Arts Integration

Arts Integration: 1 + 2 = Fun!

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Young Audiences' Sun

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

Summer Arts & Learning Academy

Repping Baltimore: Young Poets Take the Stage

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

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

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

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

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

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

smARTbeats

smARTbeats: Up to Eleven!

It’s been almost a year since we announced our partnership with WTMD to feature YA teaching artists on their family-favorite Saturday morning radio show Young At Heart! Since May 6, 2017, host Lisa Mathews—YA teaching artist and lead singer of Grammy-nominated children’s band Milkshake—has invited eleven top-notch, talented YA roster musicians to date into the studio to chat on a monthly segment called smARTbeats. Listeners have learned about the artists’ professional work outside of schools, arts integration, and heard how they’ve reached students through art in the classroom.

“Listening to music is great, but making music is transformative.” Alden Phelps

Some of the featured artists have talked about the guidance they’ve received and diligence and artistic discipline they learned from parents, peers, or mentors. Some have revealed the inspiration they’ve found through their own small children. All have shared with listeners the energy, kindness, and expertise that they bring into every Maryland classroom they visit.

“If we never spoke a word, we could communicate through music.” Devin Walker

From memories of touring with the one-and-only Mr. Ray Charles, reaching audiences around the world in Spanish, English, and through poetry, taking a musical journey to outer space, to finding out not just how artists inspire children every day in Maryland classrooms, but hearing what motivates, energizes, and inspires them, getting to know these fantastic teaching artists has been a real treat for Saturday mornings!

“There’s power in words, build or destroy, so watch what you say.” Femi the Drifish

And just in case you prefer to sleep in on the weekends, we’ve compiled WTMD’s Soundcloud links here for you to enjoy any time of day or night!

Young At Heart airs weekly from 7 to 8 am on Saturdays, featuring music that appeals to parents and children alike. Previous shows have featured music by Wilco, David Bowie, Andrew & Polly, Weezer, and others.

The Flavor of Math: Understanding Algebraic Terms

What do you call a collection of two or more equations using the same set of unknowns? Can you identify the variables and constants in a mathematic expression? Why would a person ever use the Method of Matrices? If you were an Algebra student, you’d be committing these definitions, methods, and terms to memory, filling your lexicon with the language of math.

“If you don’t use it, you’ll lose it.” Any veteran language learner will tell you that old adage. Being challenged to use their new vocabulary in a different context is one way to help students become (and remain) fluent. To encourage this, Amy Goodman, Math Department Chair of North County High School (NCHS) in Northern Anne Arundel County, coordinated an artist residency developed by YA artist and spoken word poet Femi the DriFish in collaboration with the school’s Algebra 1 team. Artist residencies, like this one, came to the school thanks to the Arts Empowered Minds Initiative.

Through the initiative, schools in Northern Anne Arundel County are learning to use arts integration as a strategy for boosting student achievement and engagement. Classroom teachers and school administrators are building sustainable partnerships with teaching artists and arts organizations that inspire students and use the creative process to make meaningful, real-world connections to the curriculum.

“Mr. Fish!” NCHS students announced Femi the DriFish’s arrival. The artist is a master of illustrating the meaning of words through poetry and, through literary guidance, builds a strong rapport with the young scholars. For this residency, Femi worked with students to write poems within small groups on the topic where I’m from.

The 9th graders brainstormed over how to use the algebraic vocabulary words scribed onto the backs of index cards to convey their thoughts: function, common difference, output, relation. The language usually reserved for Algebra class became double entendres in lyrics carrying messages of citizenship, diversity, and pride. “If you use the terms correctly,” Femi said, “you remember the definition. You retain it and can access it later.”

“Like parallel lines, some soulmates never meet,” one student revealed in his group’s performance. Some soloists represented their classmates. “Word pairs are like the relation to life, we are all like terms so we don’t have to fight.”

NCHS Algebra teacher Mrs. Russell was pleasantly surprised by the outpouring of creativity. “I’m seeing different things and personalities from kids that I don’t normally see,” the teacher said. “They’re a lot more excited than I thought they’d be!”

As they industriously crafted metaphors and similes, cleverly using their new vocabulary as figurative language, debate arose over whether or not the verses should rhyme. “It never has to rhyme,” Femi advised. “It’s how you perform it that gives it flavor.” He taught the children to confidently use body language by analyzing performing techniques and discussing what is needed to relay a message. “It’s all about how to effectively communicate with your audience,” Femi said. Scholars rehearsed the delivery of their collaborative poetry to truly express their emotions, communicate their history, and challenge the audience to walk in their shoes.

