Arts Learning
Arts Learning
One Heart/Many Voices! 12 teaching artists, eight coteaching artists with disabilities, and the Mississippi Creative Arts School students create poetry, original music, puppets, and theater in five weeks of learning, and two performance celebrations.
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.
Susan Berdahl: Marketing and grant writing contractor; Karen Charles: Founder, artistic/executive director, Threads Dance Project; Nolita Christensen: Community and nonprofit management consultant; woodworker; Alexander Legeros: Development officer, Museum of Russian Art; bassoonist; Kathleen Ray: Published playwright and founder of Playing On Purpose Productions; Therese Vogel: Community education director, Ulen-Hitterdal Public Schools; executive director, Top Hat Theatre; Sydney Willcox: Painting and ceramics teacher, Como Park Senior High School
ACHF Arts Education
Students acquire skills, collaborate, experience diversity working with mentors with disabilities, and create a cohesive new work. Teaching artists and classroom teachers meet weekly and at project-end to assess student satisfaction, grasp of new skills. Students shout-out and write comments, spontaneously and to prompts. 2: Students, Teaching Artists, and Classroom Teachers create a play and perform it for the entire school, their families, and their community. Interact, classroom teachers, school leadership, parents evaluate impact of the play, per observation of students and their own responses. Students shout-out and write comments on production process.
Students acquired skills, collaborated, experienced diversity working with mentors with disabilities, and created a new work. Weekly and project-end conversations with classroom teachers and teaching artits to assess student satisfaction and skill building. Also used simple, yet effective, evaluation questionnaire. 2: Students, teaching artists, and classroom teachers created a play and performed it for the entire school and again for families and community audience. Teaching artists, classroom teachers, school leadership, and parents met to talk about the impact of the play based on students' enthusiasm and audience response. Also used simple evaluation questionnaires for various sectors.
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