3_9_11+Dance+Residency+Meeting+Documentation+-+Union+City+Elementary+School

3/9/11 Dance/Drama Residency Meeting Documentation - Union City Elementary School 8:30 a.m. – 2:30 p.m.

In Attendance: Rita Greishaw (Grade K) – rgreishaw@ucasd.iu5.org Sandi George (Grade 3) – sgeorge@ucasd.iu5.org Erica Bayle (Grade 3) – ebayle@ucasd.iu5.org Crystal Eddy (Grade 2) – ceddy@ucasd.iu5.org Andy Pitrone (Grade 2) – apitrone@ucasd.iu5.org Christine Williams (Grade 1) – cwilliams@ucasd.iu5.org Jeanette Boyd (Grade K) – jboyd@ucasd.iu5.org Jennifer Drayer (Grade K) – jdrayer@ucasd.iu5.org Jan Hyatt (Art Specialist-Dance) – janycehyatt@yahoo.com Cory Wilkerson (Art Specialist-Drama) - coryw2.0@gmail.com Adam Swartz (Puppeteer) - acswartz@gmail.com Tracie Yorke (Dancer) - tracie.yorke@gmail.com Carla Hughes (Dancer) - chughes@eriesd.org Melinda Meyer (ArtsErie) – mmeyer196@hotmail.com

Introductions and “Why are you doing this? Why is this interesting?”: Jan Hyatt work to create a learning environment children come singing, they all dance, they all made marks and as soon as they were able, they began to tell stories – this is the human endowment always believed the idea that the body needed to be at rest to tackle complex thinking was incorrect Adam Swartz I realize that the importance of the arts is not obvious to the world it is part of my place to help people realize this puppeteer since the age of 2, professionally for 2 years I love the arts and could not decide which art I liked the most, puppetry lets me practice many art forms Tracie Yorke One of the reasons I’m here – I look at the joy of my 1.5 year old when he moves at some point we fight with our bodies worked with Mr. Roger’s Neighborhood and began to look at the body as a “safe haven” enjoy making the connection to dance across curriculum – for example, can create movement patterns with language Rita Greishaw “all about” listening to what anyone has to say about helping me become a better teacher if it can be more fun, I want the classroom to be more fun and learn what it is we need to learn

Sandi George think outside the “pencil/paper” multiple choice learning open up student creativity Erika Bayle want something exciting, fresh, and new for the classroom Chrystal Eddy early childhood background with an interest in the arts interested in seeing the cognitive, social impact Andy Pitrone lucky enough to take courses in college where professors used the arts in teaching methods Chrissy Williams I was excited to teach and then learned how little time is available for “fun” things I started implementing some of the techniques shown at the AIA training and I do see a difference in the students when I use these methods Jenette Boyd I feel that I already do a lot of “my own thing” and try to teach as early childhood should be taught how else can I make the classroom more fun and still address what needs to be taught Jen Drayer I don’t always follow the rules, but it always for the benefit of the student a lot of people who know nothing about teaching are establishing the rules time is a factor, I’m interested to see how the arts will fit into our schedule – it’s going to be interesting but I’m excited to see how things will work Cory Wilkerson my job is to be the bridge between teachers and the artists and I’m continuing to learn what my role is I am a student, a teacher and continue to learn my memories from school include me trying to fit in when I had a passion for learning about the world – I think this is what our children are experiencing we know that people don’t learn about the world in the ways that we are attempting, but we continue on this path because current methods give people who need them measurables passionate trying to savor the world – we need to have genuine learning in our schools I am here to help translate and help blend our skills and talents Carla Hughes teach dance at the high school level in the School District of the City of Erie and teach privately

The purpose of this morning is to come to a large question that can be an expectation for the AIA life at this school this year; and to divide into two groups and decide what the residency plan is for each residency. What would you like to see happen? Is this the first time you have hosted a residency in this building? Yes What are your questions? How do we incorporate what you (the artist) bring to the classroom with what we are teaching? Do you (the artist) observe first? The problem is when you don’t know what you don’t know. What do you intend to do? What should we do? How can we engage our students in the learning process? Our kids who “get it” will always “get it” but how do we draw in the students who don’t ? Our students lack in language and speech – expressive learning will be beneficial to them. The classroom and methods have changed so much. It feels as if we used to accomplish so much more with a half a day (with Kindergarten) than we do today with full-day kindergarten. How do children learn and can we apply these methods to the existing goals and objectives? We ask kids to learn X, Y and Z but we give them one tool…a pencil. We come to them with so much information and don’t give them the right tools to learn. How much of what we say is actually processed and goes home with them? Business people are not seeing young employees with critical thinking skills, problem-solving skills, etc. – we are not building the skills kids will need as adults. Relevancy is very important and how to navigate information – we need to show students how to do this. Kids are familiar with and connect with certain things. Start with the kids, which are the foundation of the academic organizational structure. Standards can be seen as a puzzle, a language someone somewhere created and we can work together to make what can be done with the arts connect to this language. How can we help make curriculum relevant? Enhance levels of engagement? Enhance expressive language and social skills? Foster self-discovery and self-reliant learners? How can we connect learning to a child’s world? How can we leverage resources? An overarching idea that is consistently brought up is time, and the limits of time Children think in different ways, and we as teachers teach in ways we think. What is the global question? Who is our question for? How do we embrace divergent pathways through arts infusion to enhance student learning and make teaching better? How can teaching collaboration, critical thinking, creativity, communication skills leverage time and resources to engage diverse learners emotionally, socially, cognitively through arts infusion? Enhancing learning through the arts; benefits student learning; enrich relevant learning How can we enrich relevant learning with respect to diverse learning styles? Directly respond to diverse learning needs? Maximize content? Enhance content delivery? How can we enrich relevant learning through the arts and directly respond to diverse learning needs and address 21st century learning skills? Ensure success for all children, a community of diverse learners How do we use arts infusion to enhance instructional delivery to better address the needs of all learners? How can we better address the needs of all learners through arts infused instructional delivery? How can we teach curriculum skills through arts infusion? The grant has already been written and answered the global question? What does this school and these people wish to explore through the resources the grant awards? Why do you want to explore this in your classroom? What does this look like here? How can arts infusion leverage time and resources to make learning relevant? The question for this school, this group of teachers and artists is…how can arts infusion be used to leverage time and resources to make classroom learning meaningful and exciting for all students. And desirable? And enriching? And enhancing? Overarching statement…arts infused instruction will improve the effectiveness of classroom instruction, student academic achievement and engagement in the learning process. Particular question…how can arts infusion leverage time and resources to make classroom learning meaningful and exciting?