The students did not disappoint. “Like parallel lines, some soulmates never meet,” one student revealed in his group’s performance. Most groups selected just a few students to deliver their words in the culminating performance. Some soloists represented their classmates. “Word pairs are like the relation to life, we are all like terms so we don’t have to fight.” Performers garnered many cheers and rousing support from the teachers and peers populating the auditorium. And everyone involved in the residency left with a much stronger understanding of algebraic vocabulary and a knowledge of terms they won’t soon forget.

So, what do you call a collection of two or more equations with the same set of unknowns? A system. You call it a system.

The Arts Empowered Minds Initiative is the combined effort of many groups and individuals seeking to build a movement for increased equity through the arts in their community. With funding from the NEA in 2016, we built partnerships with Anne Arundel County Public Schools (AACPS), Chesapeake Arts Center (CAC), Arts Education in Maryland Schools Alliance (AEMS), Arts Council of Anne Arundel County, and University of Maryland – Baltimore County (UMBC).

Young Audiences Art Crawl

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

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

Femi the DriFish

Hear Slam Poet Femi the Drifish on smARTbeats!

smartbeats is back this Saturday, November 4, during the weekly children’s music program Young At Heart on WTMD. On this month’s smARTbeats segment, Young At Heart host Lisa Mathews sits down for a chat with professional spoken word artist, slam poet, highly-animated and engaging frontman, and YA teaching artist Femi the Drifish.

Best known as one half of the spoken word/Hip Hop-influenced duo, THE 5th L, Femi uses his artistry to encourage listeners to discover their own unique voices and identities. The Drifish also partners with University of Maryland’s Violence Prevention Program, using his words to address matters such as violence and bullying in our communities. He extends this experience, his skillful construction and delivery of words as art, along with compassion, patience, and high expectations to the classroom.

The artist and WTMD host Lisa Mathews in the studio

Femi the Drifish worked with our middle school students in Language Arts,” said Christa Huber, the Arts Integration Coach at Patterson Park Public Charter School. “A great thing about that residency was the response we received from students who typically are not comfortable with performing in front of people. By their culminating performance, those students, in particular, were the ones to stand up and share their poetry with strength.

The artist teaches children to confidently use body language coupled with creative writing to convey emotions, communicate, and connect with others. He works with students to identify the similarities and differences between poetry, Hip Hop, and spoken word–or slam–poetry, then encourages them to try writing their own original poetry

As a teaching artist at Summer Arts and Learning Academy, Femi integrated his art into Math and Literacy lessons.

Ken’Niya, a former Summer Arts & Learning Academy student declared “Mr. Fish” to be her favorite teacher from the program in summer 2015. “He helped me a lot through my writing by giving me examples and showing me his awesome poems. The most challenging and rewarding thing I did in the Academy was my poem I am Baltimore,” said the student. “It was emotional because of what was going on my city. I wanted to quit and switch classes but I realized I was the oldest in the class and the younger kids were having the same problem. So I told myself if you quit, they will too. So I pushed myself and everyone else, and made sure we were organized and ready to perform.”

Femi the Drifish and Jamaal “Mr. Root” Collier hosted the 2017 Summer Arts and Learning Academy performances where students showed off their dance, music, and spoken word skills.

This is the kind of guidance that makes Femi the Drifish shine. Whether students are processing their feelings after an emotional event, confronting their worries or disagreements with friends, or looking forward to a world of firsts: first high school, first love, first dance, first goal, one thing is certain, when Mr. Fish is in the classroom, students will find the courage to share their voices and be heard.

WTMD 89.7 FM

Young At Heart airs weekly from 7 to 8 am on Saturdays, featuring music that appeals to parents and children alike. Previous shows have featured music by Wilco, David Bowie, Andrew & Polly, Weezer, and others.

Hear YA teaching artist and musician Femi the Drifish online now!

North County High School: Creating Learning Opportunities Through the Arts

The Arts Empowered Minds Initiative (AEMI) is aimed at ensuring equitable access to the arts for Northern Anne Arundel County Public Schools through in-school arts integration, out-of-school arts programming, and professional development for teachers. Now in its second year, the initiative has been expanded to include all twelve schools in the region thanks to generous funding from the National Endowment for the Arts!

