Young Audiences has again partnered with Baltimore City Public Schools to make sure that arts-integrated learning does not end with the school year. On Monday, June 29, energy filled the gymnasium of Thomas Jefferson Elementary/Middle School as Young Audiences artists greeted 250 Baltimore City students and their families with high-energy performances, live music, and vibrant interactive art demonstrations during the kick-off assembly of the Summer Arts Academy.
The Academy is a five-week, city-wide program that provides students, third-grade through seventh-grade, with a free once-in-a-lifetime opportunity to spend their summer learning from the talented artists who live in our communities. The Academy was created as part of City Schools CEO Dr. Gregory Thornton’s plan to increase arts education opportunities for Baltimore City students. The Academy’s literacy component, with the overarching theme of “What Makes a Hero?” will be team-taught through the arts by City Schools teachers and faculty artists specializing in visual art, sound production, clay, African Drumming, modern and African dance, and improvisational and urban theatre. The Academy also gives students the opportunity discover art forms they have never experienced before and delve into two artistic disciplines of their choice. Students will perform at Artscape and visit other arts destinations through field trips. See the full list of the Academy’s artist faculty here!: Summer Academy Artists
Hip Hop musician Jamaal “Mr. Root” Collier set the stage for the crowd during the Academy’s kick-off assembly. Joined by another Young Audiences musician, Kevin Gift, on the turntables, the performance used high-energy beats, improvised rapping, and beatboxing to get the crowd swaying and dancing. A couple of shy boys watched from afar, but slowly began to inch their way toward the booming set with growing curiosity.
Nearby, the dance moves of Cynthia Chavez of Baltimore Dance Crews Project (BDCP), caught the eye of three girls who were interested in learning how to moonwalk. Cynthia worked through foot techniques and demonstrations until the girls were ready to try it themselves.
Filmmaker and photographer Ras Tre showed one intrigued student how he operates his professional video camera equipment.
Artists, students, and family members began to gather on the dance floor as the popular music began to flow out of the speakers. One talented student stepped toward the center of the floor with confidence. He began to lead the choreography of one popular song while the crowd stepped back, learned the moves, and cheered him on. This encouraged other nearby students and artists to join in until the entire dance floor was full.
The assembly wrapped up with artists, teacher partners, and other Academy staff introducing themselves by dancing onto the stage. As students broke off into their grade-level groups, one parent asked: “Is there an adult Young Audiences class that the parents can take? We want to have this much fun, too!”
On average, all children can lose approximately two months of learning from the previous school year during the summer months without engaging education activities, and for low-income students, the loss is even greater. More than half of the achievement gap between low-income students and their more affluent peers can be attributed to the unequal access to summer learning opportunities. Programs like the Summer Arts Academy provide students with a safe place to go during the day, access to free healthy meals, adequate adult supervision, and positive, educational activities.
The high-energy kick-off assembly was only the beginning of what is to be expected this summer. Be sure to follow the Young Audiences blog, as well as our Facebook page, for updates from the Summer Arts Academy throughout July.
By Cyan McMillian, seventh-grade student, Windsor Hills Elementary/Middle
My name is Cyan McMillian and I am a seventh grader at Windsor Hills. I’d rather throw a football than paint my nails (seriously). I felt like a free spirit until my tenth birthday–which was the worst day ever. I was excited but made the mistake of not bringing enough cupcakes for the whole class. One girl–the drama queen–decided to take out her frustrations on me. She waited until we got in the cafeteria and took a mixture of yogurt, milk, juice, and water and poured it over my head in front of everyone. On my birthday! Everyone who saw it laughed. Even the adults. I was so hurt and embarrassed that I ran out of the cafeteria in tears.
I never wanted any friends after that. The more I tried to be myself the more I would get picked on. Bullies targeted me for all the ways that I was different–my weight, my clothes, and my love for school.
