Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships.
New Jersey requires climate change education. A year in, here's how it's going
How arts education builds better brains and better lives
When the Show Must Go On Online for Theater Students
How Arts Education Teaches Kids to Learn From Failure
For Digital Natives, Appreciating Shakespeare's Words with Performances
How Music Education Can Lighten Kids' Lives And Improve Learning Outcomes
How Integrating Arts Into Other Subjects Makes Learning Come Alive
Why Extra Curricular Activities Are Not Extra
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Don't Overlook the Power of Relationships.","publishDate":1712710833,"format":"standard","headTitle":"Interested in Teaching Social Justice Art Education? Don’t Overlook the Power of Relationships. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Adapted with permission from Dewhurst, M. (2023). \u003ca href=\"https://hep.gse.harvard.edu/9781682538494/social-justice-art-education-second-edition/\">Social Justice Art Education: A Framework for Activist Art Pedagogy\u003c/a>, 2nd Ed., (pp. 37 – 39). \u003ca href=\"https://hep.gse.harvard.edu/\">Harvard Education Press.\u003c/a> \u003c/em>\u003c/p>\n\u003cp>Listen to any group of artist-educators talking about their work and you’ll notice the slip to\u003cem> we\u003c/em> in conversations about social justice education. It’s a very active \u003cem>we\u003c/em>, an invitation to collective work. We engage in social justice art education (SJAE) when we come with the understanding that we will be working \u003cem>with\u003c/em> other people to create activist artwork together; it is not a solitary practice, it requires the \u003cem>we\u003c/em>. We cannot dismantle deep legacies of oppression alone — we need each of our \u003ca href=\"https://www.kqed.org/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives\">perspectives, skills, dreams, vantage points, lenses, imaginations and strategies\u003c/a>. We need the specific powers that we each bring based on our social identities, lineages and lived \u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63453 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg\" alt=\"\" width=\"191\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg 667w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_-160x240.jpg 160w\" sizes=\"(max-width: 191px) 100vw, 191px\">experiences. As \u003ca href=\"https://mariamekaba.com/\">Mariame Kaba\u003c/a> reminds us, “None of us has all of the answers, or we would have ended oppression already. But if we keep building the world we want, trying new things and learning from our mistakes, new possibilities emerge.” \u003ca href=\"https://www.kqed.org/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning\">To make artwork\u003c/a> that has a chance at transforming the world toward justice, we need each other.\u003c/p>\n\u003cp>Writing about the \u003ca href=\"https://www.nal.usda.gov/collections/stories/three-sisters#:~:text=To%20the%20Iroquois%20people%2C%20corn,and%20spiritual%20sustainers%20of%20life.\">Three Sisters — corn, beans and squash\u003c/a> — within many Native American approaches to agriculture, educator and scholar \u003ca href=\"https://www.robinwallkimmerer.com/\">Robin Wall Kimmerer\u003c/a> describes the interdependent nature of these three different plants: “In ripe ears and swelling fruit, they counsel us that all gifts are multiplied in relationship. This is how the world keeps going.” Kimmerer describes how each plant provides a necessary element that allows all three to thrive in abundance: the beans bring needed nitrogen as they climb the corn and the squash offers shade and stability. Planted together, these three plants thrive based on their specific contributions. This emphasis on relationships is echoed in nearly every discussion of social moments that prioritize justice, community and collective action. Social change happens when people work, imagine and create together, depending on collective strengths and shared visions of the world. Writing about our need for collectivity, \u003ca href=\"https://marsal.umich.edu/directory/faculty-staff/carla-shalaby\">Carla Shalaby\u003c/a> notes that “No single one of us has the creativity, the courage or the skill enough to \u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">teach love and learn freedom alone\u003c/a>. This work that requires an imagination developed together, the courage of a community and the combined skills of each member of that community.”