Arts Learning
Arts Learning
CLIMB Theatre will partner with eight Twin Cities middle and high schools to teach playwriting skills and teach youth that they have the power to propel others towards change.
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.
Maria Argueta: English language learner teacher, Crookston Public Schools; Michael Carlson: Art teacher, art club advisor, and track and field coach at Foley High School; Anastasia Faunce: Program director, University of Minnesota College of Continuing Education and Professional Studies; editor, Open to Interpretation series.; Joelle Fernandez: Competitive dancer and teacher; Arts Board grantee; Molly Gamble: Artist; former arts event planner at Maryland Institute College of Art; David Glenn: Ceramic artist. Former Arts Board member, past executive director of the Minnesota Project; Lauren Hildebrand: Arts and education consultant; cofounder of Trollwood Performing Arts School
ACHF Arts Education
By creating plays to inspire younger students, learners view theatre as a tool for change. During the reflection phase, students create a short piece that explores the phrase: What theatre can do? Students' work is compiled and analyzed to discover trends in their thoughts about theatre. 2: Students demonstrate an increased willingness to collaborate and accept the creative ideas of others. CLIMB and teachers create a rubric to evaluate students ability to collaborate and accept others ideas. Teachers evaluate students' behavior three times: pre-project, mid-way, and post project.
By creating plays to inspire younger students, learners view theatre as a tool for change. Students were interviewed post-the performance about the impact of their work in focus groups. All focus groups agreed that theatre can be used to create social change. 2: Students demonstrate an increased willingness to collaborate and accept the creative ideas of others. Rubrics indicate that students showed increases in creative risk taking and collaboration. Further, results indicated an increase of socialization in classes that participated in the grant.
Other,local or private