My parents signed me up for the Baltimore City summer learning academy, the summer before middle school started. I like math and science, but I was most interested in the art classes provided by Young Audiences. See, I don’t get to enjoy the liberties of art during the school year. Having art every day during the summer was a treat because I got to make new friends, I learned how to use the color wheel, how to make 2D pictures become 3D pictures.
My art class was taught by Young Audiences teaching artist, Danyett Tucker. She played a song by Lauryn Hill called “Everything is Everything,” and asked us to illustrate what the lyrics meant to us. I love that song. It was like math because my hands and brain were working at the same time to solve a problem. I was able to express myself without being judged in a way that was fun and challenging. I learned from Ms. D that there is no “right” or “wrong” when it comes to art.
Ms. D believed in me and gave me the confidence to believe in myself. She let me come to her when I needed someone to talk to and gave me helpful advice when I was stuck. I was free to be who I am again, which made me feel like my old happy-go-lucky free-spirited self.
Ms. D inspired me to keep drawing after the program was over. My dad loves to draw and after that summer we started drawing together. When I found out the summer program was going to happen again this summer, I found out where Ms. D was teaching and signed up. This summer was even better because not only did I get art with Ms. D, other artists also helped teach the science and math classes. I learned how ratios relate to music and how dance movements connect with science.
In Ms. D’s class, we created a mural that’s displayed here today illustrating Maya Angelou’s poem, “A Brave and Startling Truth.” The poem was confusing at first but the more we read it as a class it became easier to understand and inspired me to speak out about the positive and negative things that happen around me. I was able to use my voice through illustration again. I attended this program every single day and now I have two murals in my portfolio.
Now when I feel like I have something to express but don’t know how to say it, I draw it out. Thanks to Young Audiences, I have learned a lot about myself. I’m more observant and I know what a real friend is. I know who I am. So what if I’m not a girly girl, I’m fast and I can handle my business. When they call my clothes trashy, I don’t let it bother me because their shiny white sneakers always end up dirty in a few days. And when they talk about my weight, like the song “All About That Bass” says: “Every inch of me is perfect from the bottom to the top!”
Last year I had the highest grade point average in middle school and it is still sky-high. I have a scholarship to any college that I want. I plan to get a PhD and work for NASA. Thanks to the support of my family, a few good friends, and the Young Audiences artists who understand me like a parent would, I am going for my dreams. And while the summer program is over, what I learned from Ms. D, that “Everything is Everything,” will stay with me forever. What that means to me is that if you want to be something and you work hard, you will most likely become that. So keep an eye out for me.
The summer can be a time for fun in the sun with family and friends, but for many students across the country, it is a time of uncertainty. Without school, many at-risk students are left without adequate supervision, access to regular, healthy meals, and opportunities to participate in engaging and constructive activities. On average, all children can lose approximately two months of learning from the previous school year during the summer months without engaging education activities, and for low-income students, the loss is even greater. More than half of the achievement gap between low-income students and their more affluent peers can be attributed to the unequal access to summer learning opportunities.
For five weeks this summer, Young Audiences again partnered with Baltimore City Public Schools to combat summer learning loss through a free math- and science-focused summer camp opportunity for Baltimore City middle school students. Young Audiences artists provided arts enrichment activities at seven Baltimore City 22nd Century Pioneers Summer Camp sites. In addition, for the first time, Young Audiences managed an eighth completely arts-integrated camp site at Edmondson Westside High School.
At the Young Audiences camp, morning math and science classes were co-taught by Baltimore City teachers and Young Audiences artists, who explored STEM subjects through the arts. Students had a choice in the art form they focused on during afternoon enrichment classes, including dance, photography, illustration and mural painting, improvisational theatre, Hip Hop, steel drum, or VEX robotics. The camp also included field trips, giving students the chance to apply their knowledge outside of the classroom.
The program was a learning opportunity for participating teachers as well, some of whom were new to arts integration as a teaching practice. Co-teaching with Young Audiences artists gave teachers the opportunity to try out a different way to approach each lesson, growing their knowledge of the arts and the natural connections that exist between core subjects and the arts.
