Arts Learning
Arts Learning
In this multidisciplinary project, over 1,400 students in four greater Minnesota and three metro public schools will work with a COMPAS artist to build language arts skills as they create visual or performance art, as chosen by each school.
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.
Lawrence Benson: Independent scholar, artist and publisher; Aaron Drew: Visual artist; arts organization volunteer; BA in anthropology from U of M; Ann Heymann: Professional performer, composer, teacher and lecturer on the medieval Gaelic harp; Athena Kildegaard: Poet; lecturer, University of Minnesota Morris.; Linda Nelson-Mayson: Director, Goldstein Museum of Design; Theresa Remick: Managing director, performance center at Saint Mary's University of Minnesota
ACHF Arts Education
80% of students will demonstrate increased ability and confidence in grade-level visual or performance art skills chosen by each school. Artist and classroom teacher will view and assess student work against a grade-level appropriate rubric at project's beginning and end; students will create written reflections on their creative experience. 2: 80% of students will use the process of making new art to tell a story about themselves or the world and increase language arts skills. Classroom teachers and/or teaching artists will assess student works looking for description, plot, character, sequencing, and/or meaning; document stories explored; and complete a questionnaire.
All artists and 14 of fifteen teachers answered 'yes.' Students reported increased confidence (90%) and creativity (92%). Teaching artists and classroom teachers reported on skills taught and what learning they witnessed as students created and presented their art. Students filled out paper surveys with multiple choice answers and free-form comments. 2: 100% artists / 93% teachers answered 'yes' to this question. 73% of students say their writing improved; 76% feel better at expressing their ideas. Teachers and teaching artists assessed student work and the conversations they had with students. Student reflection questions included questions on how students felt about their ability to express ideas, tell a story, write, perform, etc.
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