\u003c/p>\n\u003cp>This kind of intentional commitment to community is not simple, easy or tidy. At its best it is messy, slow, complicated, challenging, hard and sometimes painful. It requires a deep and abiding form of trust between people — a trust that we can sustain our connections through conflict, disagreement and inevitable change. Tending to relationships takes time and intentionality. Kimmerer points to the challenge that we are socialized for a transactional economy. Even in education settings where we rely on relationships to teach and learn together, we are submerged in a social system that still assumes the teacher as the provider of learning, the student as the recipient and the end result as a passing grade. SJAE’s reliance on collaboration means that we must attend specifically to building and nurturing relationships rooted in mutual trust. We must, in the words of activist \u003ca href=\"https://adriennemareebrown.net/\">adrienne maree brown\u003c/a>, “move at the speed of trust.” For educators \u003ca href=\"https://www.kqed.org/mindshift/60686/why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores\">working within the constraints of bell schedules and funder requests\u003c/a>, this is often a very hard shift in pedagogy. To move at the speed of trust, to truly allow time and breathing room to tend to the complexity of building and sustaining relationships means we may need to readjust the\u003ca href=\"https://www.kqed.org/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine\"> scale of our artworks\u003c/a>. While it may be controversial to state, the priority in SJAE lies with people, not artworks; we must uphold commitments to the people with whom we work above any final artwork.\u003c/p>\n\u003cp>To focus so intentionally on the relationships we have with others requires us to be both vulnerable and open to change—to allow ourselves to be challenged and transformed by different perspectives and ideas. As Kaba writes, “Being intentionally in relation to one another, a part of a collective, helps to not only imagine new worlds but also to imagine ourselves differently.” \u003ca href=\"https://www.kqed.org/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school\">Relationship-building\u003c/a> asks us each to \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">confront the powers and positionalities we embody\u003c/a> and to be wide open to the ways in which they intersect with, bounce off of or collide with our colleagues in art-making. This form of vigilant self-reflection can be exhausting as we hold our hearts open to the constant bumping into other people. It also requires us to know ourselves well and to be gentle to our own growth as we deepen our understanding of how we are shaped by those internalized, interpersonal and systemic forms surrounding us. In her discussion of the Three Sisters, Kimmerer reminds us that, like the plants, we must embrace “our unique gift and how to use it in the world.” She continues, highlighting how we must hold both our individual gifts and our collective work simultaneously, “Individuality is cherished and nurtured, because, in order for the whole to flourish, each of us has to be strong in who we are and carry our gifts with conviction, so they can be shared with others.” This kind of “both-and” thinking is at the crux of SJAE. Everything is both-and: we are both individuals and part of communities; we live in a world where there is both painful injustice and liberating possibility; we have both expertise to share and much to learn; we are in need of both urgent solutions and patient community consensus. These generative tensions constantly shape how we relate to each other as we shift and grow in connection to the people around us.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To effectively facilitate social justice art education, we must commit to the same kind of attention to our relationships as we might to a garden. Following Kimmerer’s description of the Three Sisters, it serves us well to imagine the task of relationship-building as akin to gardening. We must plan for how we will tend to our relationships, how we will continuously cultivate, how we will pay attention to what is thriving and what is wilting, how we will ensure that nothing is taking more space than needed or that outside forces are not infesting our work and how we will support each other throughout the seasons. Such metaphorical thinking can help us plan for our collective art-making. And, like any garden, nothing is guaranteed. We must be nimble, flexible and improvisational in how we tend our relationships, never forgetting that with patience and care unpredictable growth emerges. To practice this both in advance of and throughout our facilitation, we must develop our capacity to\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63452 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg\" alt=\"\" width=\"233\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-160x164.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-768x789.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2.jpg 973w\" sizes=\"(max-width: 233px) 100vw, 233px\"> focus on relationships by creating opportunities to connect with, listen to and learn from our communities.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://maritdewhurst.com/\">Marit Dewhurst\u003c/a> is professor of art and museum education at City College of New York. She writes and teaches about how the arts can help us collectively imagine and create more just and caring worlds.