In a recent survey of 500 U.S. teachers, 66 percent said it takes at least three to four weeks to re-teach content from the previous school year to get their students up to speed at the start of each new school year. At Edmondson Westside, the arts made learning fun and students both stayed intellectually engaged so they would not fall behind in their classes this coming school year, and also discovered a new way of learning through the arts. Students had the opportunity to develop their knowledge in math and science in a hands-on way, learning how the length of sound waves relates to the pitch of each note on a steel drum, or how a photographer or illustrator uses mathematical ratios to compose a piece. Students learned about themselves as they tried new things; took risks during classroom activities; and showcased what they had learned for others.
By Grace Galarpe, Baltimore City Public School teacher
When I got involved in the Young Audiences and Baltimore City Public Schools 22nd Century Pioneers Arts-Based Summer Camp, I wasn’t sure if I was in the right place at first. Even though I’ve seen arts integration in the news, this summer was my first time really working with it. It was my first time working with Young Audiences, too, so when they told me that this program was all about arts integration, I was curious to learn more.
As a high school teacher, I’ve had the opportunity to collaborate with other core subject teachers before, but a collaboration with an artist? This was my first time and the idea interested me. In the past, I’ve used the arts in my classroom in the sense that we would sometimes draw or dance or sing. If I did incorporate the arts, it was separate. These activities would be after instruction or after school. The program this summer, where arts integration happened within the instruction, used a completely different method.
I was paired with Valerie Branch, a dancer. Before Valerie and I started teaching, we did lesson planning. Looking back, we consider this the biggest factor in our success because the planning helped us gain a greater understanding of how we would integrate the arts into our lessons.
I was very fortunate because both of us took the program very seriously. We would do thorough planning and would really talk about what was going to happen the next day and the next. Everything that Valerie and I accomplished this summer was possible because we had time to plan together. I wasn’t just going into a classroom where I would do everything by myself; it was a partnership.
Our lessons weren’t always perfect, but since the teacher and the artist planned together, we could always reflect and revise–not just one of us, but both of us. We helped and respected each other, and as the summer went by, we became very comfortable with one another. When Valerie and I would sit down together, she made me feel confident about where the arts would come in and how we would make it possible. She made me feel more comfortable with her art form, too, and because of this, I could easily explain the elements of dance to students.
This summer, I realized that a dance activity can be incorporated with a science activity using the same concepts and vocabulary. That was amazing to me. At first, I wondered, “How will my students benefit from this collaboration and integration of the arts?” I now feel that arts integration gives students the chance to learn at a different level because we are able to touch multiple intelligences. I believe that our students achieved a deeper understanding of the science concepts and vocabulary that we taught them due to the integration of the arts into our teaching. They were able to apply what they had learned, not only through science but through dance, too.
Sometimes during the science instruction, students would ask: “Why do we need to learn this?” I would respond that they needed to know the terms and concepts so that we could apply them to our next dance choreography, and then they would get excited. When Valerie would talk about the elements of dance at the same time as the science, the students would be able to perform a dance choreography based on something related to science, such as pollution. That was a really wonderful outcome.
I can now see that if arts integration is a regular part of a classroom, it helps increase academic achievement and positive intervention regarding behavioral problems. I could tell that the arts were a huge help in attendance in our classroom, too, and I was so happy that the students looked forward to our class every day.
The arts also helped create responsibility. For example, Valerie and I decided that we needed to do something that would make the students understand that they had an obligation in the classroom. As a part of our teaching, we did an activity we called “Human Mirror,” which incorporates dance movements that develop a sense of responsibility. It requires listening, following directions correctly, being observant, and an understanding of what it means to be a leader and a follower. This was a great success for our class. I could sense that the students also gained respect for both of us. They called both me and Valerie artists, which surprised me. I was like, “Oh wow, I’m an artist!”
