A whole-child approach to learning puts significant focus on the social and emotional needs of students. And as we’ve seen in our Summer Arts & Learning Academy (SALA), the arts and arts integration pair naturally with social and emotional learning (SEL). In SALA, our teaching artists and their academic partners plan their lessons through a student-centered lens, giving children the opportunity to learn in a way that works best for them—and supplying them with the emotional tools they need to be successful and connected to the learning—and to each other. In fact, a report from Education Dive notes that in school, “artistic endeavors—whether performing, creating, or responding to others’ work—likely involve even more social-emotional skills and opportunities for students to practice them.”
Through drama, students in SALA feel the thrill of embodying their favorite storybook characters. They learn to express ideas through dance and emotions through music. They feel the pride of understanding mathematical concepts when, through visual arts, abstract ideas can be seen, felt, created, and replicated. What if we applied the artist expertise and program model that makes SALA so successful to the actual school year?
Knowing that MSDE-approved educational models like SALA’s can also be used to address many issues impacting education, our SALA team tailored its model to meet the needs of students who need extra schoolyear support and introduced Arts & Learning Days at three different sites in Baltimore City: Harlem Park Elementary/Middle, Collington Square Elementary/Middle, and Leith Walk Elementary/Middle. These new Arts & Learning Days give teachers and students the opportunity to teach and learn creatively, through self-expression, and with a focus on social and emotional wellbeing.
Arts & Learning Days:
- Support students in afterschool time
- Expose students to different art forms
- Provide teacher professional development in arts integration
- Increase academic performance
Each academic quarter has four Arts & Learning Days. On these days, five teaching artists spend the day at the school co-planning and co-teaching arts-integrated lessons with two different teachers each. Arts & Learning Days are more than artist residencies—they are real-time professional development for school-wide transformation. Teachers discover new ways to create engaging lessons, to blend academic and social and emotional learning, and to ignite creativity and self-expression—and they get to put it into practice right away!
Afterward, teachers and artists reflect and revise lessons. Classroom teachers also meet with Education Director Kristina Berdan multiple times, who offers the educators feedback and strategies to improve their practice.
The arts even extend into afterschool time when an artist or ensemble brings their program to an existing afterschool program for additional enrichment. This year alone, students enrolled in afterschool programs have already been able to work with Wombwork Productions, Inc., Vonnya Pettigrew of Root Branch Film, and Guardian Dance Company!
These opportunities for students and educators through Arts & Learning Days wouldn’t be possible without the support of the principals, the afterschool providers, and the teachers. We are looking forward to many more Arts & Learning Days to come and can’t wait to share them with you.
To access the Collington Square Arts & Learning Day 1 video transcript, click here.
In January, the sun disappears so quickly—its absence makes the air that much colder. It feels funny to reflect on my youngest daughter’s first experience at Summer Arts & Learning Academy (SALA) when, outside, it feels like it just might snow.
Kiyah and I, both of us parents of children who attended SALA 2018, were asked to meet at Young Audiences a couple of weeks ago. A teacher, Jesika Paige, was here, too. She wasn’t at my child’s SALA site last year, but I remember meeting her once. And I recognize her from our How We Do Summer video. Her smile is warm and her energy is radiant and it was so nice to be sitting at the table with her. Joining us were five teaching artists: Katherine Dilworth, Jamaal “Mr. Root” Collier, Vonnya Pettigrew, and Mama Kay and Mama Rashida of WombWork Productions, along with staff members Michael Brush, Monique Cox, Kurtis Donnelly, and Kristina Berdan.
Parents love SALA for a multitude of reasons. For one, Baltimore City Public Schools students participating in SALA have not only avoided summer learning loss but, in many cases, gained ground on their national peers in standardized testing. Between this and the fact that kids in SALA are immersed in meaningful art projects every single day, enrolling my 6-year-old was an easy decision. And as Ms. Paige noted in How We Do Summer, “for children who suppress their art during the school year, this was a time for them to actually show up and show out and show their artistic ability.” So, how can we take this amazing and enriching educational experience and make it even better? This is what we are here to find out.
Something that Young Audiences always makes sure to do is collect and evaluate feedback from all of a program’s stakeholders. If you are ever asked to fill out a survey regarding one of YA’s programs, know that your comments are read, your answers to questions are carefully considered, and your voice matters. The idea to form a community advisory for SALA was brought about in the feedback we collected from parents, and from students, teachers, and artists. Our mission is to ensure that SALA (an incredible, free, arts-filled, and academically excellent program) is student-centered and to identify program changes and improvements to implement during SALA 2019.