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teaching social justice art education requires teachers to \"move at the speed of trust\" and embrace the messy beauty of collective action.","status":"publish","parent":0,"modified":1712629918,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":1197},"headData":{"title":"Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships. | KQED","description":"Discover the transformative power of social justice art education, where collective action thrives through nurturing relationships and collaboration.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Discover the transformative power of social justice art education, where collective action thrives through nurturing relationships and collaboration.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships.","datePublished":"2024-04-10T01:00:33.000Z","dateModified":"2024-04-09T02:31:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63448/interested-in-teaching-social-justice-art-education-dont-overlook-the-power-of-relationships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Adapted with permission from Dewhurst, M. (2023). \u003ca href=\"https://hep.gse.harvard.edu/9781682538494/social-justice-art-education-second-edition/\">Social Justice Art Education: A Framework for Activist Art Pedagogy\u003c/a>, 2nd Ed., (pp. 37 – 39). \u003ca href=\"https://hep.gse.harvard.edu/\">Harvard Education Press.\u003c/a> \u003c/em>\u003c/p>\n\u003cp>Listen to any group of artist-educators talking about their work and you’ll notice the slip to\u003cem> we\u003c/em> in conversations about social justice education. It’s a very active \u003cem>we\u003c/em>, an invitation to collective work. We engage in social justice art education (SJAE) when we come with the understanding that we will be working \u003cem>with\u003c/em> other people to create activist artwork together; it is not a solitary practice, it requires the \u003cem>we\u003c/em>. We cannot dismantle deep legacies of oppression alone — we need each of our \u003ca href=\"https://www.kqed.org/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives\">perspectives, skills, dreams, vantage points, lenses, imaginations and strategies\u003c/a>. We need the specific powers that we each bring based on our social identities, lineages and lived \u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63453 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg\" alt=\"\" width=\"191\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg 667w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_-160x240.jpg 160w\" sizes=\"(max-width: 191px) 100vw, 191px\">experiences. As \u003ca href=\"https://mariamekaba.com/\">Mariame Kaba\u003c/a> reminds us, “None of us has all of the answers, or we would have ended oppression already. But if we keep building the world we want, trying new things and learning from our mistakes, new possibilities emerge.” \u003ca href=\"https://www.kqed.org/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning\">To make artwork\u003c/a> that has a chance at transforming the world toward justice, we need each other.\u003c/p>\n\u003cp>Writing about the \u003ca href=\"https://www.nal.usda.gov/collections/stories/three-sisters#:~:text=To%20the%20Iroquois%20people%2C%20corn,and%20spiritual%20sustainers%20of%20life.\">Three Sisters — corn, beans and squash\u003c/a> — within many Native American approaches to agriculture, educator and scholar \u003ca href=\"https://www.robinwallkimmerer.com/\">Robin Wall Kimmerer\u003c/a> describes the interdependent nature of these three different plants: “In ripe ears and swelling fruit, they counsel us that all gifts are multiplied in relationship. This is how the world keeps going.” Kimmerer describes how each plant provides a necessary element that allows all three to thrive in abundance: the beans bring needed nitrogen as they climb the corn and the squash offers shade and stability. Planted together, these three plants thrive based on their specific contributions. This emphasis on relationships is echoed in nearly every discussion of social moments that prioritize justice, community and collective action. Social change happens when people work, imagine and create together, depending on collective strengths and shared visions of the world. Writing about our need for collectivity, \u003ca href=\"https://marsal.umich.edu/directory/faculty-staff/carla-shalaby\">Carla Shalaby\u003c/a> notes that “No single one of us has the creativity, the courage or the skill enough to \u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">teach love and learn freedom alone\u003c/a>. This work that requires an imagination developed together, the courage of a community and the combined skills of each member of that community.”