If ever given the chance, I would tell teachers who haven’t used arts integration not to be afraid of co-teaching with an artist. If there were an opportunity for me to be involved in another arts integration program, I would gladly do it. I’ve realized that in programs like this, the artist and teacher can become more than just teachers. I believe that they can do more than just share concepts or explain the academic side of things: they can inspire students’ lives.
By Chanel Traboldt, Third Grade Teacher at Harford Heights Elementary and Young Audiences Public Programs Summer Intern
Two middle school girls sit in the back of the classroom. One of them is sneaking a look at her cell phone under her desk; the other is braiding her hair. They are in a morning class during the first week of the Young Audiences and Baltimore City Public Schools 22nd Century Pioneers Arts-Based Summer Camp, and neither girl is looking at the front of the room or listening as the teacher, Ms. Moss, begins a math lesson on integers.
For a school teacher, like me, this can be the scene of many early mornings. The question you ask yourself each time is: “How do I better engage my students in their learning?” This often can seem like an impossible task. We know that if you make learning fun, students will want to learn. As an educator, there is an urgency to fight the achievement gap and prepare your students with the skills needed to be college and career ready. But now the tricky part: how do we make learning fun?
Young Audiences again partnered with Baltimore City Public Schools to solve this dilemma in July. In addition to providing arts enrichment activities at seven summer learning sites in Baltimore City, Young Audiences and City Schools created the first-ever completely arts-integrated summer learning site at Edmondson Westside High School. All eight sites were a part of the 22nd Century Pioneers Summer Camp, which is a free program for Baltimore City Public School middle school students.
Back in the classroom at the Young Audiences arts-integrated camp site something surprising happens. Ms. Moss continues her math lesson by projecting photographs students took the previous day while working with Young Audiences photographer Christina Delgado. The two girls stop what they were doing and look up. Ms. Moss asks the group what elements of photography are being used in each image and how these elements relate to what they are learning about integers. The girls raise their hands to join the conversation.
During my time at Young Audiences’ site, I saw that teachers and artists had found a solution to many teachers’ student engagement woes. Integrating the arts into daily lesson plans allowed students to create, explore, express, have fun, and most importantly, to learn.
At the Young Audiences camp, nearly 150 students explored math and science concepts through the arts in classes and arts enrichment activities led by Baltimore City teachers and Young Audiences artists during the five-week program. Students chose the art form they would focus on during afternoon enrichment sessions, with choices including dance, photography, illustration and mural painting, theatre, Hip Hop, steel drums, and VEX robotics.
In another class, I saw a group of chatty sixth-graders sitting in the corner go completely silent to listen to steel drum musician Kevin Martin play musical phrases the class had created using what they had learned about ratios.
An unenthused student turned frustration into joy while drawing blueprints for a cage to carry a wild boar across a lake of alligators in visual artist Danyett Tucker’s eighth-grade math class.
Students, who were at first more focused on their weekend, turned that energy into an intricate dance routine about pollution in dancer Valerie Branch’s class.
As a teacher witnessing these moments of transformation, I am amazed at how easy it is to engage students in learning. The key is to understand that learning and the arts are not separate entities. By combining the two elements and creating arts-integrated educational lessons, students are truly able to learn while having fun.
During the past few weeks, nearly 150 middle school students have dived into math and science concepts through the arts at the Young Audiences and Baltimore City Public Schools 22nd Century Pioneers Arts-Based Summer Camp. Students have learned how ratios are used in photography and how the physics of sound affect each note played on a steel drum. Through these art forms, and many more, students have been engaged in learning this summer so that they are prepared to hit the ground running this school year.
While most of the learning goes on inside the school, students have also had the opportunity to take their knowledge beyond the classroom walls on field trips. These excursions allow students to continue their hands-on learning in a new atmosphere, applying the skills and knowledge they’ve acquired throughout the summer.
