Arts Learning
Arts Learning
Arts Learning
Teacher/muralist Peyton Russell will work with students at Edison, Roosevelt, and Washburn high schools, helping them to acquire skills in graffiti art and lettering, and building appreciation for the art form's history, cultural significance, and technical/aesthetic qualities.
Judson Bemis Jr.: Actor, arts administrator, founder and principal of Clere Consulting. Secretary, Minnesota State Arts Board.; 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.; Michael Charron: Dean of the School of the Arts, Saint Marys University of Minnesota. Vice Chair, Minnesota State Arts Board.; Sean Dowse: Executive director, Sheldon Theatre. Board member for Minnesota Music Coalition, Minnesota Citizens for the Arts, and Anderson Center for Interdisciplinary Studies.; John Gunyou, City manager, Minnetonka.; Benjamin Klipfel: Board member, Minnesota State Arts Board. Executive Director, Alexandria Area Arts Association, Inc. Director and arts educator.; Ellen McInnis: Director of Twin Cities government relations, Wells Fargo. Member of Bottineau Boulevard Partnership. Chair, Minnesota State Arts Board.; Pamela Perri: Executive vice president, Builders Association of Minnesota.; Margaret Rapp: Former educator, Saint Paul Academy and Summit School. Officer at-large, Minnesota State Arts Board.; Anton Treuer: Professor of Ojibwe, Bemidji State University.
Paul Anderson: Retired elementary school teacher; Loretta Bebeau: Art educator; Joanna Cortright: Arts Education Consultant and coach for schools, music organizations, and teaching artists. Professional Development instructor for arts organizations, K-12 schools, and higher education; Independent music educator.; Alberto Justiniano: Artistic Director, Teatro del Pueblo,Theater Artist and Filmmaker; Katie Marshall: Executive Director, MacRostie Art Center, Grand Rapids; Micah Minnema: Development Director, Saint Paul Neighborhood Network; development.; Kimberly Nightingale: Executive Director, Saint Paul Almanac; Pat Samples: Program Director, ARTSAGE
ACHF Arts Education
Students will acquire knowledge and skills in graffiti art, a type of arts learning they otherwise would not have access to that deeply engages them and has career potential. Student knowledge and skills will be assessed using a scoring rubric to evaluate their use of visual art elements in the final project. Student knowledge and appreciation for Graffiti Art's history/significance will be evaluated through one-on-one interviews (case studies) with 15-25 representative students. 2: Art teachers at three urban schools will acquire knowledge/skills that enable them to effectively teach graffiti art to students, both during and beyond the project period. Visual art teachers' commitment to providing Graffiti Art learning opportunities beyond the project period will be assessed through interviews conducted by project staff.
Student work was shared with peers and the public and evaluated using a rubric (attached in Appendices) to measure their proficiency in visual art elements and mastery of graffiti content knowledge. Video documentation (http:Nimeo.com174155822) and formal and informal interviews with students and teachers were used to evaluate student knowledge of graffiti art history. The curriculum, the assessment tools, and the video are all now available for further use by the teaching artist, the teachers and district arts staff to continue to develop the graffiti art project for more students in the future. 2: This outcome was achieved as evidenced in the video created for this project (http://vinteo.com174155822), and in the active participation of teachers in the planning and reflection meetings that took place before and after each school residency (see Appendices for Meeting Notes). Teachers in this project have since tried out teaching aspects of graffiti art on their own, checking out the graffiti tool kit every semester so far of the 2013-14 school year. These resources are available to all Minneapolis staff for use in their art classrooms in hard copy and digital format. Teachers and students alike now have the ability to create graffiti art in the classroom; it is no longer just an activity that takes place outside of school or is defined only as vandalism.
Other, local or private