North County High School

Notable among the additional schools is the North County High School (NCHS). All students in every other school impacted by AEMI are zoned to complete their secondary education at this high school. North County High School’s new designation as an AEMI school will enable local students to continue their learning through arts integration throughout their school years. This creates a unique opportunity for the school to serve as a beacon for arts engagement, not just for high school students, but for the whole Northern Anne Arundel County community.

NCHS is already home to a variety of performing band and orchestra ensembles, and offers students the opportunity to become involved in a number of in-school and after-school arts activities. “The medium of music is a fantastic way to teach some wonderful life lessons as part of the comprehensive program at North County,” wrote NCHS Music Director Theresa Bange on the school’s extensive music program’s webpage. The school climate encourages a culture of respect for the arts in its many forms. NCHS has also shown a commitment to innovation, offering special programs including the STEM (science, technology, engineering, mathematics) Magnet Program, the IT3 (International Trade, Transportation, and Tourism) Program, and the Early College Access program.

This year, the high school will participate in several arts-integrated opportunities where artists will professionally deliver instruction through the arts. Math Department chair Amy Goodman is leading the charge of integrating the arts at North County High. She is currently coordinating a residency developed by YA artist and spoken word poet Femi the DriFish in collaboration with the school’s Algebra 1 team as well as collaborating with theatre artist, storyteller, and YA roster artist TAHIRA to develop a residency through the Teaching Artist Institute (TAI). Also through TAI, 9th grade algebra teacher Sarah Dobry is collaborating with steel drummer, Kevin Martin, integrating music with the curriculum!

“It’s all about creating opportunities,” said Mrs. Goodman. She recalled her experience working with teaching artist Carolyn Koerber in the previous school year. “There was one student who struggled all year, but finally felt success working with Carolyn. Bringing artists into the classroom is an amazing opportunity for not only our students, but for faculty as well.”

We are looking forward to sharing the collaborative work of YA artists and educators in arts integration at North County High School over the next few months and for years to come.

The Arts Empowered Minds Initiative is the combined effort of many groups and individuals seeking to build a movement for increased equity through the arts in their community. With funding from the NEA in 2016, we built partnerships with Anne Arundel County Public Schools (AACPS), Chesapeake Arts Center (CAC), Arts Education in Maryland Schools Alliance (AEMS), Arts Council of Anne Arundel County, and University of Maryland – Baltimore County (UMBC).

Summer Arts & Learning Academy

Closing Out Summer: 1,100 Students Display Their Talents

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.

Black History month

Celebrate Black History Month Through the Arts

Black History Month
Pianist Kevin Gift

With Black History Month upon us, we celebrate the contributions, activism, culture, and experience of African Americans. Many of our artists at Young Audiences have designed performances and assemblies to connect students with African American history and develop an in-depth understanding of the unique stories, struggles, and accomplishments of the past and the present. The following are just a few of the many talented artists available to bring a meaningful connection to African American history into your school.

Kevin Gift introduces renown jazz pianists from Thelonius Monk and Art Tatum to Keith Jarrett in his assembly, Jazz Piano Masters. Students learn not only about the important contributions these musicians made to American music, but they also experience how improvisation can make practicing anything more enjoyable and personally satisfying.

Black History Month
Actress Debra Mims


Debra Mims
has been an actress for over thirty years and was an arts producer at PBS for fourteen years. With additional training in dance, she received a BFA in Theatre Performance from Marygrove College in Detroit, Michigan. She has performed at the Georgetown Theatre Company, the Children’s Theatre in Madison, Wisconsin, and the Detroit-Windsor Dance Company.

In My Grandmother Told Me: A Tribute to African-American Women, Debra uses monologues, poetry, and song to tell tales of days past and of courageous Black women and their struggles to be free, to vote, and to get an education.

Professional spoken word artist and slam poet Femi the DriFish uses his artistry to encourage his listeners to discover their own unique voices and identities in his writings, performances, and teachings. His poetry performance, Write On, Then Say Word! is a spoken word/slam poetry journey through the various reasons to write and perform. Throughout the assembly, Femi shows students that they can draw subject matter for poetry from their identity and history.

Black History Month
Poet Femi the DriFish

Young Audiences' Sun

Bring artists and programming that celebrate Black History Month into your school by visiting the Programs section of our website. Click Performances / Assemblies, then Curriculum Connections, and Theme By Month. From there, select Black History Month.

YA’s Expanded Summer Arts and Learning Academy Kicks Off Today!

