Summer Arts and Learning Academy
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.
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.
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.
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.
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!
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!
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 email@example.com for more information or call (410) 837-7577 x. 107. Interested in hosting your own Meet Young Audiences event? Find out more here!
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.
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
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
We live [2X]
Young Audiences’ Summer Arts & Learning Academy (SALA), the innovative, free, five-week arts-integration program for Baltimore City Public Schools students, will double in size this summer, expanding to eight sites and serving nearly 2,200 students across Baltimore City.
New data show that arts integration at SALA reduces summer learning loss and improves academic performance.
The Academy will be held July 9 to August 10, 2018, at eight sites: Commodore John Rodgers Elementary, Lakeland Elementary/Middle, Steuart Hill Academic Academy, Lyndhurst Elementary, Sinclair Lane Elementary, Gardenville Elementary, Edgecombe Circle Elementary and the newly renovated and expanded Dorothy I. Height Elementary. Now in its fourth year, the program engages students in hands-on creativity while exploring math and literacy with local teaching artists and teachers.
Students will participate directly with 86 teaching artists (local, working artists trained for classroom instruction) – twice as many artists as last year – working in a variety of mediums including painting, songwriting, poetry, illustration, dance, music, photography, playwriting, and filmmaking. Students might find themselves writing songs to summarize main ideas in a story with musician Lisa Mathews, or creating dance sequences to remember the steps in solving math word problems with dancer Cynthia Chavez.
Along with the Academy’s expansion this year comes new opportunities for students through various partnerships, including athletics with Morgan State University and one on one reading tutoring with Reading Partners. These expanded offerings will be available to all students, with opportunities to participate in sports, to learn to code, and to have one-on-one literacy tutoring. Students will also perform at Artscape in July, Baltimore’s largest arts festival, and at pop-up performances around the city. SALA applications opened March 1.
“Every single day, I see how infusing creativity into learning transforms classrooms and children,” said Young Audiences President and CEO Stacie Sanders Evans. “We’re overjoyed to know that the Summer Arts & Learning Academy’s expansion this summer will help us reach twice as many students with arts integration—an approach that research shows works, especially in summer months.”
Data released in January 2018 by City Schools and Young Audiences show that students in 2017’s Summer Arts & Learning Academy significantly reduced summer learning loss in reading and math, and improved writing skills. Summer learning loss—when students lose academic ground over the summer months—is among the most difficult challenges facing the Baltimore school district and many others across the country.
“Young Audiences’ summer program gives students the chance to express themselves creatively, pursue their interests, and be inspired to reach their potential, things that we’ve also been focusing on this school year as part of our blueprint for success,” said Dr. Sonja Brookins Santelises, CEO of Baltimore City Public Schools. “We’re excited by our partnership with Young Audiences and the positive results our students have seen in the program in past years. By expanding the program this coming summer, more students can enroll and will start next school year off stronger.”
City Schools study shows that in reading, third through fifth grade SALA attendees experienced negligible summer learning loss (less than one percentile point) in i-Ready standardized testing compared with more than three percentile points lost by all other students in the district. In math, third through fifth graders regularly attending SALA lost only 3.77 percentile points in i-Ready standardized testing. City Schools students with no summer activities lost nearly twice that, at an average of 5.77 percentile points.
According to an analysis by Young Audiences, all third through fifth grade SALA attendees improved their writing content and structure in pre to post testing. Particularly strong improvements came from students furthest behind their grade level. In addition to the academics, SALA experienced the highest rate of attendance of any elementary summer programming in the district.
Click here for more information on Young Audiences Summer Arts & Learning Academy.
Links to complete Young Audiences and City Schools evaluations:
Written by Barbara Krebs,
Young Audiences volunteer and Sunburst Society member
If you follow education trends even a little, you can’t avoid the STEM acronym. In fact, at many area high schools, getting a slot in the highly popular STEM (Science, Technology, Engineering, and Math) magnet program is tricky at best.
Why is that? Why do people automatically assume that if you want your student to get ahead in life, your best bet is to seek out an education that prioritizes a STEM-based curriculum over one that values the humanities or visual and performing arts? Now, enrolling in a STEM-focused program is certainly not bad advice. But, it’s definitely not the only path to success as one recent Washington Post article reported.
