents of Southeast Baltimore, who share their rich cultures and folkloric traditions through art. 

On this third session, principals gathered on a stage where so many critically acclaimed actors and singers have stood before. Looking out into the house of the Hippodrome Theatre, one could only imagine the thrill a performer might feel standing before a crowd of fans.

                     

But how does an actor get to the stage? And what needs to happen for a show to go on? What can Baltimore City Public Schools do to prepare students for careers in theatre? These are some of the questions local principals explored in Creative Collaborations for School Improvement, a leadership course designed for principals to experience first-hand the many facets of Baltimore arts and cultural organizations, as well as how innovative partnerships with area cultural resources can help schools prepare their students for careers in fields related to the industry.

Throughout the course, principals have the opportunity to build strong relationships with not only engaged cultural organizations, but with expert teaching artists, like YA roster artists Matt Barinholtz of FutureMakers and internationally acclaimed slam poet Gayle Danley, as well as guest speakers including arts integration advocates. “I do think that in my 31 years in City Schools that the Creative Collaborations for School Improvement course is among the most beneficial professional developments in which I have participated,” said Sinclair Lane Elementary School principal Roxanne Thorn-Lumpkins.

Principal Roxanne Thorn-Lumpkins testing the ropes of the fly system at the Hippodrome Theatre under the guidance of  assistant electrician Danyela Marks.

The principals were briefed on the history of the renowned theatre, then were led on a tech tour of the space by assistant electrician Danyela Marks. High above the stage is home to the control center of all of a production’s moving parts: the fly system. Thick, strong ropes, levers, weights and counterweights are all strung taut, connected precisely and purposefully, reminiscent of the inside of a piano. Any movement on the set during a production: a wall sliding, scenes changing, or an actor flying, is made from here. To work on this side of the curtain, they discover, a person needs a solid foundation in math and physics.

Olive Waxter, Director of the Hippodrome Foundation & Ron Legler, President, France-Merrick Performing Arts Center spoke with principals about their commitment to the community.

The group descended from the tech booth to the dressing rooms, located one level beneath the stage. Here, among the bright lights and mirrors, they learned about the Hippodrome Foundation (HFI), its mission & educational outreach programs, and how their schools can take advantage of them. They spoke with Olive Waxter, Director of the Hippodrome Foundation and Ron Legler, President of the France-Merrick Performing Arts Center about their institutions’ commitment to providing opportunity in the community.

WYPR theatre critic Judy Wynn Rousuck led principals in an exercise writing from the perspective of one of their five senses.

Former long-time Baltimore Sun critic and current WYPR theatre critic Judy Wynn Rousuck met principals for a fun written exercise. Part of Judy’s work with HFI centers on enhancing written communication skills with young people. On this day, she challenged the educators to write a short descriptive piece using just one of their fives senses to illustrate their subject. It is easy to imagine the excitement young people must feel in Judy’s classes when they see their words come alive and work together to paint a vivid picture.

Of course, no visit to the theatre is complete without getting a taste of the performers’ experience. So here, on the Hippodrome Stage, principals stepped into students’ shoes to work with co-director of the Hippodrome Foundation’s summer theatre camp, Becky Mossing, education director Barb Wirsing, and Markia Smith, a former camper, now a counselor to learn a number from the musical 70, Girls, 70. At the piano, they worked on vocals. The group then moved on to blocking (the movements and positions actors are assigned on stage), and after some practice, revealed their grand performance of “Coffee (In a Cardboard Cup).” And they did a pretty great job.

The next Creative Collaborations for School Improvement course will be held at Center Stage on October 7, 2017. Principals and assistant principals who would like to register for the course should contact Valeriya Nakshun for more information.

Education Through the Arts and Beyond the Classroom: Bloomberg Arts Internships

At the Baltimore Museum of Art, librarian Emily Rafferty gave Bloomberg Arts Interns a glimpse of some of the unique collections stored in the museum’s archives.

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

I love watching students memorize fractions by performing a dance routine or recall math facts through a song. Or marveling at a mural created by students to honor the important women and their contributions to science that they studied. I smile from ear to ear watching students in our Summer Arts & Learning Academy light up after making new connections using illustration, music, or poetry.