This morning, we kicked off our expanded Summer Arts and Learning Academy – a free, five week program immersing 900 City students in a variety of art forms taught by 36 locally-based professional artists. The full-day program welcomes students grades K-5, encouraging imagination, creation and expression through the arts, such as painting, songwriting, spoken word poetry, dance, piano, singing, visual art, sound production, playwriting, fiber art, and filmmaking.

Our kickoff this morning was a blast – welcoming students and their parents to the Academy’s four sites with high-energy performances, live music, and vibrant interactive art demonstrations – giving them a preview of the truly unique and empowering experiences to come throughout the next five weeks.

Sankofa and Steve Cyphers kick off the Summer Arts and Learning Academy at Fort Worthington Elementary School.
Sankofa with YA roster artist and percussionist Steve Cyphers (far right) kicking off the Summer Arts and Learning Academy at Fort Worthington Elementary School.

Due to last year’s success; with academic gains by students drawing from 93 different city schools—the district asked us to expand the Academy to four sites: Thomas Jefferson Elementary, William Pinderhughes Elementary, Gardenville Elementary and Fort Worthington Elementary.

Working with kids as they discover passions, refine creative processes and integrate arts in their everyday learning is an inspirational experience we and our Teaching Artists look forward to every year. We spoke with a few participating Teaching Artists about their plans and why the Summer Arts Academy is such a great opportunity for students and artists:

Scott Paynter, reggae singer:

I wanted to teach at this year’s Summer Arts and Learning Academy to gain more experience working with Baltimore’s greatest resource…it’s children. My art form helps students express themselves through lyrics, it introduces them to cultures and people they’ve never encountered before, and it brings life to a classroom environment. Music is like a force of nature. It’s everywhere you are if you pay attention.”

Bridget Cavaiola, Baltimore Improv Group:

This is such a unique experience to provide our students with collaborative and engaging arts experiences that they may not get to during the school year. The mood and energy are contagious as you get to watch the students engage themselves in something in which they have passion.”

Alden Phelps, musician:

My focus has always been on playing with words and the joy of language. Language is the foundation of how we communicate and function as human beings. Students who practice manipulating language, expanding their vocabulary, using rhymes, and counting syllables will better succeed in their regular academic work. Creative thinking opens up new pathways in our brains. There’s also a wonderful freedom when a student can express an idea creatively. They synthesize their academic knowledge with skill in the arts, such as using color or figurative language, and the result is far more engaging to them.”

YA roster artist and professional dancer Valerie Branch (left) leading the kickoff at William Pinderhughes Elementary.

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Students will imagine, create and express themselves through the arts, with a chance to concentrate on two art forms. The students even show-off their talents at Artscape, at pop-up performances in mobile art galleries around the city and at the August 5 final culminating event. We can’t wait to see the students perform!

After this morning’s successful kick-off event, led by teaching artists Valerie Branch and Sean Roberts, at William Pinderhughes Elementary, one parent said:

“I am just so excited to get to see my child perform soon. Seeing what the [teachers and artists] did just now, I know they are in trusted hands. It made me look at my daughter and think yes! This is going to be different, we are so excited! She LOVES art! I can’t wait for the workshops too!”

Young Audiences’ Summer Arts and Learning Academy is funded by Baltimore City Public Schools, The Abell Foundation, The Family League of Baltimore with the support of the Mayor and the City Council of Baltimore, The Alvin and Fanny B. Thalheimer Foundation and individual contributions to Young Audiences. All participants are students at a Title I Baltimore City Public School.

Learn more about the Summer Arts and Learning Academy.

I Am Baltimore

by Ken’Niya Baltimore, Young Audiences Summer Arts Academy student

My name is Ken’Niya Baltimore. I am 13 years old and in the 8th grade at Henderson Hopkins. During the summer, my mother told me that I was accepted into Young Audiences’ Summer Arts Academy. My face was puzzled because I had no idea I was even signed up. But after I started to learn more about the program, I could not wait for it to start. Before it started, I would take my 5-year-old sister to school and come home. My father was at work, my mother was in school, so I was at home alone, watching TV, bored out of my life.

Before I started the program I did not know there were celebrities here in Baltimore that should be in Hollywood with Taraji P. Henson or Beyoncé — artists like Femi the DriFish or Black Root. These were my teachers!