Coming together with other stakeholders for the SALA Community Advisory’s inaugural meeting reiterated to me the desire of everyone involved to improve, and to be wise, and strong. The group committed to making sure all families are involved all along the way and that all ideas are welcome. We look forward to sharing and listening with open hearts and open minds, reflecting on what we did well in 2018, what we can do better, on ideas for the future, and welcoming the unexpected. We cannot wait for another summer of SALA, each one better than the last—in the meantime, let it snow. Written by Shannon Kline, parent and Young Audiences Communications Associate.
If you would like to be a part of the Summer Arts & Learning Academy (SALA) Community Advisory, we invite you to contact Kurtis Donnelly at firstname.lastname@example.org. Your thoughtful input helps to make our programs the very best for students and we appreciate your time and dedication.
By Donna Greenleaf, Coordinator of Gifted and Talented Programs, Dorchester County Public Schools, and Renee Hesson, Coordinator of Instruction for Fine Arts, Dorchester County Public Schools
Being on the Eastern Shore, Dorchester is relatively isolated from many of the cultural experiences available closer to the Baltimore-Washington area. With reduced opportunities to experience art, children and adults can become limited in their thinking and understanding of different art forms. Working with Young Audiences, we tried to find a way to make an arts learning program that was more lasting for Dorchester students. Last year, we developed an assembly and workshop model—something that was totally new to the schools in our county. In the past, we had only ever had large group assemblies. These performances felt like “one and done” experiences and it was hard to measure the impact of this limited exposure to the arts on our students. By adding workshop sessions, we were able to reach more students in a more significant way because they had a hands-on experience with Young Audiences performing ensembles WombWork Productions and Quest Visual Theatre.
This assembly and workshop model was successful, but we thought there was still more to be done to truly impact the culture and climate of our schools through the arts. Artist-in-residence programs have the feature of offering professional learning opportunities to teachers while providing ongoing workshop opportunities to students. Although this was the type of program we believed our schools needed for the arts to have the maximum impact, we told Young Audiences that there was no way that we would be able to afford it. But with Young Audiences’ help, we began applying for grant funding to help alleviate the cost and make it happen.
Beginning last spring, we wrote Maryland State Arts Council Arts in Education Artist-in-Residence Grants to bring programs to seven Dorchester elementary and middle schools of the 11 total schools in our district. To supplement this funding, we also applied for a grant from a local foundation, the George B. Todd Fund and for supportive funds from the local Dorchester Center for the Arts. We hoped to bring WombWork back to build on the work they did with our students the year before, as well as bring beatboxer Max Bent and Hip Hop poet Bomani to our students. These Young Audiences artists were chosen to address the specific needs each school had identified as a part of their school improvement plan, including interpersonal skills, bullying prevention, math, and language arts.
These programs were as much for the kids as they were for the teachers. When Max came to our elementary schools, his enthusiasm brought a lot of energy to the kids and appealed to those kids who needed a different kind of artistic outlet. His program crossed cultural stereotypes and appealed to a wide-range of kids—and adults. Our teachers were reluctant at first, but Max was able to bring everyone into the experience. During pre-program meetings with Max, teachers were impressed that he was able to speak their language. His art form became more than just a nice enrichment activity, but one that made a strong connection to curriculum. Max was interested in what specific units and standards the teachers were working on at the time, and how he could incorporate beatboxing. He wanted to do more than tie into grade-level concepts, but ensure that it was focused and timely in the curriculum. That approach enhanced the partnership feeling between artist and educators.
During the professional development workshops, Max showed teachers how beatboxing can uniquely link to fractions. It was a distinctive example of how educators have to challenge themselves to come up with new and unique ways to teach the material instead of the same ways they’ve always taught.
In another one of our schools, Mama Rashida and WombWork worked with one classroom that had a reputation for negative behavior and not staying on task when an outsider visited. When we visited this class to observe them working with Mama Rashida on the play they were creating to perform for their peers, every single student was engaged and working together on the activity. Mama Rashida’s knowledge of young people and how to quickly build relationships helped support our students emotionally so that the group could get to the important work of learning the language of virtues. This experience proved to us—and to the students—that they have the ability to be college- and career-ready middle school students. They now have a relationship with their classroom teacher that they may not have had without this program.
When Max’s residencies began, we thought kids may be reticent about getting up in front of their peers and performing. At both culminating events at the close of the residencies, there was an overwhelming show of hands of students who wanted to get up and demonstrate what they had learned. It was exciting to see our kids transform into performers and there was no judgment. Even when a child got up and made a mistake, other students didn’t call them out. They were supportive of each other. Seeing this program’s contribution to a positive school climate, as students worked together on projects and supported each other, was a wonderful side effect of our residencies this year.
Maryland State Arts Council (MSAC) provides schools with AiE grants to support artist-in-residence programs. These grants can subsidize up to 30 percent of the total cost of a Young Audiences residency program, including travel costs. The application deadline for programs occurring next school year is Friday, May 15, by 5 p.m. Read more about this opportunity at yamd.org.