Every day across Maryland, I am reminded how arts-integrated educational experiences help students understand academic content. The joy and excitement that comes from not just seeing and hearing but by creating and doing, makes content interesting, relevant, and easier to understand.

Arts integration extends that joy and excitement beyond the classroom and into students’ lives. The arts help them see the world differently through new experiences, expanding their perspectives while testing new approaches.

That’s why this summer I was inspired to watch a group of rising high-school seniors grow and learn through arts opportunities outside of the school year. The Bloomberg Arts Internship Program just completed its inaugural summer in Baltimore, graduating 25 Baltimore City Public School students from the program.

Students engaged in professional development and career and college readiness workshops as part of their summer experience.

The interns each completed six-week paid internships at 14 of the city’s leading arts and cultural organizations, including:

 Baltimore Center Stage
 Baltimore Museum of Art
 Baltimore Symphony Orchestra
 Center for Innovation, Research and Creativity in the Arts (CIRCA) – UMBC
 Dance & BMore
 Everyman Theatre
 Hippodrome Foundation, Inc.
 Maryland Film Festival
 Maryland Institute College of Art (MICA)
 Maryland Public Television
 Peabody Institute of The Johns Hopkins University
 Port Discovery Children’s Museum
 The Reginald F. Lewis Museum of Maryland African American History & Culture
 Sheridan Libraries and University Museums, Johns Hopkins University

Interns worked hands-on, three days a week at cultural organizations and participated in field trips and professional development on the other two. Young Audiences had the honor of managing the program, the rigorous application/selection process, and professional development along with our partner, the Greater Baltimore Cultural Alliance (GBCA).

Interns placed at Peabody Institute of The Johns Hopkins University share the projects and personal experiences from their time at the institution.

Excitement, pride, and curiosity filled the faces of 25 rising Baltimore City high school seniors earlier this month as they graduated from the program. The feeling was contagious. Parents, friends, teachers, and mentors looked on as interns told stories of their experiences, described projects and tasks they were assigned, and the impact it all had on their plans for the future. Some found passions they didn’t know they had. Others refined interests and built skills that will help prepare them to reach goals already set. All of them built important connections and relationships in the arts and cultural community.

       

The Bloomberg Arts Internship program is a reminder of so many things we learn through our work: that education extends beyond the classroom, that learning can (and must) happen year round, not just between September and June, and that we need to create these non-traditional opportunities for students to grow academically and personally. The arts open minds and inspire passions that last lifetimes. These programs plant those seeds for our children.

Just as I see the powerful impact of arts integration activities in school settings, I saw it this summer throughout Baltimore, as Baltimore’s Bloomberg Arts Interns discovered the world – and themselves- through their experience.

Young Audiences' Sun

See more images from throughout the program on our Flickr page.

Closing Out Summer: 1,100 Students Display Their Talents

Mr. Fish’s students delivered a powerful message through spoken word poetry during the culminating performance at Coldstream Park Elementary Middle School.

Baltimore City School students closed out a summer of creativity and arts-integrated education with performances and visual art exhibitions at Young Audiences Summer Arts and Learning Academy. The academy’s culmination events were an opportunity for students to showcase their art forms and what they learned to family and friends.

The Summer Arts and Learning Academy took place over five weeks, giving students from Title 1 schools in Baltimore City a free, daily opportunity to explore art forms with teaching artists while improving literacy and math using hands-on, arts integrated learning techniques. They wrote songs to memorize grammar rules, learned dances to recall fractions, and immersed themselves in a multitude of art forms, making literacy and math concepts stick. The third annual academy had children and staff laughing, learning, and inspired.

One mathematics class took the stage to perform one of the songs they used during Summer Arts and Learning Academy to improve their math skills.

This kind of summer engagement with the arts is proven to have a significant impact on kids’ education. In Summer Arts and Learning Academy, classroom teachers and teaching artists work together to continue to build momentum while stemming summer learning loss, or the loss of academic knowledge over the summer months. According to a study last year by Baltimore City Schools, students in 3rd-5th grade attending the Summer Arts and Learning Academy avoided summer learning loss, and in many cases, gained ground on their national peers in literacy and math.

Visual art lined the hallways and ceramics filled the lobby of Coldstream Park Elementary/Middle School.


