Written by Barbara Krebs,
Young Audiences volunteer and Sunburst Society member
A few weeks ago, I was happy to attend Young Audiences’ third Art Crawl, held this year at the Single Carrot Theatre adjacent to YA’s offices.
For those of you who have not attended this annual event, I highly encourage you to do so. First of all, you’ll get to party with a group of fun, interesting, entertaining and dedicated folks. Secondly, you’ll get to enjoy the learning environment presented to the kids who attend YA’s Summer Arts & Learning Academy (SALA). And by that, I mean you’ll act, play music and create artwork, which helps you understand your reading assignment or your math homework. And finally, you get to nosh on great hors-d’oeuvres and sip handcrafted cocktails created by some of YA’s board members!
As always, I find myself splitting my time between talking to people I’ve met in the past, and meeting new folks who have interesting stories to tell. This time was no different. Balancing a plate of delicious appetizers from Copper Kitchen and a glass of wine provided by North Charles Fine Wine & Spirits, my husband and I soon found an empty spot at a table and introduced ourselves to Cori Daniel and Carlotta Williams. Turns out they were actually a teaching artist/teacher team who would later explore the book, Tar Beach, a story by artist Faith Ringgold recalling the dream adventure of a young girl flying high above her neighborhood in 1939 Harlem.
No matter the genre, the goal is making sure the children stay focused on the subject matter, sneakily presented as a lot of fun.
But I didn’t know this yet. What I did find out though was how long they had been teaching, what they taught, and I got to observe their obvious enthusiasm for the children and learning. Their animated conversation about their SALA classroom was fascinating, as were their fond memories of inspiring kids to learn while the children used their imaginations to improve their reading scores.
Oh, did I just use inspire, imagine and improve in one sentence? Yes, I did, and that is, of course, no accident. Having witnessed teachers and children in action in several of SALA’s classrooms this summer, and getting a chance to actually engage in it myself during Art Crawl is to truly understand how those three words create an arts-integrated learning environment that SALA uses to stem summer learning loss and bridge the Inspiration Gap.
In SALA’s five-week summer classrooms, kids use a wide variety of art techniques to help them master core subjects – whether it’s textile art to illustrate a story they are studying or rapping their multiplication tables or dancing to show character development. No matter the genre, the goal is making sure the children stay focused on the subject matter, sneakily presented as a lot of fun.
And so it was. In the segment taught by the second-grade teacher and teaching artist I had just met, we warmed up with some dance movements to highlight acting concepts. Then we looked at the pictures in the book and explained what we saw in them. Finally, we paired off and used our imaginations to explore a special place for us – one that made us feel warm and welcomed.
Next up was a math segment, guided by teaching artist Nadia Rea Morales and teacher Jose Hernandez. With a chart in the room illustrating ones as yellow, tens as red, and hundreds as blue, I created a Piet Mondrian “masterpiece.” The focus was to teach second-graders their ones, tens, and hundreds places and the relationships between digits and their place value. My own memory of learning such things was of boring, rote exercises that left me cold. Here, I hadn’t had so much fun with scissors and construction paper in ages. And to think – I was learning math!
I ended the evening with teaching artist Christina Cook, who was surrounded by a variety of percussion instruments. As she demonstrated how these were used to sound out the syllables in words, I noticed how she was combining both math and vocabulary – a certain number of syllables to express a phrase, as she beat the rhythm on her drum. She then handed out instruments and instructed us to follow along.
In addition, she said she used this technique to help the pre-K kids she taught to express their emotions. At first, she told us that the students mostly stuck to “happy” or “sad,” but soon she noticed that, as the kids gained confidence with the percussion pieces, their emotional range expanded, too. Now they were “curious” and “frustrated” and “ecstatic.” She admitted that she was impressed with the varying emotions the kids conveyed as well as the fact that they already had the vocabulary to communicate it. They had only needed the little nudge the music gave them to open up and express themselves more fully.
I have to admit – Inspire, Imagine, Improve is a mantra I can really get behind. Because each time I’ve attended Art Crawl, I come away inspired by all the people who donate time, expertise and/or money to make SALA a reality for 2,100 elementary school-age kids. I can only imagine how much harder it would be for the children and their teachers if this summer program didn’t exist. And I know that Young Audiences’ aim to improve test scores and access to arts-integrated learning is something I’m behind 100 percent.
Wouldn’t you like a little Inspire, Imagine, Improve in your life? Come join us next year and I think you’ll find your own stories of imagination that inspire you to improve. Until then, Happy Holidays!
smARTbeats returns to WTMD on Saturday, November 10 during the weekly children’s program Young At Heart! On this month’s segment, host Lisa Mathews talks with Jason Baker, one of our talented teaching artists from Summer Arts & Learning Academy (SALA). Jason is a board-certified music therapist and teaching artist by day. Kids lucky enough to have had him as their teacher in SALA over the past few summers will tell you he has a lot of wisdom and kindness to share. Do they even know that Jason is a bona fide rocker once the day is done?
In the classroom, Jason is known as a man who helps kids learn their math facts through writing their own beatbox riffs, who models compassion and collaboration, and who leads young percussionists with artistic excellence. No doubt, the same skills he uses as a music therapist cross over into his lessons. His students work diligently, checking their numbers and planning their beats in the arts-integrated math class. The kids are eager to support their peers as each finds the courage to perform their beatbox compositions at the mic.
