Arts Learning Grant
Arts Learning Grant
Prelude Program Expansion.
Tara Makinen: Executive Director of Itasca Orchestra and Strings, musician; Moira Villiard: visual artist, Cultural Programming Coordinator at American Indian Community Housing Organization; Amber Burns: choreographer, dancer, actor, middle school art teacher; Margaret Holmes: visual artist, poet, and former Children’s Theatre employee; Tammy Mattonen: visual artists, co-founder of Crescendo Youth Orchestra; Kayla Aubid: Native American craft artist, writer, employee at MacRostie Art Center; Ariana Daniel: mixed media artist, arts instructor; Kathy Neff: musician, Director, Fine Arts Academy at the University of Minnesota-Duluth; Ron Piercy: jeweler, gallery owner; Emily Swanson: arts administrator at Oldenburg Arts and Cultural Community; Christina Nohre: writer and arts advocate.
Amber Burns: choreographer, dancer, actor, middle school art teacher; Tammy Mattonen: visual artist, co-founder of Crescendo Youth Orchestra; Ariana Daniel: mixed media artist, arts instructor; Kathy Neff: musician, Director, Fine Arts Academy at the University of Minnesota Duluth; Amy Varsek: Education Director, Duluth Art Institute; Kendra Carlson: writing and theater instructor, University of Minnesota Duluth; David Marty: former director of the Reif Performing Arts Center, Grand Rapids.
ACHF Arts Access ACHF Arts Education ACHF Cultural Heritage
1) Increase the number of Prelude sites offered for the upcoming season to twelve, six sites each semester. (Previous season had 9) 2) Expand our Prelude program offerings to at least two low-income schools each semester, offering a reduced participation fee for families with limited resources. 3) Increase retention of singers that continue from Prelude to audition for resident choirs to 30% (currently 20%). 1) We are working with schools and teachers that have shown an interest in hosting a Prelude site for the fall semester, and will be working towards confirming six sites when the fall program launches in October. 2) We are reaching out to socio-economic diverse schools that have never before hosted a Prelude program. We will use the state mandated definition of "low-income" school to determine these sites. 3) The reflective feedback collected from the teachers and the families will be formative to guide our organization in future planning and development of the Prelude programs. Registration data will provide a clear understanding of how the Prelude singers are engaging in the program.
1) Prelude sites were increased to 10, offering a record number of six sites in one semester. 2) Prelude sites were offered at a new low-income school each semester (Laura MacArthur and Myers-Wilkins) with a reduced fee. 3) We saw an increase in our retention of Prelude into our Resident Choir program from 20% to 28% of participants continuing onto our year-long programming.
Other,local or private