\u003c/p>\n\u003cp>This kind of intentional commitment to community is not simple, easy or tidy. At its best it is messy, slow, complicated, challenging, hard and sometimes painful. It requires a deep and abiding form of trust between people — a trust that we can sustain our connections through conflict, disagreement and inevitable change. Tending to relationships takes time and intentionality. Kimmerer points to the challenge that we are socialized for a transactional economy. Even in education settings where we rely on relationships to teach and learn together, we are submerged in a social system that still assumes the teacher as the provider of learning, the student as the recipient and the end result as a passing grade. SJAE’s reliance on collaboration means that we must attend specifically to building and nurturing relationships rooted in mutual trust. We must, in the words of activist \u003ca href=\"https://adriennemareebrown.net/\">adrienne maree brown\u003c/a>, “move at the speed of trust.” For educators \u003ca href=\"https://www.kqed.org/mindshift/60686/why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores\">working within the constraints of bell schedules and funder requests\u003c/a>, this is often a very hard shift in pedagogy. To move at the speed of trust, to truly allow time and breathing room to tend to the complexity of building and sustaining relationships means we may need to readjust the\u003ca href=\"https://www.kqed.org/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine\"> scale of our artworks\u003c/a>. While it may be controversial to state, the priority in SJAE lies with people, not artworks; we must uphold commitments to the people with whom we work above any final artwork.\u003c/p>\n\u003cp>To focus so intentionally on the relationships we have with others requires us to be both vulnerable and open to change—to allow ourselves to be challenged and transformed by different perspectives and ideas. As Kaba writes, “Being intentionally in relation to one another, a part of a collective, helps to not only imagine new worlds but also to imagine ourselves differently.” \u003ca href=\"https://www.kqed.org/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school\">Relationship-building\u003c/a> asks us each to \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">confront the powers and positionalities we embody\u003c/a> and to be wide open to the ways in which they intersect with, bounce off of or collide with our colleagues in art-making. This form of vigilant self-reflection can be exhausting as we hold our hearts open to the constant bumping into other people. It also requires us to know ourselves well and to be gentle to our own growth as we deepen our understanding of how we are shaped by those internalized, interpersonal and systemic forms surrounding us. In her discussion of the Three Sisters, Kimmerer reminds us that, like the plants, we must embrace “our unique gift and how to use it in the world.” She continues, highlighting how we must hold both our individual gifts and our collective work simultaneously, “Individuality is cherished and nurtured, because, in order for the whole to flourish, each of us has to be strong in who we are and carry our gifts with conviction, so they can be shared with others.” This kind of “both-and” thinking is at the crux of SJAE. Everything is both-and: we are both individuals and part of communities; we live in a world where there is both painful injustice and liberating possibility; we have both expertise to share and much to learn; we are in need of both urgent solutions and patient community consensus. These generative tensions constantly shape how we relate to each other as we shift and grow in connection to the people around us.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To effectively facilitate social justice art education, we must commit to the same kind of attention to our relationships as we might to a garden. Following Kimmerer’s description of the Three Sisters, it serves us well to imagine the task of relationship-building as akin to gardening. We must plan for how we will tend to our relationships, how we will continuously cultivate, how we will pay attention to what is thriving and what is wilting, how we will ensure that nothing is taking more space than needed or that outside forces are not infesting our work and how we will support each other throughout the seasons. Such metaphorical thinking can help us plan for our collective art-making. And, like any garden, nothing is guaranteed. We must be nimble, flexible and improvisational in how we tend our relationships, never forgetting that with patience and care unpredictable growth emerges. To practice this both in advance of and throughout our facilitation, we must develop our capacity to\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63452 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg\" alt=\"\" width=\"233\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-160x164.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-768x789.