“Kids have been educated in a computer world. But that computer world continues to threaten traditional jobs, so success will rely on the ability of students to innovate and use tools in a non-traditional way.”
In the article, “The surprising thing Google learned about its employees – and what it means for today’s students,” the Post reported on a 2013 study that Google conducted on its own hiring practices. Its founders, with solid backgrounds in computer science, felt certain that only “technologists can understand technology.” But after every bit of data was gathered and analyzed, the company discovered something unexpected. Of the top eight criteria considered essential for a top employee, STEM expertise rated… um… eighth.
This led to a deeper dive into the data, which ultimately led to Google re-evaluating its employment processes and putting more emphasis on hiring “humanities majors, artists, and even MBAs.” Other companies (such as Chevron and IBM) have also discovered the positives of hiring liberal arts majors because they “prize their ability to communicate.”
On a personal level, I feel very strongly about this. My daughter, Colette, spent seven years (three in middle school and four in high school) pursuing a Performing and Visual Arts education. She learned to sing, dance, act, write, and most importantly from my perspective, think creatively. And while she was singing and acting her way through high school, she was also taking AP Physics and Calculus and learning to wire circuit boards. So it didn’t come as a huge surprise when she enrolled in Engineering as a college freshman.
While some people were shocked at the 180° turn she made, I viewed it as the logical conclusion to a style of learning that she honed as an arts major in high school. Combining a love of math and science with the arts is not as unusual as you might think.
“Finding a path to my final images is a complex choreography of math, my sensibilities as an artist/scientist, and the subtleties of the subject.”
Take, for instance, Dr. Tim Christensen, biology professor at East Carolina University (ECU) and Senior Faculty Fellow in their Honors College (full disclosure – that’s how I first met him, when touring ECU with my daughter, who was accepted into both ECU and their Honors College). Dr. Christensen is primarily a scientist but also an artist. Merging the two disciplines, he fully embraces and personifies the concept of STEAM (Science, Technology, Engineering, Arts, and Math).
I was immediately struck while perusing the awe-inspiring galactic photographs on his website, AstroWimp. “As an artist, I’ve been heavily influenced by my scientific training,” he wrote. “To a scientist, images are ‘data.’ Standing in both art and science worlds, I attempt to convey the art of the data.” In his role as teacher, Dr. Christensen transfers the wonder he experiences as a scientist and an artist to his students.
He readily admits that while he finds jumping back and forth between scientific and artistic worlds a natural leap, that is not the case with every scientist. “Some are still wary of anything that can’t be measured scientifically.” Nevertheless, he continues to champion the intersection of science and art, as evidenced in his own artwork. “Finding a path to my final images is a complex choreography of math, my sensibilities as an artist/scientist, and the subtleties of the subject.”
Dr. Christensen is currently collaborating with a fellow faculty member, Daniel Kariko, Associate Professor of Fine Art Photography. Their project, dataSTEAM, “focuses on artists who work directly with scientists to develop a deep understanding of the data, preparing artists to contextualize data in their art, connecting both disciplines… art to science, and science to art.”
Starting in the fall semester, the two will “facilitate collaborations between Art and Honors/Science students” leading to a gallery exhibit at the university. But more important than the exhibition is, of course, the concept of cross-fertilization between the two disciplines.
As Dr. Christensen explained it, “Kids have been educated in a computer world. But that computer world continues to threaten traditional jobs, so success will rely on the ability of students to innovate and use tools in a non-traditional way.” He feels that merging science and art will create students who are quicker to think outside the box and can straddle both the worlds of imagination and hard-core data.
Similarly, what Google has identified as the top characteristics of successful employees are not unlike the same skills that educators and other business leaders identify as being critical to a person’s success in careers, in college, and as a citizen: critical thinking, collaboration, communication, and creativity. These are behaviors that Young Audiences’ teaching artists observe and nurture every day among students in arts-integrated classrooms. And so, for those folks who doubt the value of arts integration into core curriculum subjects such as science and math, the, ahem, data demonstrate that arts and science together create a more balanced individual who can successfully work in today’s fast-paced, ever-changing work environment.