The first trip was a visit to the Baltimore Museum of Industry, where students learned the ins and outs of technology and put their own engineering skills to the test. In one activity, students worked together in small groups to create a track that would carry a wooden ball and drop it into a can. This required them to go through the five steps of solving an engineering problem: plan, get materials, build, test, fix, and re-rest. Students were forced to adjust and readjust their designs before finally reaching their goal, usually resulting in loud cheers.
Students received another challenge: creating an artistic interpretation of the word industry. Groups joined together, combining their knowledge and creativity to come up with dances, skits, and songs that showed what they had learned that day.
The following week, students traveled to Baltimore’s Artscape, America’s largest free arts festival organized by the Baltimore Office of Promotion and the Arts. Surrounded by artists of all disciplines, the students put on a show of their own at the Station North Stage, showcasing what they’ve been working on during their arts enrichment classes. The show opened with a lively Hip Hop dance performance from Jamaal Collier and Alicia Shaw’s Hip Hop class. After the performance, one student explained the four pillars of Hip Hop, the most important one being knowledge. Next, Valerie Branch and Heather Tuttle’s dance class got the crowd cheering with a dance set to Ariana Grande and Iggy Azelea’s “Problem.” Kevin Martin and Kevin Older’s students also got to show off their steel drum skills.
Even those who didn’t perform on stage took part in their own form of art-making. Throughout the day, Christina Delgado’s photography students captured Artscape from behind the lens, while Danyett Tucker’s illustration students filled up their sketchbooks with drawings of everything from festival attendees to graffiti on buildings.
Bridget Cavaiola’s improv class performed an exercise called “Improv Everywhere.” All over the festival, they held compliment battles, gave flowers to strangers, and posed as wax statues, making them the target of many curious stares and even a few pictures. See this group in action in the video below!
By Stacie Sanders Evans, Young Audiences/Arts for Learning Executive Director
Last week I visited the classroom of teaching artist and improv master Bridget Cavaiola and science teacher Heather Tuttle, who are teacher partners in our 22nd Century Pioneers Arts-Based Summer Camp in West Baltimore. Like in all of our classes, these two teachers were “starting with the art” by warming up brains and bodies with the drama game “Big Booty.” This particular game required kids to call on each other using a number instead of their name, and the goal of the game was to keep the it going as long as possible and as quickly as possible, without someone “messing up” by forgetting who had what number. (I realize this description doesn’t explain why this game is called Big Booty but just stick with me here…)
The first time a student messed up in Big Booty, everyone clapped. I wasn’t sure what was going on but smiles ensued and the game started over. Quickly another kid forgot which number they were and when their number was called, the game stalled. Once again everyone clapped and Bridget looked over at me to clue me in and said, “We celebrate our failures in here.” The game continued, and as the kids’ brains warmed up and the fear of making a mistake in front of their peers dissipated, the need to clap wasn’t as frequent. When they did clap, they laughed, they shrugged it off, and they quickly moved on.
When it came time to move on to the science lesson, the teachers wanted to recap the lesson from the day before about the engineer design process. Bridget realized she had mistakenly erased the board which had listed all the key terms shared yesterday and Heather realized she forgot her notebook for reference. Oops! I don’t think the situation could have been better orchestrated, in that moment Bridget and Heather, modeled “the way” by shrugging off their mistake and asked the class, “What can we do?”
The kids immediately started calling out the key terms they learned the day before. “Imagine!” “Investigate!” “Test!” In a quick minute all the key terms were there. I noticed each term was delivered with a gesture. The day before, the students came up with a move that conveyed the essence of each word. This lesson recap evolved into sixth-grade boys and girls (remember those awkward years?) moving their arms, hands, and heads in space as they defined the engineer design process.
Bridget and Heather and their sixth-graders are onto something. The simple act of celebrating failure creates a safe space for trying something, even if you are unsure if you are right or if you might look silly. Just imagine what is possible when you remove that fear–real opportunities for exploration, experimentation, reflection, and growth emerge.