When I first arrived at the Academy I did not want to talk out a lot or share any ideas that I had in groups. I took poetry, theatre, and hip hop dance.  In my hip hop dance class, I had to dance differently in front of the class which I was not comfortable.  I had to realize that I need to get myself together and be more confident.  Confident.  That word helped me out a lot.  In all the classes I took I had that word in my mind — I kept telling myself that I can do it. I can do it just keep going. In dance class, I told myself I cannot do it, but I knew that, in life, I will always have to try something new so I danced a solo at the Academy’s final performance!

My poetry class was my favorite. Femi the DriFish was my favorite teacher because he helped me a lot through my writing by giving me examples and showing me his awesome poems. The most challenging and rewarding thing I did in the Academy was my poem “I am Baltimore.” It was emotional because of what was going on my city. I wanted to quit and switch classes but I realized I was the oldest in the class and the younger kids were having the same problem. So I told myself if you quit, they will too. So I pushed myself and everyone else, and made sure we were organized and ready to perform.

I am Baltimore by KenNiya Baltimore

I performed that poem at Artscape.

When the program ended I did not want to leave. I wanted to cry and stay longer. I asked the teachers, “Can I come back next year and help as a youth worker?” I already knew that wasn’t an option because I would be in the 9th grade and too old for the program, but I told my parents I would find a way to get back there. This experience has impacted my life so much. I now feel great about speaking to a crowd. I feel confident about my tomorrow. I am going to attend City College or Baltimore School for the Arts. I am going to be an actress, writer, producer, and lawyer…and maybe in my spare time a singer.

I hope many kids have the same experience I did at the Summer Arts Academy; it will change their lives too.

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Hands-on learning through arts integration

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By Christa Huber, Arts Integration Coach, Patterson Park Public Charter School

I have been with Patterson Park Public Charter School for six years in various teaching positions in Title I, third grade, the English for Speakers of Other Languages (ESOL) program, and am now the school’s arts integration coach. This year has been a learning process, but also such a positive experience working in partnership with Young Audiences and Arts Every Day.

It was a personal goal for me to transition Patterson Park Public Charter School into becoming an arts-integrated school. I wanted to maximize our artist-in-residence programs with outside artists as much as I possibly could this school year. We believe in the strength of the impression that residencies make upon students and teachers. All of the work that comes out of a residency versus a day-long field trip makes such a difference. Residency programs allow students more time to engage with and learn from the artists. This exposure to artists is also important for the teachers because it provides a longer period of professional development so that they can learn skills and strategies that they can carry out in the future.

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One student performs a poem for his peers as a part of the residency program with Young Audiences spoken word poet Femi the Drifish.

We had a fantastic variety of Young Audiences artists out to our school this year. These artists included: spoken word poet Femi the Drifish, ceramic visual artist Amanda PellerinBaltimore Improv Group, Flamenco dancer Anna Menendez, and more. These programs were made possible through Access for All grant funding from Young Audiences and funding from Arts Every Day.

We spread the residency experiences across different grade levels of the school. It was very helpful having the Young Audiences artist and program information online because it allowed me to search for artists that matched and linked to the content areas that our teachers were looking for.

There were a variety of stand-out experiences from our residencies, but here are a few:

  • Femi the Drifish worked with our middle school students in Language Arts. A great thing about that residency was the response we received from students who typically are not comfortable with performing in front of people. By their culminating performance, those students in particular were the ones to stand up and share their poetry with strength.
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Third-grade student painting a mosaic tile which was added to the final mural depicting what the class had learned about Ancient Egypt.
  • The third grade worked with Amanda Pellerin to create an Ancient Egyptian mosaic. This piece of work related to their study of the ancient civilization. Mr. O’Connell, our third grade science and social studies teacher, was blown away by how Amanda challenged the students to do their best work in a really positive way. We’re very excited to have that piece of artwork as a permanent fixture in our school.
  • Anna Menendez brought some of the Spanish culture into our school. Some of our middle school students had just returned from a trip to Spain during spring break, so this residency was another way to connect with what they learned and saw on their travels. It also provided a relatable experience for the students who didn’t have the chance to travel to Spain.

I have personally seen the impact that residencies have had upon teachers compared to other arts-related experiences. I believe that having artists at Patterson Park helped our teachers develop a great deal. Artists exposed teachers to new art forms that they may not have had any experience with, such as spoken word poetry or improvisation, and gave our teachers opportunities to learn how to tie these art forms to the curriculum.

One of our charter school philosophies is that children learn best through hands-on activities with interdisciplinary and semantic learning models. Arts integration is at the core of our values and it naturally makes sense for Patterson Park.