But don’t take my word for it, just ask my daughter. In a recent phone call, Colette was excitedly discussing her Statics class. The definition of her Statics class from ECU’s website- the analysis of equilibrium of particles, addition and resolution of forces, equivalent system of forces, equilibrium of rigid bodies, centroid and moment of inertia, structural analysis, internal forces, friction, and virtual work- left my head spinning.
When I commented on the apparent difficulty of the class, she assured me breezily, “Oh Mom, it’s easy for me. After all those arts classes in high school, I can see in 3-D.”
smARTbeats is back this Saturday, January 13 on WTMD during the weekly children’s program Young At Heart! On this month’s segment, host Lisa Mathews sits down for a chat with Hip Hop performer, YA teaching artist, and Maryland Wolf Trap Artist, Jamaal “Mr. Root” Collier.
A dynamic and engaging Hip Hop artist, Jamaal has been working with Young Audiences/Arts for Learning since 2007, has served on its artist roster since 2013, and was named Artist of the Year for 2016. His energy and passion for the arts is boundless, and show in the volume of work he does, not only offering assemblies and long-term residencies in schools, but also providing professional development for teachers.
By incorporating rapping, vocal percussion, and dynamic stage presence, Jamaal articulates his passionate appreciation for his artistry every time he teaches and performs.
During the segment, you’ll hear how the artist, who is also half of the family-friendly beatboxing duo Baby Beats, invites students to learn, listen, and participate.
“(Mr. Root’s program) was a true testament of how you can take learning and make it fun,” said Ms. Hines, Principal of Villa Maria School after the artists’ residency. “He was able to get some of the most resistant kids engaged.”
Jamaal uses rapping, freestyling, and beatboxing to appeal to a variety of learners. His students craft rhyming couplets and non-traditional quatrains to analyze and summarize their course content, gaining a deeper understanding of lesson material through elements of Hip Hop.
Take a look for yourself:
Staci Taustine, Fifth Grade Teacher at F.L. Templeton Preparatory Academy said that through her class’ residency with Mr. Root, students didn’t just advance academically, but socially.
“My students learned how to be vulnerable with one another, brave enough to share their feelings, and empowered to use their voices to express everything they learned,” she said. “Each and every one of my students came away with a unique perspective on who they are as individuals.”
Jamaal’s passion for the arts is clear, as is the impact it has had on his life. “Our life without the arts can be so empty,” he has said. Thankfully, the artist shares the power of art, music, and rhyme with students and their teachers across the state of Maryland every day.
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 Jamaal “Mr. Root” Collier online now:
Young Audiences, the statewide nonprofit that boosts student achievement by bringing arts integration into classrooms and children’s learning experiences, has hired Leyla Layman as its new Chief Operating Officer.
Former Young Audiences COO Kurtis Donnelly will remain with the organization, taking on the newly created role of Director of Summer Learning, to enhance and expand Young Audiences’ summer programming and impact.
Leyla Layman is a career public servant, most recently serving as Deputy Executive Director, Operations and Chief of Staff for the Maryland Department of Human Services’ Child Support Administration where she managed strategic initiatives to increase program effectiveness and worked to identify and create systems to improve operating efficiency.
“Working to improve outcomes for children and communities has been the primary focus of my career,” said Layman. “Young Audiences offers an innovative approach of using the arts to keep children interested in learning. I am honored and excited to become part of the team.”
Previously, Layman was Director of the Baltimore City Health Department’s Office of Youth Violence Prevention and was responsible for program oversight, expansion, and evaluation.Under her leadership, youth outreach increased by 150%.
“Leyla’s experience working with communities, families and local institutions made her an ideal candidate for our COO,” said Stacie Sanders Evans, Young Audiences President and CEO. “Welcoming a uniquely talented, proven leader like Leyla will allow our organization to connect with more children, sparking their passions with arts-integrated learning. I’m excited to work with her.”
Kurtis Donnelly’s transition to Director of Summer Learning comes as Young Audiences expands its focus on year-round learning, implementing and growing programs in the summer. In his nearly three years as COO, Donnelly streamlined the success of Young Audiences’ Summer Arts & Learning Academy while implementing and coordinating all of Young Audiences programming.
“Kurtis’ leadership and understanding of how arts-integrated summer learning can be effective puts Young Audiences in a great position for continued success,” said Sanders Evans. “Engaging children in ways that make learning fun is crucial to uncovering opportunities for positive development and growth. I’m incredibly thankful that Leyla and Kurtis are here to help build on Young Audiences’ work doing just that.”