The culmination events, held at Thomas Jefferson Elementary/Middle, Coldstream Park Elementary/Middle, James Mosher Elementary, and Gardenville Elementary, put students on stage to showcase the art they created at the academy for parents, teachers, friends and family. Here is some of what we saw.

Two students from YA roster artist Femi theDrifish‘s spoken word poetry class read aloud their own inspiring words. They expressed the challenges caused by bullying through their writing, moving the audience with their heartfelt performance.

A larger group of students performed African dance on stage as their teacher, YA roster artist Ssuuna, led an accompanying rhythm section. A dance circle broke out at the end as students entered and showed the audience their skills. Cheers, laughs and applause filled the auditorium.

Mr. Ssuuna’s class performing a dance they learned during Summer Arts and Learning Academy from Uganda.

Music, poetry, and theater graced the stage as another group performed a chapter from a short story they read during the Academy. Kids performed as trolls and goats while their teacher, YA roster artist Drew Anderson narrated. Positive energy filled the room.

Children in Mr. Drew’s class expertly brought ‘Three Billy Goats Gruff’ to life on stage.

And that’s only a taste of the dozens of performances that took place at culmination events around the city. Watching students light up and enjoy learning with the infusion of arts experiences is remarkable. We can’t wait for next summer.

You can view images from all four of our summer sites by visiting our Flickr page. More information about Summer Arts and Learning Academy can be found on our website.

Summer Arts and Learning Academy: The Name Says it All

Fifth-grade Summer Arts and Learning Academy students playing an intense round of Bizz Buzz, a fast-paced game that requires quick-thinking and top-notch math skills.

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

Seedfolks. Bizz Buzz. These are just a couple of the new things I learned about when I visited the Summer Arts and Learning Academy at Thomas Jefferson Elementary/Middle School in Baltimore.  

And learning through the arts is the whole point of this summer academy, now in its third year of operation. Young Audiences/Arts for Learning, in partnership with Baltimore City Public Schools, operates four of these academies at schools throughout the district as part of a system wide arts-integrated strategy to reduce summer learning loss in literacy and math. Approximately 1,144 kindergartners through fifth graders take advantage of this free, fun-filled educational opportunity. 

My first stop was to meet Site Director Kristin Taylor who manages the program at Thomas Jefferson. As we headed to the first classroom of fifth graders, she enthusiastically filled me in on the size of this particular academy (280 students), its average daily attendance (250 students), and the benefits provided at every site to help parents and kids (after-school care until 6:00 pm and free breakfasts and lunches served every day to each student).

As we walked through the halls, student-created posters, snippets of conversations, and the sounds of music offered glimpses of the learning that was taking place.  

I entered the fifth-grade classroom of Ms. Paige and visual artist Mama Sallah just in time to watch a production of a chapter from Seedfolks, a book that shows how a neighborhood is transformed as people from different cultures interact in a garden. After the first group performed, I got a chance to ask Kenaya, one of the student actresses, about the book.  She explained to me that each chapter of the book focused on a different character. The classroom had been divided into groups, each assigned to act out a different chapter of the book. These groups were to then silently act out what the narrator was reading.  

Mama Sallah and a visual art student during one of many afternoon arts major and arts exploration classes.

Kenaya’s group focused on Kim, a Vietnamese girl from the first chapter. The story starts with the girl staring at a portrait of her father. While one student narrated, others acted out the parts of Kim, the father’s portrait, and even more characters as the action moved into the garden Kim had planted.

I enjoyed watching their attention to the story and how each child handled their role, whether it was bending down to dig in the “dirt” or, like the young man playing the role of the portrait, staring silently into space, giving no indication that he was anything other than a photograph frozen in time. These were serious actors, hard at work.

Hip hop artist Jamaal “Mr. Root” Collier leading a game of Bizz Buzz at Thomas Jefferson Elementary/Middle School

The next classroom was quite a contrast. Ms. Chase and hip hop musician Jamaal “Mr. Root” Collier were teaching math to a mixed classroom of fourth and fifth graders, and I had arrived in time to witness a game of Bizz Buzz. The children formed a large circle in the room, then took turns doing math calculations in their heads, making sure their answer was either a multiple of three or five. Emotional sounds quickly filled the room: Squeals of excitement for the game, celebratory cheers as someone answered correctly, silence filled with tension and pressure as someone struggled to find the right number, and supportive classmates whispering, “You can do it!” and “You got this!”