By Azya Maxton, 22nd Century Pioneers Arts-Based Summer Camp Arts Integration Facilitator
Summer Learning is off to a great start. Our sixth-graders are studying coordinate grids and the engineering process. Seventh- and eighth-graders are learning about run off in science and ratio in math. It’s so exciting to see them learning their math and science through arts integration and hands-on projects. Students have been designing roofs, buildings, and even cities! Last week, we got to explore the engineering process, and learn about science and industry during a field trip to the Baltimore Museum of Industry. Students were also given an opportunity to test water from the Chesapeake Bay for phosphates, dissolved oxygen, pH, and Chlorine. Today, students participating in arts enrichment classes will have the opportunity to present their work at Baltimore’s Artscape while students in robotics go on to a citywide competition!
We’ll continue to keep you posted on the wonderful learning of our middle school students throughout the next few weeks!
The school year may have ended, but for Young Audiences, that doesn’t mean the fun, arts-integrated learning stops. Young Audiences has again partnered with Baltimore City Public Schools to bring arts enrichment activities to seven Baltimore City 22nd Century Pioneers Arts-Based Summer Camp sites. In addition, for the first time Young Audiences is also managing an eighth completely arts-integrated camp site at Edmondson Westside High School. The 22nd Century Pioneers Summer Camp is free to Baltimore City Public Schools middle school students.
At the Young Audiences camp, nearly 150 students will explore math and science concepts through the arts in classes and arts enrichment activities led by Baltimore City teachers and Young Audiences artists during the five-week program. Students can select the art form they will focus on during enrichment sessions, with choices including dance, photography, illustration and mural painting, theatre, Hip Hop, steel drum, or VEX robotics.
Because this is the first-ever Young Audiences arts-based summer learning site, we thought it deserved an equally spectacular kick-off event. As students arrived, what better way to greet them than with the arts?
On Monday, June 30, as students walked up to the school for the opening day of camp, the first thing that hit their ears was the sound of a steel drum being played by Young Audiences roster artist Kevin Martin of Rockcreek Steel Drums. Kevin has been building and playing steel drums for more than 20 years; this summer, he will show students how the instrument connects to math.
On the way into the building, students passed the dancing Valerie Branch, a new Young Audiences artist whose energetic moves caused many to stop and watch. Valerie will get students moving while studying science this summer. Those walking in also got to witness the Hip Hop talents of musician Jamaal “Mr. Root” Collier, who will use his skills to bring math to life. Bridget Cavaiola of Baltimore Improv Group used improvisational theatre techniques to direct students inside the building. With her help, students will learn how theatre can make abstract science concepts concrete.
The excitement wasn’t just at the front of the school. Once inside, students had the opportunity to take part in photographer Christina Delgado’s photo booth, dressing themselves in hats and glasses before striking poses. Students will have the chance to go behind the lens with Christina to learn the art of photography and its connections to math. Visual artist Danyett Tucker will link illustration to science. As students looked on, she created a colorful mural with images of various art forms incorporated into the design, from music notes to microphones to Polaroid pictures. Students were invited to create murals of their own, as each table was decked with markers and a giant sheet of paper.
All children, regardless of their resources or where they live, lose some math skills during the summer. Studies show that economically-disadvantaged students also lose literacy skills during this “summer learning slide.” Experts believe that the achievement gap between middle- and low-income students not only grows during the summer—it exists largely because of the summer.
Programs like 22nd Century Pioneers provide students with a safe place to go during the day, access to free healthy meals, adequate adult supervision, and positive, educational activities. This summer Young Audiences artists will connect students with new experiences through the arts as they learn about math and science in a new way and build their self-confidence as they gain knowledge and skills.
Check back in with the Young Audiences blog throughout July as we look at how these artist and teacher pairs are using arts integration in their classrooms.
Happy summer and happy learning!
By Lucy Coyle
Lucy Coyle recently completed a summer internship at Young Audiences and wraps up our series on Young Audiences’ summer learning programs–and their importance for students who would otherwise have limited opportunities to stay active and engaged during the summer months.