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2.jpg 973w\" sizes=\"(max-width: 233px) 100vw, 233px\"> focus on relationships by creating opportunities to connect with, listen to and learn from our communities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://maritdewhurst.com/\">Marit Dewhurst\u003c/a> is professor of art and museum education at City College of New York. She writes and teaches about how the arts can help us collectively imagine and create more just and caring worlds.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63448/interested-in-teaching-social-justice-art-education-dont-overlook-the-power-of-relationships","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_1036","mindshift_20854","mindshift_950","mindshift_21018","mindshift_21250","mindshift_21213","mindshift_20839"],"featImg":"mindshift_63450","label":"mindshift"},"mindshift_62261":{"type":"posts","id":"mindshift_62261","meta":{"index":"posts_1591205157","site":"mindshift","id":"62261","score":null,"sort":[1692711759000]},"guestAuthors":[],"slug":"new-jersey-requires-climate-change-education-a-year-in-heres-how-its-going","title":"New Jersey requires climate change education. A year in, here's how it's going","publishDate":1692711759,"format":"standard","headTitle":"New Jersey requires climate change education. A year in, here’s how it’s going | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Evelyn Lansing, a senior at Hopewell Valley Central High School in Pennington, N.J., brushed purple glaze onto her clay tile as the school year came to an end in June.\u003c/p>\n\u003cp>Lansing and her classmates had spent weeks researching the impacts of human-caused climate change on their communities and their own lives. Their bas-relief tiles and the three-dimensional images sculpted onto them represented something each of them learned.\u003c/p>\n\u003cp>Lansing’s tile featured a blueberry branch – a nod to the rich agricultural heritage of New Jersey, which has earned it the nickname “the garden state.”\u003c/p>\n\u003cp>“A lot of those things that we are used to seeing aren’t going to be able to be grown here with the continuing climate change,” said Lansing, who comes from a family that grows their own food.\u003c/p>\n\u003cp>New Jersey – a state with roughly 130-miles of coastline – is already confronting multiple climate realities, from more frequent flooding and extreme heat to air pollution from wildfire smoke in Canada.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In New Jersey classrooms, students are facing these realities head on. In 2020, the state became the first in the country to adopt \u003ca href=\"https://www.nj.gov/education/standards/climate/learning/gradeband/index.shtml\">standards requiring climate change to be taught across grade levels and in nearly all subjects\u003c/a> in K-12 public schools.\u003c/p>\n\u003cp>Those standards were rolled out last year, including in the ceramics class at Hopewell Valley Central High.\u003c/p>\n\u003cp>Students in the class, like freshman Devin Brown, discovered that climate change threatens the state’s biodiversity. Brown grew up catching and releasing crayfish in New Jersey streams. She learned through her research that climate change is endangering their habitat, so she sculpted a crayfish onto her clay tile.\u003c/p>\n\u003cfigure id=\"attachment_62264\" class=\"wp-caption aligncenter\" style=\"max-width: 2400px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62264\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074.jpg\" alt=\"\" width=\"2400\" height=\"1348\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074.jpg 2400w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-800x449.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-1020x573.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-768x431.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-1536x863.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-2048x1150.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-1920x1078.jpg 1920w\" sizes=\"(max-width: 2400px) 100vw, 2400px\">\u003cfigcaption class=\"wp-caption-text\">Left: Hopewell Valley Central High School freshman Devin Brown’s tile shows a crayfish – several species of which are currently endangered – to show how climate change is threatening New Jersey’s biodiversity. Right: Senior Evelyn Lansing’s tile features a blueberry branch, a popular berry in New Jersey, to communicate her concerns about the effects of climate change on agriculture. \u003ccite>(Carolyn McGrath)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think art is a really powerful way to spread awareness about climate change,” Brown said. “And I think it can really connect to parts of people that studies and articles do not.”\u003c/p>\n\u003cp>Brown and Lansing’s art teacher Carolyn McGrath said she encourages students to think of art as a tool.\u003c/p>\n\u003cp>“How do we use art to address climate change, or how do we use art to explore feelings about climate change or to communicate about climate change or to motivate people to do something about climate change, right? So, this is the power of art,” McGrath said.