“Working to improve outcomes for children and communities has been the primary focus of my career,” said Layman. “Young Audiences offers an innovative approach of using the arts to keep children interested in learning. I am honored and excited to become part of the team.”
Started in Baltimore in 1950, Young Audiences is the nation’s largest arts-in- education provider. As the Maryland affiliate, Young Audiences/Arts for Learning (YA) is devoted to enriching the lives and education of Maryland’s youth through educational and culturally diverse arts programs. Through Young Audiences, professional artists from all disciplines partner with leaders and schools for over 7,000 hands-on arts learning experiences that reach more than 190,000 Maryland students. Young Audiences envisions a Maryland where the arts are valued for their capacity to transform lives, and where every student is immersed in opportunities to imagine, to create, and to realize their full potential.
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.
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.
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.
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.
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!
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.
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.”
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.
It was a summer filled with activity, singing, dancing, reading, creating, and sunshine. We witnessed the excitement of mastering new skills and discovering new talents. We felt the calm of classrooms illuminated with only the rays of light peeking in from behind drawn shades, students enveloped in peace, quietly drawing, ink and graphite on white paper.
When families initially enrolled their children in our Summer Arts and Learning Academy, we asked them why their child was interested in participating. Many stated that their children were creative and hoped that through the program, they’d be able to enhance their skills. Others emphasized the integrated academics or latent benefits of the arts. Some registrants celebrated the availability of the arts and educational summer program, as these opportunities are limited in Baltimore City.
Did our Summer Arts and Learning Academy live up to families’ expectations? Culmination ceremonies came to a close, classrooms were disassembled and packed up for next year, and students prepared for their next summer adventures. We asked parents and families if they’d give us feedback about their experience by filling out a survey. Their responses poured in- 413 of them to be exact. We discovered that in Summer Arts and Learning Academy, parents watched their children not only learn, but grow and thrive artistically, emotionally, and academically.
When asked about any positive changes they noticed in their kids, one parent replied, “An eagerness to attend school. IN THE SUMMER! Who knew?!”
87% of families who completed surveys told us that their child found something new that he or she has fun doing. “My son began to enjoy sewing and dancing,” one parent told us. Another let us know that her grandson was very proud of the work he did in ceramics class. “He usually gives me all of his drawings and art projects, but he kept his claywork for himself.”
Even when one particular art form grabbed a student’s interest above all others, the children in Summer Arts and Learning Academy developed a deeper appreciation of and openness to all art. Students discovered that flexibility leads to new passions, discovery, and opportunity. “I learned that I am exceptionally good at ceramics. I knew I would like it but I didn’t know I would actually be good at it,” a rising sixth grader told us. “She was disappointed that the Coldstream Park site didn’t offer theatre for older kids,” her dad explained. “We’re working on ‘rolling with it,’ though, and she ended up really loving African Dance and Ceramics. She would never have known, otherwise.”
Parents told us that their kids were excited to get to the academy every morning, on time. When families reunited in the afternoons, kids would talk and talk about everything they did that day. When asked about any positive changes they noticed in their kids, one parent replied, “An eagerness to attend school. IN THE SUMMER! Who knew?!”
Upwards of 80% of parents who responded told us that they noticed an increase in their child’s reading and math skills. With this strengthening of skills, their children became more confident. Of one student who enjoys writing poetry, we were told, “she will now actually share her writing with others.” Many families reported their children not only enjoying reading but choosing to read books over watching television. Still others described students proudly reading on their own and teaching younger siblings what they had learned.
The positive changes parents noticed in their children exemplified 21st Century Skills, a set of higher order skills that have been identified by educators and business leaders as being critical to a person’s success in careers, in college, and as a citizen. These are skills that typically cannot be measured through standardized testing and include critical thinking, collaboration, communication, and creativity.
Through Summer Arts and Learning Academy, students were introduced to many new ways of thinking, seeing, and expression. They learned to look at things from different perspectives through the eyes artists, characters in literature, and through new friends, which made their own experiences more joyful and meaningful. Children embraced their curiosity, asking questions, exploring, and researching independently. “My daughter is better able to integrate her love of arts (fun) with learning (not as much fun) and see ways to make learning something that’s both fun and something she can accomplish,” one mom told us.