If you’ve seen Jack Black’s teacher impersonator role in the comedy School of Rock then you’ve seen a glimpse of how the arts can engage students in the classroom. In one memorable scene during the movie, Black sings to his class about fractions to come across as a productive and innovative teacher. While in Black’s case the fractions song is all part of a larger scheme to teach students how to rock and not about math, putting mathematic equations to melodies is certainly one way to engage kids in the subject. If you, like me, learned the song “Fifty Nifty United States” at any point in your adolescence–and can still recite all of the states in alphabetical order–you know that arts engagement works.
I had the pleasure of visiting a Baltimore City Public Schools Summer Learning Academy classroom this past July and experienced much more than arts engagement–I saw arts being integrated into the curriculum. Young Audiences again partnered with Baltimore City to provide rising fifth- through eighth-grade students with arts-integrated learning opportunities during the summer months. Through generous funding provided by the Hoffberger Family Philanthropies, Young Audiences was able to expand its role at 10 Summer Learning Academy sites to provide arts enrichment sessions and arts-integrated math and STEM lessons at each site. During my visit to William Pinderhughes Elementary I witnessed how impactful arts integration and summer learning can be when combined.
Young Audiences artist Arianna Ross is a champion for arts integration. She’ll tell you openly that “it’s kind of my thing.” I watched Arianna lead an arts-integrated lesson in a science classroom where students were learning about the concepts of compression, tension, and gravity, which gave me more insight into arts integration and its power to transform classroom learning.
Arianna’s lesson demonstrated that the bounds of arts integration are almost limitless. For Arianna, it’s not just about putting the names of the states or fractions to music, but rather it’s about expressing various concepts in as many ways as possible.
Although Arianna is listed in the Young Audiences’ Resource Guide as a storyteller, she is the first to dismiss traditional storytelling methods when a dance activity or a poetry-writing session better serves the subject at hand. For Arianna, arts integration is about adapting every day to fit the curriculum. It’s about bringing arts terms into the classroom and using them on a regular basis.
I saw Arianna use various dance and theatre terms during her lesson on physics. Students began by standing in mountain position–the actor’s resting position. They paired off and created physical representations of the concepts being discussed in the class: gravity, compression, and tension. While they explored different poses that communicated these concepts, the students physically connected to the importance of strong foundation and balance. Their choreographed dances helped them make abstract physics concepts concrete, and they were more eager to participate and share what they had learned by performing for one another.
Baltimore City Public Schools Summer Learning Academies were designed to give students five weeks of additional math support during the summer. Many of these students come from low-income backgrounds and are in danger of summer learning loss, the well-studied phenomenon of students losing two to three months of math and science material learned the previous school year during the summer when intellectually engaging activities are not as readily available. As an incentive, the Baltimore City program also gives students free access to opportunities in the arts, sports, and robotics.
While the arts are an incentive for students to join the program, arts integration is doing much more than encouraging students to attend–it is helping students understand tough concepts by engaging them in new ways.
We want to hear from you!
Have you ever taken part in or led an arts-integrated activity in a classroom? Did using the arts challenge your mind to make nontraditional or creative connections in a traditional subject? Do you think the arts can help students gain agency when studying math and science?
Lucy Coyle is a senior at Johns Hopkins University, majoring in International Studies, and recently completed a summer internship at Young Audiences.
Earlier this week, Kurtis Donnelly, Young Audiences Program Director, shared his experience visiting Stadium School to watch Young Audiences artist Max Bent lead the class in an arts-integrated math lesson this summer. Max also recently posted about his time at Stadium on his blog Outside the Box.
Stadium was one of 10 sites where Young Audiences artists worked with classroom teachers to co-teach arts-integrated math and STEM lessons and offer arts enrichment programs as a part of Baltimore City Public Schools’ five-week-long Summer Academy program.The program aims to fight summer learning loss by keeping students active and engaged during the summer months.
