Arts Learning
Arts Learning
COMPAS teaching artists will conduct visual arts and theater residencies with students at Harambee Elementary. The project will connect multiple subject areas around the theme of water.
Ardell Brede: Mayor of Rochester, elected 2002.; 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.; Michael Charron: Dean of the School of the Arts, Saint Mary’s University of Minnesota. Chair, Minnesota State Arts Board.; Rebecca Davis-Lee: Touring pianist, piano and music theory teacher; Wendy Dayton: Arts and community leader and philanthropist.; Sean Dowse, Executive director, Sheldon Theatre. Board member for Minnesota Music Coalition, Minnesota Citizens for the Arts, and Anderson Center for Interdisciplinary Studies, Treasurer, Minnesota State Arts Board.; David Glenn: Executive director of the Minnesota Project, ceramic artist; Thomas Moss: Consultant to nonprofits and government agencies; Janice Sivertson: Gallery owner and visual artist
Camilla Berry: Practicing artist with nursing and education credentials; Kristina Bigalk: Poet; director of creative writing, Normandale Community College; Micahel Burgraff: Executive director, Fergus Falls: A Center for the Arts; Phyllis Doyle: Retired arts administrator; award-winning poet and fiction writer; Robert Gardner: Artistic director, Minnesota Ballet; Barry Kleider: Photographer, visual artist and teaching artist; Andrea Stanislav: Contemporary visual artist; associate professor of art, University of Minnesota, Minneapolis
ACHF Arts Education
Provide arts experiences for students from populations that are traditionally under-represented. Harambee teachers will collect demographic data on student participation and attendance at performance or sharing events. 2: Increase student and family understanding and connection to the arts. Pre and post residency assessments measuring attitudes and actions around arts participation.
Elementary students from traditionally under-represented populations participated in arts residencies with professional artists. Harambee specialist teachers collected data on student participation in the arts experiences as well as during performance or sharing events. We noted that several students receiving special education services who sometimes opted out of specialist classes requested to be there for the arts experiences. In addition, multiple students made specific comments about being engaged and wanting more chances to do art. 2: Students and families were introduced to diverse art forms and artists. Pre and post-assessments along with anecdotal records and analyzing student thank you notes to artists were used to measure attitudes and actions around art participation. It was obvious that students and families expanded their thinking and saw themselves as more connected to art as a result of the arts learning residencies.
Other, local or private