Families described their students as being more social, friendly, outgoing, and connected. One student told her mom that she “enjoys being a loving and caring friend.” Another student “wants to take care of the neighborhood.” Students discovered that they liked working in groups and parents thought their children were now better able to deal with conflict. Through collaboration, the kids learned how to communicate, compromise, and achieve a common goal. They learned to ‘roll with it’, an enviable and necessary skill for 21st century children and adults alike.
“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!
We are reminded every day of the irreplaceable support we receive from those who share in our mission to transform the lives and education of Maryland students through arts experiences. From teachers and teaching artists to principals, parents, and donors, our list of allies is long. And because of our allies, the reach of our impact is wide and growing even wider.
“Thanks to our amazing staff and board, and to our supporters, including our Sunburst Society, our outreach has grown by 400%,” executive director, Stacie Sanders Evans, announced at the crowded Impact Breakfast last week. “Last year, we reached 191,000 students at nearly 500 schools with 225,000 hours of inspired learning! Also, we trained 1,096 teachers in arts-integrated instruction – so that means this kind of learning takes place even when our artists aren’t in schools.”
Our teaching artists live and breathe our mission through their work in classrooms every day. And that’s just the beginning. While they may fly under the radar, our board of directors includes 23 of the most engaged, hands-on leaders and supporters we could hope for. Their commitment is extraordinary. Our board members can be found supporting our work in any number of ways including authoring blog posts, hosting On The Brightside events or leading full-day staff and teaching artist trainings. You may find them meeting with potential sponsors over lunch, inviting colleagues to our events, learning dance routines with their co-workers from a teaching artist, or even volunteering to make sock-puppets at our Family Engagement Night!
Our board members are proud of the work we all do and they are eager to say so. “Arts integration is when the arts are drilled down into an academic curriculum in a thoughtful and meaningful way – and that is what puts the ‘Arts for Learning’ in our name and what makes Young Audiences/Arts for Learning so exceptional,” explained board member Tea Carnell at the Impact Breakfast. “What do the arts bring to a curriculum? Creativity, joy, and expression are the obvious ones. Arts integration brings mastery, perseverance, insight, focus, understanding, reflection, and problem solving.”
It is this passion for arts integration and the desire to reach all children that drives each one of us at Young Audiences, but we wouldn’t be able to do the work we do, and we wouldn’t be able to reach the children we reach, without the unwavering support of our board members. “We are at this incredible moment in time. We have the evidence our programs work. We have a school system that is asking for help. All we need to do is bravely create the opportunities we know students need,” Stacie Sanders Evans told supporters. “Young Audiences, its incredible artists, everyone in this room – YOU – can close the gaps for our young people.”
And you are. Because of you, we not only met, we surpassed our Impact Breakfast’s fundraising goal. From the bottom of our hearts, we extend a sincere thank you to our board, to Alan Hoff, chair of our major gifts committee, and to each and every one of our wonderful supporters. Visit yamd.org to learn more about the programs we offer and how you can help us reach even more children.
Baltimore students in Young Audiences Summer & Learning Arts Academy Outperform Peers
Baltimore City Public Schools students who participated in a new arts-related summer academic program from Young Audiences avoided summer learning loss and, in many cases, gained ground on their national peers in standardized testing, according to evaluations released Tuesday. The new findings showed potentially groundbreaking progress in tackling summer learning loss, a chronic challenge facing public schools.
The results, confirmed in two separate studies involving nearly 800 students, are significant because summer learning loss – particularly among students at or below poverty level – is among the most difficult challenges facing the Baltimore school district and other high-poverty schools across the country. During summer, students typically fall below where they ended the previous grade, setting them back as they start a new school year. In fact, a 2013 National Summer Learning Association (NSLA) survey of 500 teachers found that 66 percent reported the need to spend three to four weeks re-teaching students course material at the beginning of the year. Another 24% reported the need to spend five to six weeks doing the same.
“City Schools has enjoyed a great partnership with Young Audiences, not only during the school year but also the past two summers,” said Dr. Sonja Brookins Santelises, chief executive officer of Baltimore City Public Schools (City Schools). “During the summer, Young Audiences reinforces key math and reading concepts through the arts and creative activities – and we’re pleased with the results we’ve seen. When students participate in summer learning programs that help them move ahead or reduce learning loss, they start the school year off stronger.”
