Arts Learning
Arts Learning
Wind Jammers will engage young people at the West Minnehaha Recreation Center in Saint Paul through contextual field trips, workshops in metal and engineering, and collaboration to design and create kinetic art for their park.
Ardell Brede: Mayor of Rochester, elected 2002.; 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; Thomas Moss: Consultant to nonprofits and government agencies.; Dobson West: Senior advisor, Spell Capital Partners Fund.; Christina Widdess: Arts organization consultant; former managing director, Penumbra Theatre. Vice Chair, Minnesota State Arts Board.
Nolita Christensen: Community and nonprofit management consultant; woodworker; Christina Frederickson: Educator, gardener, and actor; Molly Gamble: Artist; former arts event planner at Maryland Institute College of Art; Heather Haynes: ; Sara Raappana: Published poet; editor of Cellpoems, a poetry journal; Norah Rendell: Executive director, Center for Irish Music; musician
ACHF Arts Education
Youth participants learn to design, engineer and build kinetic metal art in a team. My plan is to fully review the students' projects for quality and understanding of mechanics. Besides written journal entries, youth will also each present a written or verbal statement about their work at the design showcase. 2: Youth participants feel empowered with a sense of inclusion and connection to their community. We will ask participants to say how their ideas were incorporated into the final design, and to describe how it feels to see their work given to the public park. Evaluation team will also record observations on public engagement days.
Youth did learn design and engineering but were not able to build permanent art in a team. Working together closely, I observed engineering and design progress and spoke individually with students and tracked their progress. Teens shared individual designs in zoom class and discussed their personal process and demonstrated their learning. 2: Youth participants feel empowered with a sense of inclusion and connection to their community. We did not make a collaborative sculpture, but the art and nature activity curriculum that was made to the Frogtown farm was used and will be used widely. the participants are engaged with community by sharing in process, this was visibly observed.
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