I have to admit I never did quite get the idea of when you yelled, “Buzz!” or “Bizz!” instead of a number, so I guess I’m going to have to admit that I am NOT as smart as a fifth grader. Luckily, they are!

The next classroom was filled with third graders who were also working on math. However this time the class focused on word problems and measurements. Without the drama of Bizz Buzz, this classroom was much quieter with children working at their desks. As I wandered around the room, one outgoing and cheerful girl, Mikhia, came up to me.  I probably looked a little lost because she explained to me what was going on – how they were learning about different cultures.  I asked her if she liked the Academy, and she grinned broadly and nodded her head, yes.  

“What do you like about it?”

“The teachers,” she answered without hesitation.

“What do you like about them?”

“They are nice, loving, and helpful.  I’m learning so much this summer!”

The last classroom I visited was composed of first graders.  I noticed a colorful picture on one boy’s desk of a volcano with a person going up the side of it and asked him about it.  “Who’s that?” I asked, pointing to the person.  

“That’s me,” Donald answered.

At that point, we were interrupted as it was time to line up for lunch.  But before he left, I got another opportunity to ask him about his work. “Why are you walking up the side of the volcano?” I asked. He seemed a little confused but answered gamely, “I’m not walking, I’m flying.”  

“Oh,” and now it was my turn to be a little confused.  “You must be very powerful to fly.”  

By now the girl in line behind him decided she had to help this poor confused person. Explaining patiently but emphatically, she corrected me. “It’s not powerful. It’s imagination!” At which point, I learned that their classroom was focusing on stories that dealt with imagination. So, yes, flying makes perfect sense. I’d rather fly over a volcano than walk up it, too!

As the children headed off to lunch, I thought about my first morning at Young Audience’s Summer Arts and Learning Academy and all the kindergarten through fifth-grade pros who had guided me through the learning process. I realized I had learned a lot, too.  

For example, I learned that reading and acting out the story is a powerful way to concentrate on both the characters and the narration. I learned that math can be extremely riveting and exciting. I learned that different cultures can guide your math skills. And I learned that I need to let my imagination soar. But most importantly, I learned that combining arts with learning is fun – and effective – and that’s why the kids love it.

Baltimore City’s First Bloomberg Arts Internship Recipients Announced

The Bloomberg Arts Internship program is coming to Baltimore this summer, placing 25 Baltimore City rising seniors in paid internships at 14 local arts and cultural institutions. Students will participate in a rigorous six-week program, providing crucial college and career readiness preparation through hands-on, real world workplace experiences and professional development.

Managed by Young Audiences/Arts for Learning and the Greater Baltimore Cultural Alliance (GBCA), the program includes work at an arts organization, visits to arts and cultural organizations, and professional development training. The Baltimore Bloomberg Arts Internship Program runs June 20-August 4, with Baltimore being the third city to host the program along with New York City and Philadelphia.

Participating institutions include performing arts centers focusing on dance and music, art museums, libraries as well as film festivals and television studios. The organizations welcoming Bloomberg Arts Interns include:

Baltimore Center Stage
Baltimore Museum of Art
Baltimore Symphony Orchestra
Center for Innovation, Research and Creativity in the Arts (CIRCA) – UMBC
Dance & BMore
Everyman Theatre
Hippodrome Foundation, Inc.
Maryland Film Festival
Maryland Institute College of Art (MICA)
Maryland Public Television
Peabody Institute of The Johns Hopkins University
Port Discovery Children’s Museum
The Reginald F. Lewis Museum of Maryland African-American History & Culture
Sheridan Libraries and University Museums, Johns Hopkins University

“Through our arts internship program, we’re working to change how the next generation of employees and leaders perceive cultural institutions’ contributions to a city’s workforce, economy, and identity,” said Patricia E. Harris, CEO of Bloomberg Philanthropies. “As part of the program, interns will develop critical workforce skills at select non-profit cultural organizations, meet with professionals in the field, and attend career and college readiness workshops as part of their summer experience. We are delighted to expand this program to Baltimore.”