The Young Audiences Summer Arts & Learning Academy (SALA), run by the Baltimore-based arts-in-education nonprofit Young Audiences of Maryland in partnership with City Schools, was free for students and held at four sites across the city: Gardenville Elementary, Thomas Jefferson Elementary/Middle, William Pinderhughes Elementary, and Fort Worthington Elementary/Middle. Eighty-eight percent of the participating students were from high-poverty Title I schools.
“These results were a pleasant surprise given that we generally expect that students will lose ground over the summer,” commented Dr. Marc L. Stein, Associate Professor at the Johns Hopkins University School of Education, who conducted a separate program evaluation for Young Audiences which looked at participating students’ academic skill and social-emotional development. “The Young Audiences summer program combines many of the best practices of summer learning programs and appears to be a promising model. These findings deserve to be investigated more rigorously to find out how and for whom the program appears to be working.”
“This is not your typical summer school program,” said Stacie Evans, Executive Director of Young Audiences. “We taught literacy and math through the arts every day and instruction was collaboratively taught by teaching artists and teachers specifically trained in arts-integration methods. If you walked into one of our classrooms, you might have seen students using hip hop music to help solve word problems in math, or creating dances to summarize and sequence main events in a story.”
The Baltimore City Public Schools evaluation found:
- For math, statistically significant results showed that students in grades 3-5 who regularly attended (defined as attending at least 75% of the program) the SALA improved 1.8% percentile points in national student rankings on i-Ready standardized testing from the spring of 2016 to the fall of that year. That compares to a decrease of 2.8% percentile points for city schools students who did not attend any summer programming.
- In reading, SALA students in grades 3-5 with regular attendance fell only .8% percentile points while students who did not attend any summer programming fell 2.1 percentile points upon returning to school in the fall.
- Results for all grade 3-5 students regardless of attendance rate showed SALA attendees falling just .3% percentile points in math and .7% in reading. These were significantly smaller losses than students with no summer programming (down 2.8% in math, down 2.1% lost in reading).
- In literacy, only 3% of the students in grades K-2 attending SALA did not meet their benchmark goal (the empirically derived target score that represents adequate reading progess1) on the standardized DIBELS assessment in the fall after returning to school compared to 8.1% of students not attending any summer programming not meeting the benchmark.
Young Audiences external program evaluation found:
- 79% of students who attended at least 75% of the program and who took pre- and post-tests had a positive change from the first to the last week of the program on a curriculum based measure of mathematics.
- Approximately 60% of students who attended at least 75% of the program and who took pre- and post-test writing prompts showed positive change in their structure and content of their writing.
- 71% of students who attended 75% of the program and were administered pre- and post-assessments showed growth in at least one out of three social emotional competency areas over the course of the program. The social emotional competencies studied were relationship skills, self-awareness, and goal directed.
“The arts offer an extraordinary opportunity, particularly during the summer, to reignite the joy of learning and to set young people on the right course to start the school year strong. These impressive results from Young Audiences mirror findings of the landmark Wallace Foundation study showing that elementary school students with high levels of attendance in high-quality, voluntary summer learning programs can experience benefits in math and reading,” commented Matthew Boulay PhD, National Summer Learning Association founder and interim CEO.
Eric Harrell, father of 9 year-old Academy participant, Aria Harrell, said “Before this academy, I could tell that my daughter was struggling in math. By using the arts she was able to learn math in a different way-a way that worked for her. She has so much more confidence in her math class.”
1 “Dibels Next Benchmark Goals and Composite Score, “ Dynamic Measurement Group, Inc. (December 1, 2010). https://dibels.uoregon.edu/docs/DIBELSNextFormerBenchmarkGoals.pdf
Links to complete City Schools and Young Audiences Evaluations:
Young Audiences’ Summer Arts & 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.
A reflection from Valerie Branch, professional dancer, master teaching artist, and YA roster artist, on the triumphs (and challenges) of teaching Summer Arts and Learning Academy kindergarteners math and literature through dance with her teacher partner, Sara Myers.