Jason’s music majors exhibit the same cooperation and camaraderie as his math students. They don’t just play their instruments. With their drums in a circle, the young percussionists listen, they watch, they respond to one another. Their rhythm is alive and has a personality all its own.
By night, Jason Baker is the drummer for the highly acclaimed psychedelic rock band Fractal Cat. The classically trained musician’s beats are the pulse of Fractal Cat’s euphonic sound —and like a teacher in a classroom, he keeps the music rolling.
Young At Heart airs weekly on 89.7 WTMD from 7 to 8 am on Saturdays, featuring music that appeals to parents and children alike. Previous shows have featured music by Wilco, David Bowie, Andrew & Polly, Weezer, and others.
Hear Jason Baker’s smARTbeats interview online now!
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!
Written by Jaime Clough
The 2nd grade Baltimore City Public Schools teacher spoke about how the tools she learned at Summer Arts & Learning Academy have informed her teaching and transformed her classroom at Young Audiences’ annual Impact Breakfast earlier this month.
“Buffalo Woman, go,” Mr. Briggs nudged me. I stepped onto the stage, took a deep breath, and began my lines. I was eight and dressed in a leather Native American dress with beads and fringe. I was shy, but I had done the work. By the morning of the production, I had read primary texts, written a research paper, and created my own costume. So, when I stepped onto that stage, I was not timid or nervous, but passionate and proud. This was my first experience with arts integration.
Fourteen years after my role as the Buffalo Woman, I was accepted into Teach for America Baltimore and began teaching at Margaret Brent Elementary/Middle School in Charles Village. My students are diverse. One walked with her family from Mexico to America. One, who cannot yet read, learns in the same space as another, who is reading Harry Potter. Some of my students come to school without having eaten since the night before. Others rarely have clean uniforms.
I knew what I wanted to do in my classroom, but I didn’t have the tools to execute my ideas.
It was last March that I found Young Audiences. They matched me with fiber artist and Young Audiences teaching artist Katherine Dilworth, and together we went through a one-week professional development class. I learned how to use song and rap to teach students multiplication, and theatre to understand points of view in a story. During Summer Arts & Learning Academy, for the first time, I taught the way I had always wanted to teach.
As part of our literacy unit, students read City Green. To help kids understand the message of the book, “what makes a community?” and connect with the characters, Katherine and I planned a lesson around creating a community garden out of woven flowers. We’d use our art standards to create ABAB patterns and connect math standards for adding and subtracting the strings.
We had one student in the class with lots of sensory difficulties. He had challenges with personal space, with expressing his emotions, and would often just put his head on his desk. As he began to wind thread through his loom to make his flower, I was ready for him to say, “It’s too hard,” and stomp away. After 15 minutes of weaving blues and purples, a pattern emerged. His flower was taking shape beautifully. He was adding and subtracting, counting his strings, and weaving the pattern. Absorbed in his work, he sat without prompting for the longest amount of time since I had known him. “Ms. Clough, look! Ms. Clough, I did it,” he said. “I made my flower and it’s so cool!” That was the spark.
From that moment on, my student was different. He raised his hand. He worked with partners. He asked questions about how to make his work better. Without that moment at the beginning of summer, we would not have seen a change in him. The arts gave both him and me the tools we needed to help him succeed.
My classroom after SALA is a different world. Teaching through the arts doesn’t just work for some students, it works for everyone. I have the highest engagement I have ever had, we are on track to grow two years in one school year as a class, and there is a spark in every single eye in the room when I write the lyrics to a “Ms. Clough Original” on the board. iReady, ANET, and DIBELS tests do not make us anxious anymore. When we walk into the computer lab, my students cheer because now they know they can do it. They are confident because they know their math and reading strategies from the songs, skits, and choreography we use every day. The successes and swagger among students in my classroom are because of the skills I gained while teaching with Young Audiences. Now, my dream is to be a principal so that I don’t just have a classroom of sparks, but a whole school of them.
Jaime Clough is a 2nd Grade Teacher at Margaret Brent Elementary/Middle School and Summer Arts & Learning Academy Classroom Teacher. Her first-hand experience is a testament to the power of arts integration in the classroom and is an example of the incredible strides a class can take both emotionally and academically when children learn through the arts.
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 email@example.com. 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.
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.
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.
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.
“Participating in TAI allowed me to look past what was most commonly done, embrace my artistic instincts, and focus on what really matters,” said Maura Dwyer, one of the Teaching Artist Institute’s newest graduates. “Instead of teaching students how to paint, I am teaching them how to think visually.”
During the course of the programs, artists worked with classroom teachers to design arts-integrated and Common Core-aligned fine arts programs for schools. Each TAI team designs and implements an artist-in-residence program in which teachers gain arts skills and artists gain valuable teaching skills. Topics such as classroom management strategies, designing, writing, and teaching artist-in-residence lessons, and educator needs are covered, as well as opportunities for field testing and feedback.
Congratulations to the following artists and teacher partners who completed the TAI seminars in May 2017!
Next summer we are going to need even more qualified teaching artists to work at our academy. Apply to the Teaching Artist Institute by Friday June 9 to be trained and considered for summer 2018! New artists who successfully complete TAI, graduate from the program, and meet additional requirements, will not only be hired for our summer program, their tuition will be reimbursed!