On an early Saturday morning this past fall, Drew Anderson, a hip hop artist, slam poet, screenwriter, producer and veteran school teacher, stood up in front of a sunny classroom filled with teaching artists and commanded:
“You are all now 6th graders!”
That’s how most mock lessons begin at Young Audiences’ Teaching Artist Institute (TAI); a weekend retreat giving Young Audience Teaching Artists and School Teachers the skills they need to maximize the huge potential of arts integration for students in classrooms.
Drew’s bold command at first surprises, but quickly shifts observing teaching artists into the mindset of a student absorbing an unexpected, uncommon classroom experience. A teaching artist himself, Drew asks his “students” to listen to Michael Jackson and break down the beat, eventually re-writing verses with science vocabulary taught by his teacher partner in the classroom, Justin Leonard. The two make an exceptional team, as both have backgrounds in public science education. They smoothly interchange directing the classroom, keeping students engaged – a flow reminiscent of Drew’s own performances on stage.
The experience is one of two Common Core compatible arts-integrated performance residencies Drew created at TAI: “C.R.U.N.K. Academy” and “Spoof School” – bridging his longtime passions for performing and teaching.
Here’s an excerpt from Drew for the first lesson of his residency:
The first step is to pick a good song to spoof. It is important to pick a song that is catchy and easily recognizable with simple lyrics. As technology guru, Mr. Leonard will record and project the students’ suggestions for spoof criteria and will play a few songs asking students to put their thumbs up or down to indicate whether the song would be easy or difficult to spoof. Students defend their responses and the creation of replacement lyrics begins!
forever altered my understanding of what it is to be a teaching artist.
I learned more than I knew there was to know about arts integration and teaching artistry. I felt utterly enhanced in the realm of mind-shaping magic as if I’d been given a spell book of scholarly sorcery. I learned how to more dynamically apply my art form to educational content, how to break down my creative process for students and teachers, and how to connect my artform to 21st Century Skills, Maryland Art Standards, and the Common Core Curriculum. Every engaging exercise, helpful strategy, and supportive piece of advice from the superb staff and my equally excited peers confirmed that I had found where I belonged.
I am now prepared to convert all the potential energy hidden in classrooms into explosive kinetic energy, using engaging assemblies and super-charged residencies! I’ve been an educator and performing artist for my entire adult life and have observed the changes in both worlds. Gone are the days when students are programmed with rote memorization of stale “facts.” Employers want workers who can think on their feet and on their own. This ever-evolving environment needs young entrepreneurs armed with the creativity to solve problems that have yet to appear. Through its audacity, its abstractions, its “aliveness,” art activates parts of the brain that any teacher or employer should want to turn on. You might find yourself “shocked” at how much electricity comes from the marriage of art and education!”
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