“If we stay true to our art form, and what we know about our art form, then the students have an active and engaging educational experience where they are learning, processing, and applying information.
At this year’s Summer Arts and Learning Academy, I was partnered with elementary school teacher, Sara Myers, at William Pinderhughes Elementary/Middle School in West Baltimore. Together, we taught kindergarteners math and literacy through dance and movement. I love working with this age group because it reminds me that we are all multi-sensory learners, it doesn’t just take one mode of teaching/instruction to help students learn.
In our arts-integrated math lessons, we created Number Bonds in motion to help the students gain a higher understanding of addition and subtraction. Students were able to break the number apart to figure out what two numbers it would take to create / get to that number; they were also able to put two numbers together and process the final product.
It’s a fun and magical thing to watch the brain work and watch the students process and apply information learned. I saw students raise their hands for an answer – give the wrong answer – and not be afraid to use their brains to ultimately find the correct answer. I saw students learn about and apply their knowledge of contrasting words in their physical bodies, and they created dances that were a representation of these words.
Working with Ms. Myers was an awesome experience for me as a Teaching Artist. I loved that she always had new fresh ideas, and wasn’t afraid to try new things with our students. It’s so important to trust your teacher partner and build a strong collaborative relationship. If the students sense that you are not able to work together and respect one another, they will continually challenge that relationship. Be open, but also don’t be afraid to give your ideas and to take risks.
“When we’re fully engaging with the students, moving throughout the room, using all of our resources and allowing the students to take ownership of their learning — that is when we are having the best time together, and when the students are learning the most.
When we’re fully engaging with the students, moving throughout the room, using all of our resources and allowing the students to take ownership of their learning — that is when we are having the best time together, and when the students are learning the most. I appreciated that Ms. Myers was open and willing to have those experiences with us! However, it was important for us to be in tune with the needs of our students, to challenge them to push beyond their comfort zone, but also to know when they simply needed a break.
In the afternoon, Academy teaching artists have the opportunity to share their art form with students during artist-led Arts Explorations classes. These daily classes gave students the chance to delve deeper into dance and movement.
Zoe, a student from my last Arts Exploration class, came to me very shy and almost afraid to shine. I challenged her to push past her comfort zone and be proud of her individuality. There were times during class when she would simply shut down. However, I continued to work with and encourage her, and it was amazing to see her classmates also supporting her.
Our ultimate goal in this Arts Exploration class was to create a dance about friendship, a dance we would later perform during a culminating event on the last day of the Academy. Through perseverance and her ability to trust herself, she was able to obtain a starring role in the dance, working together with another student to create a duet that began the whole dance.
As with any live performance, even though you make a plan, you simply do not know what is going to happen on the day of the show. On the day of our culminating performance —and in front of dozens of other students, parents, teachers, and artists — Zoe truly rose to the occasion and was a star performer. I was so proud of what she was able to accomplish and to see all our young students working together to create dances. They collaborated, engaged in meaningful discussion with one another, and were able to activate their short-term and long-term memory skills to process information and produce work.
“As with anything we do in life, in our careers as artists, etc., we face challenges. It’s how we deal with those challenges that define the person we are and are striving to be.”
Every day there was a challenge at the Academy, whether it was too hot in the building, students having a difficult time adjusting, creating an effective lesson structure that engages all students, or making sure that I remained as neutral and open as possible. I think what was remarkable about this whole experience is that we — myself, my teacher partner, and our students — always started each day with a fresh, clean slate. We continually found ways to improve the course of our day and the success of each child.
We encouraged our students to continue to rise above the challenges and try their best in all things. It was simply an awesome experience walking into or leaving the building and have students call out to say “Good Morning” or “Goodbye,” and run up to you to give a hug. You know you’ve positively impacted a child simply by the way they engage with you — even if the events of the day brought some challenges.
The mission of Young Audiences’ Summer Arts and Learning Academy is to provide Baltimore City Public School students with an opportunity to spend a summer learning from the best teachers and teaching artists in Maryland. Through a dynamic and supportive environment, students developed an understanding of the creative process and 21st Century Skills with an exploration into arts integration that focused on math and literacy. Students had a fabulous culminating event, showcasing their skills in visual art, songwriting, spoken word poetry, dance, piano, drumming, playwriting, fiber art, and filmmaking.
The 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.