Arts Learning
Arts Learning
Artist Melodee Strong will engage 175 third graders at two Bloomington elementary schools in an eight-week residency to foster their learning about the history, tools, and techniques of mural making, and deepen their understanding of equity and inclusion.
Peggy Burnet: Businesswoman, art collector, and community volunteer. Chair of the Nominating Committee, Smithsonian National Board. Trustee, Hirshhorn Museum and Sculpture Garden. Vice Chair, Minnesota State Arts Board.; Uri Camarena: Business consultant, Metropolitan Economic Development Association. Board chair, Minneapolis College of Art and Design. Officer at-large, Minnesota State Arts Board; Michael Charron: Dean of the School of the Arts, Saint Mary's University of Minnesota. Secretary/Treasurer, Minnesota State Arts Board.; Sean Dowse: Mayor of Red Wing, elected 2016. Former executive director, Sheldon Theatre. Board member for Minnesota Citizens for the Arts. Chair, Minnesota State Arts Board.; Philip McKenzie, Oboe and English horn player; adjunct oboe faculty, NDSU; Mary McReynolds-Pellinen: Executive director, Lyric Center for the Arts; coordinator, First Stage Gallery; Dobson West: Senior advisor, Spell Capital Partners Fund.; Christina Widdess: Arts organization consultant; former managing director, Penumbra Theatre. Vice Chair, Minnesota State Arts Board.
Bradley Althoff: Managing producer and senior project manager, Classical MPR; Roberta Gray: Director of Saint Francis Music Center, Little Falls; Jane Gudmundson: Former education director, Plains Art Museum in Fargo; Kao Ly Ilean Her: Chief executive officer, Hmong Elders Center; former executive director, State of Minnesota Council on Asian-Pacific Minnesotans; Paul LaJeunesse: Assistant professor of art, College of St Scholastica; Andrew Nordin: Painter; Arts Board grantee; Molly Sheeley Melton: Educator, school for Environmenta Studies in Apple Valley
ACHF Arts Education
Students will learn about the history of mural-making and pioneers in this discipline, and how to use relevant tools and techniques. The teaching artist, classroom teachers, and Artistry staff will observe and report, and learners will complete oral or written evaluations depending on each learner's ability. 2: Students will deepen their understanding of equity and inclusion through discussions and mural themes that tie directly to the district's equity plan. The teaching artist, classroom teachers, and principals will compare lessons, discussions, and mural themes to the district's equity plan and responsiveness initiatives.
Students learned about the history of mural-making, pioneers in this discipline, and relevant art skills and techniques to create a school mural. Evaluation included written, verbal, and observational feedback from teachers, participants and staff to assess program successes and challenges. Students were evaluated to throughout the program to gauge comprehension, interest, and growth. 2: Students deepened their knowledge of equity and inclusion concepts, and learned from one another through teacher-guided discussions and mural themes. Evaluation included written, verbal, and observational feedback from teachers, participants and staff to assess program successes and challenges. Students were evaluated to throughout the program to gauge comprehension, interest, and growth.
Other,local or private