\u003c/p>\n\u003ch3>Setting the standards\u003c/h3>\n\u003cp>Lauren Madden, a professor of elementary science education at The College of New Jersey, advised the New Jersey Department of Education and First Lady Tammy Murphy’s office as they developed the new standards.\u003c/p>\n\u003cp>Climate change instruction in K-12 schools is long overdue, Madden said.\u003c/p>\n\u003cp>“We’ve decided to take young children seriously. We’ve decided that this is something we can unpack in the early years,” she said.\u003c/p>\n\u003cp>To promote climate literacy, especially in the early years of school, climate change education should be accessible, Madden said. Climate change education doesn’t have to be complex for young students to understand what it means.\u003c/p>\n\u003cp>“We can really get into a lot of the foundational information, looking at graphs and photographs and maps and places that things have changed over time and get into some of that solution-building at an earlier age,” Madden said.\u003c/p>\n\u003cp>New Jersey set aside \u003ca href=\"https://www.njsba.org/news-publications/school-board-notes/february-22-2023-vol-xlvi-no-27/njdoe-allocates-4-5m-in-grants-to-support-climate-change-education-in-schools/\">$4.5 million in grants in 2023 \u003c/a>to support and train educators and ensure students in underserved districts also have access to climate change education. The state has appropriated another $5 million toward climate change education in its 2024 fiscal year budget, New Jersey Department of Education spokesperson Laura Fredrick said.\u003c/p>\n\u003cp>The \u003ca href=\"https://njclimateeducation.org/\">New Jersey Climate Education Hub\u003c/a> also helps teachers by sharing instructional materials that educators working across different subject areas can use.\u003c/p>\n\u003cp>Other states, \u003ca href=\"https://ctmirror.org/2022/05/19/ct-schools-will-soon-be-required-to-teach-climate-change/\">like Connecticut\u003c/a>, are trying to follow in New Jersey’s footsteps.\u003c/p>\n\u003cfigure id=\"attachment_62265\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62265\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1889\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-800x590.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-1020x753.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-160x118.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-768x567.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-1536x1134.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-2048x1511.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-1920x1417.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Hopewell Valley Central High School freshman Devin Brown said that learning about climate change this school year has made her feel that she can make a difference. “I just think about how the small things really impact and how everyone has the ability to really impact and help our earth,” she said. \u003ccite>(Seyma Bayram/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>An interdisciplinary approach to climate education\u003c/h3>\n\u003cp>Now, students learn about climate change not only in McGrath’s ceramics class, but in most subjects including physical education.\u003c/p>\n\u003cp>In Suzanne Horsley’s wellness class at Toll Gate Grammar School in Pennington, students sit in a circle in the gym. Horsley’s students are usually outside, but on this day, they are indoors because of wildfire smoke.\u003c/p>\n\u003cp>“We just experienced this week some very interesting air quality, correct?,” Horsley asks the class. The students nod and chant “Yes” in unison.\u003c/p>\n\u003cp>Smoke from \u003ca href=\"https://www.npr.org/2023/07/11/1187105458/this-is-canadas-worst-fire-season-in-modern-history-but-its-not-new\">Canadian wildfires\u003c/a> has swept across much of the northeast and other parts of the country this summer, including New Jersey. In Pennington, the air quality index in June had reached hazardous levels.\u003c/p>\n\u003cp>“We are experiencing that and that impacts our health,” Horsley explained to her students. She then launched into a lesson on the carbon cycle and the impacts of air pollution on the cardiorespiratory system.\u003c/p>\n\u003cp>The game Horsley’s students played on that June day helped them understand the impacts of wildfire smoke on air quality and on the body.\u003c/p>\n\u003cp>The students were stationed in pairs in colored zones in the gym – yellow, orange and pink. The colors represented different air quality zones, with pink being the worst.\u003c/p>\n\u003cp>The students threw same-colored scarves in the air to their partner who then had to run to catch the scarf.\u003c/p>\n\u003cp>Students in the pink zone had to run the farthest.\u003c/p>\n\u003cp>Fourth grader Charlie Belli said moving helps him deal with his own anxiety about climate change.\u003c/p>\n\u003cp>“Running around makes me feel, like, less stressed about climate change,” Belli said.\u003c/p>\n\u003cfigure id=\"attachment_62262\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62262\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1964\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-800x614.