The 25 Bloomberg Arts Internships interns were selected through a multi-step application and interview process. They will work with arts organizations three days a week, go on field trips to cultural institutions once a week, and engage in professional development trainings once a week. Through the internships and trainings, students will develop organizational work plans, begin their college applications, write analyses of art performances, and complete final projects on their experiences. Internship focuses vary across organizations to include production, education, development, community engagement, artist engagement, video, music, administration and more.

“The arts have the power to transform lives and the futures of students in our community,” said Stacie Sanders Evans, Young Audiences Executive Director. “Through their generous investment in Baltimore, it is clear that Bloomberg Philanthropies not only agrees, but also can see the vibrant, growing community of artists and organizations that make this city unique. We’re thrilled to coordinate this wonderful opportunity, providing Baltimore students with experiences showing the arts as a viable career pathway and passion. We can not wait to see how this program impacts the ideas and dreams of these interns.”

“GBCA is excited to be part of this new project,” said Jeannie Howe, GBCA Executive Director. “The Bloomberg Arts Internships will help young people develop workforce and college preparation skills, and support an equitable pipeline for talented young people interested in careers in arts and culture. The cohort in turn, many of whom are of color, will help strengthen the equity and inclusion of Baltimore’s wonderful and diverse arts organizations.”

Baltimore Bloomberg Arts Interns come from schools across the city, including REACH! Partnership School, Baltimore City College, Western High School, Ben Franklin High School, Patterson High School, Baltimore School for the Arts, City Neighbors Charter School, Baltimore Design School, Digital Harbor High School, Bard High School Early College, and Mergenthaler Vocational Technical High School.

What Students Learn from an Artist in Residence Program: Cooperation and Perseverence

Cooperation is essential in FutureMakers workshops.

Step into a FutureMakers workshop, and you are immediately met with bright colors, texture, and sound! The room is a symphony of whirring and spinning, and you can almost hear the busy minds buzzing. This is exactly the scene in the art room when FutureMakers coaches Topher and Ross taught a series of workshops at Gardenville Elementary recently.

Thanks to programs like the Access for All Initiative and Maryland State Arts Council (MSAC) Artist in Residence (AiR) grant, more and more schools are able to bring the high-quality STEAM programming that FutureMakers provides into their classrooms. “We’re so happy to see so many schools leveraging resources from the Maryland State Arts Council,” FutureMakers founder Matt Barinholtz told us. “In 2017, we served nearly 1000 Maryland students through AiR programs – all who were able to increase their understanding of the engineering design process, circuits and visual arts elements by creating artworks that are designed and built to move!”

The goal of each workshop was for every student to create a drawing machine: a small, unique, motorized tripod that doodles and draws as it swirls and whirls across a flat surface. But it would be a mistake to assume that the finished product that students carry away is the only benefit to the session. FutureMakers teaches kids that engineers cooperate and persevere—skills that will take students far.

Coach Topher led a series of FutureMakers workshops at Gardenville Elementary. Here, he is assisting a student with the construction of a drawing machine.

Coach Topher raised his hand at the front of the classroom and asked, “Who here has ever made something before?” The kids were excited. Some of the materials they received to build their machines, they recognized. Some, they did not. All of them, they had to connect and make work.

Problem solving and troubleshooting are easy to talk about. “It’s easy to say, ‘try your best,’ but in the moment, it’s the most frustrating thing.” Connecting batteries to motors and transforming them into pieces of art takes patience and skill. “Engineers fix stuff. Usually, they’re fixing stuff they mess up themselves!”

       

Though students all started on the same path, each robot took on its own distinct personality. Students directed the design of their bots, testing and retesting to see how design elements worked with the functionality of their machines. Through problem solving and teamwork, the young engineers found success.

Students testing their designs.

“FutureMakers knows that integrating quality STEAM programs is essential – and requires support,” said Barinholtz. Funding is available for schools and community organizations that can help all children experience high-quality arts programs.

Bring FutureMakers into your school with the help of a Maryland State Arts Council (MSAC) Arts in Education (AiE) grant. The MSAC AiE grant will fund up to 30% of the total cost of a YA residency program, including travel costs. The deadline to apply is Friday, May 19, 2017, by 5 pm. Start the application process today.