In January, the sun disappears so quickly—its absence makes the air that much colder. It feels funny to reflect on my youngest daughter’s first experience at Summer Arts & Learning Academy (SALA) when, outside, it feels like it just might snow.
Kiyah and I, both of us parents of children who attended SALA 2018, were asked to meet at Young Audiences a couple of weeks ago. A teacher, Jesika Paige, was here, too. She wasn’t at my child’s SALA site last year, but I remember meeting her once. And I recognize her from our How We Do Summer video. Her smile is warm and her energy is radiant and it was so nice to be sitting at the table with her. Joining us were five teaching artists: Katherine Dilworth, Jamaal “Mr. Root” Collier, Vonnya Pettigrew, and Mama Kay and Mama Rashida of WombWork Productions, along with staff members Michael Brush, Monique Cox, Kurtis Donnelly, and Kristina Berdan.
Parents love SALA for a multitude of reasons. For one, Baltimore City Public Schools students participating in SALA have not only avoided summer learning loss but, in many cases, gained ground on their national peers in standardized testing. Between this and the fact that kids in SALA are immersed in meaningful art projects every single day, enrolling my 6-year-old was an easy decision. And as Ms. Paige noted in How We Do Summer, “for children who suppress their art during the school year, this was a time for them to actually show up and show out and show their artistic ability.” So, how can we take this amazing and enriching educational experience and make it even better? This is what we are here to find out.
Something that Young Audiences always makes sure to do is collect and evaluate feedback from all of a program’s stakeholders. If you are ever asked to fill out a survey regarding one of YA’s programs, know that your comments are read, your answers to questions are carefully considered, and your voice matters. The idea to form a community advisory for SALA was brought about in the feedback we collected from parents, and from students, teachers, and artists. Our mission is to ensure that SALA (an incredible, free, arts-filled, and academically excellent program) is student-centered and to identify program changes and improvements to implement during SALA 2019.
Coming together with other stakeholders for the SALA Community Advisory’s inaugural meeting reiterated to me the desire of everyone involved to improve, and to be wise, and strong. The group committed to making sure all families are involved all along the way and that all ideas are welcome. We look forward to sharing and listening with open hearts and open minds, reflecting on what we did well in 2018, what we can do better, on ideas for the future, and welcoming the unexpected. We cannot wait for another summer of SALA, each one better than the last—in the meantime, let it snow. Written by Shannon Kline, parent and Young Audiences Communications Associate.
If you would like to be a part of the Summer Arts & Learning Academy (SALA) Community Advisory, we invite you to contact Kurtis Donnelly at email@example.com. Your thoughtful input helps to make our programs the very best for students and we appreciate your time and dedication.
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!
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 firstname.lastname@example.org for more information or call (410) 837-7577 x. 107. Interested in hosting your own Meet Young Audiences event? Find out more here!