Arts Learning

We worked with students at four schools for whom our focus on women artists of color and art making based on social justice were primary factors in undertaking the project. Our instructors served as role models for students seeking mentors with whom that could identify in self-expression. At all four schools, student participants were recruited by faculty in one way or another. The International Baccalaureate program of Patrick Henry High School is a small learning community of students of color that encourages life-long learning by students. Our work there helped fulfill the needs of the Theatre in the Context area of the syllabus. Students at LEAP ranged in age from 16 to 21. We came into the space knowing from faculty member Sandy Lucas that “Almost all could benefit from healing through movement.” Most are English-language-learner immigrants and refugees from a variety of countries and language backgrounds. At Avalon, we worked with staff-selected Humanities students in grades 6-8. At South High School, the student body includes African Americans, Caucasians, Asian Americans, Native Americans, and Latino Americans. The workshops drew from all of these groups. We feel good about the subset of students who attended a performance and/or rehearsal in addition to the workshops. This gave an added depth of processing and exposure over time that is fundamental for cultivating long-term engagement. This project was not, per se, intended to be open and accessible to all students who might wish to participate at each school. It was open and accessible to the four differently situated schools who sought us out for participation. 97 students at four Twin Cities middle and high schools participated in 37 Choreographing Identity Workshops conducted by five Ananya Dance Theatre artists. Anecdotal observations and faculty comments at each school reflect that many students found their workshop activities to be engaging, intellectually stimulating, and personally rewarding.