Arts Learning
Arts Learning
Composer/musician Cody McKinney will engage South High School in a cross-curricular residency in which music and nonmusic students will become composers and see their creativity nurtured and encouraged through the creation of original work.
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.
Julie Ahasay: Director and actor, Duluth Playhouse; retired faculty member, University of Minnesota Duluth; Melissa Cuff: Director of development, marketing and communications for Conservation Corps Minnesota and Iowa; Caitlin Drayna: Director of bands, Minnewaska Area High School; principal trombonist, Central Lakes Symphony; Larry Gavin: Poet; teacher at Faribault high school; Carla-Elaine Johnson: Poet and nonfiction writer; faculty member, Saint Paul College; Jeffrey Prauer: Former executive director of MRAC and COMPAS; trombonist; Maryam Yusefzadeh: Vocalist; cofounder of Minnesota Global Arts and Global Knowledge Through Cultural Awareness
ACHF Arts Education
Participants expand their definition of who makes music and what it can be by exploring their personal creativity and seeing their ideas validated. Methods include: pre and post-surveys, documentation of performances with audio and video, review of student work and performances for evidence of growth and progress as creators. 2: Participants develop skills and habits related to making and sharing original art, including how to work in collaborative groups. Methods include: ongoing teaching artist and evaluator observations and notes, learner surveys and discussions, and reflection meetings with all collaborators.
Participants expanded their idea of who makes music and what it can be by creating their own abstract compositions and having their creativity validated. Ongoing dialogue in classes, Google Forms and recordings and reviews of their work and progress were used to measure growth throughout the project period, and participants changing ideas regarding what music can be, who makes it, and how it is created. 2: Participants developed skills and habits related to making and sharing original art, including how to work in collaborative groups. Outcomes were measured through student and teacher feedback, surveys, and class critiques to discuss work and development.
Other,local or private