Read more about Max’s experience on his blog, Outside the Box. Click here to see more photos from this summer’s arts-integrated programs on Flickr.
Photo by Max Bent
By Danyett Tucker, Young Audiences visual artist and illustrator
Do you think there is a difference between listening and hearing? One of my professors once asked me to illustrate Jimmy Hendrix’s song “Voodoo Child.” The project made me see art in a new light. I don’t think I’ve ever had to listen to lyrics as hard as I did to really hear Jimmy. After hitting repeat over and over again, I finally heard Jimmy and realized the power of his music. I realized that music has the power to unite us by telling stories that we can all identify with and illustrating themes of what it means to be human.
This summer I worked with Baltimore City middle school students at Rognel Heights as a part of Young Audiences’ partnership with Baltimore City Public Schools Summer Academies which brought Young Audiences artists to 10 sites throughout the city. In the mornings I partnered with the
sixth-grade science teacher to incorporate arts integration with the summer science curriculum, and each afternoon my mural painting class was one of the choices offered to students for arts enrichment.
Summer programming is a valuable resource for Baltimore City students. Many Baltimore neighborhoods are deprived and neglected. Many lack basic necessities, such as access to fresh groceries or safe places for children to play and the community to gather, preventing individuals and families from thriving. Challenges related to gun violence, poverty, public health, and family structure are obstacles for students in these communities to remain focused and committed to their education. These challenges can also make summer the scariest time of the year for students in the inner city. Without a regular school schedule, these children lack access to school lunches, a safe place to spend the day, and activities that keep them intellectually engaged.
My goal for the summer learning program was to show my students how music combined with a public work of art can play an important role in restoring a community’s broken spirit. I wanted to encourage them to uplift each other through the powerful lyrics and positive messages that we shared during our mural project.
To guide the project, I selected a series of songs that spoke to community concerns. We started with one of my favorite songs of all time, Lauryn Hill’s “Everything is Everything.” I began by demonstrating how illustrators turn words into pictures. We illustrated the chorus together and then students had the chance to pick a verse of the song that painted the clearest picture in their mind and illustrate it.
Next was Cat Stevens’ “Where Do the Children Play?” which introduced students to creating depth in settings. The environmental references in this song are so profound and led to deep discussions about the physical conditions of our communities. I talked with students about using public spaces to promote a cause or message and how music and art combined can move a community to action.
The next songs on the soundtrack were Bob Marley’s “Get Up Stand Up” and “One Love.” Imagine the vibe in the classroom as we collectively realized that gun violence wasn’t just something in the news–many of us had friends or family who had been affected by gun violence. We listened to Bob’s words of peace, love, and his call for all to move to action and reflected on the social commentary of the times.
As we continued work on our mural, we began focusing on the people depicted and drawing proportions. The students wanted to create a piece with a lasting legacy that would awaken civic responsibility in all viewers of the mural.
The final 12-panel mobile mural portrayed people coming together and holding up signs that displayed community declarations. Places to play, to honor loved ones lost, and to highlight every day community heroes were interwoven throughout our visual testimony.
Click on the images above to see the “A” and “B” sides of the completed mural.
We ended the project on a personal note and illustrated Emily King’s, song “Walk in My Shoes,” because let’s face it, if we could walk in each other’s shoes we would spend less time judging, hating, and bullying others.
The students were inspired by the music and were so expressive in the images they created. They were singing along with the songs by the time we started painting. They couldn’t wait to get to my class every day and they didn’t want to leave. The work we created was magical and the five C’s–culture, comparisons, connections, communication, and community–were covered in this socially conscious endeavor. Every student was carrying their community on their shoulders and felt a civic responsibility to represent the voices of many through their art.
I could not have been happier with the outcome. The confidence of each student soared during the five-week program, and I know they will listen harder to the music they hear from now on and think about the messages that are received and sent. One voice, one love, and one heart! Let’s get together and feel all right!