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-1020x782.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-160x123.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-768x589.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-1536x1178.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-2048x1571.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-1920x1473.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">In Suzanne Horsley’s wellness classes at Toll Gate Grammar School in Pennington, N.J., elementary students learn about the health impacts of climate change. They play games that demonstrate what they have learned. \u003ccite>(Seyma Bayram/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A \u003ca href=\"https://climatecommunication.yale.edu/publications/climate-change-psychological-distress-prevalence/\">study published in July\u003c/a> by the Yale Program on Climate Change Communication found that at least 7% of American adults experience some form of psychological distress due to climate change. Younger adults and Hispanic populations reported the highest levels of psychological distress related to climate change according to the report.\u003c/p>\n\u003cp>“Climate change, it’s a part of the lives of the students these days, so really every possible subject area that can teach it should be teaching it,” Horsley said.\u003c/p>\n\u003cp>She emphasized the importance of teaching climate change across different subject areas – not only because climate change impacts all aspects of young people’s lives, but also because each student has a different learning style.\u003c/p>\n\u003cp>“Teaching it in wellness class in addition to other subject areas allows students who are passionate in one subject or another to find perhaps new knowledge in a way that would be more appropriate for them,” Horsley said.\u003c/p>\n\u003ch3>Pushback against climate change education\u003c/h3>\n\u003cp>Not everyone thinks climate change should be taught in schools.\u003c/p>\n\u003cp>Conservative states like Idaho and Texas have pushed back on such instruction in K-12 schools in recent years.\u003c/p>\n\u003cp>In Idaho, the \u003ca href=\"https://thegroundtruthproject.org/inside-idahos-long-legislative-battle-over-climate-change-education/\">state legislature repeatedly rejected learning standards\u003c/a> that mentioned climate change.\u003c/p>\n\u003cp>In Texas, the \u003ca href=\"https://www.scientificamerican.com/article/texas-weakens-climate-science-education-guidelines/\">state board of education issued guidance\u003c/a> to schools last spring encouraging them to highlight the “positive” aspects of the fossil fuel industry in instructional materials.\u003c/p>\n\u003cp>After an outcry from the school board earlier this year, the \u003ca href=\"https://www.readingeagle.com/2023/02/09/kutztown-one-book-one-school-literacy-program-halted-after-outcry-over-books-focus-on-climate-change/\">Kutztown School District in Pennsylvania\u003c/a> banned a popular young adult novel about middle schoolers navigating climate disasters.\u003c/p>\n\u003cp>The pushback has also extended to college campuses. A \u003ca href=\"https://www.legislature.ohio.gov/legislation/135/sb83\">senate bill in Ohio\u003c/a> this year would require public university and college professors to teach the “scientific strengths and weaknesses” of climate change, despite the overwhelming \u003ca href=\"https://www.theguardian.com/science/2019/jul/24/scientific-consensus-on-humans-causing-global-warming-passes-99\">scientific consensus on climate change\u003c/a>.\u003c/p>\n\u003cp>All of this is happening despite studies that show most parents in the nation favor climate change being taught in schools.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.npr.org/2019/04/22/714262267/most-teachers-dont-teach-climate-change-4-in-5-parents-wish-they-did\">2019 NPR and Ipsos poll\u003c/a> found that more than 80% of parents nationwide supported climate change instruction.\u003c/p>\n\u003cp>The resistance to climate change instruction is not an accident, said investigative reporter Katie Worth who wrote \u003ca href=\"https://globalreports.columbia.edu/books/miseducation/\">a book on how climate change is taught in America\u003c/a>.\u003c/p>\n\u003cp>She traces the pushback against climate education to the fossil fuel industry and its decades-long effort to sow doubt about climate change.\u003c/p>\n\u003cp>“We know from memos that came from the industry that they literally thought about how to get kids to doubt climate change. There was a meeting in which leaders of the fossil fuel industry got together and they discussed ‘how are we going to get our messages in front of kids?’ And they succeeded at that,” Worth said.\u003c/p>\n\u003cp>The results of those efforts, she said, are evident in textbooks and learning standards that undermine the science of, or scientific consensus on, climate change.\u003c/p>\n\u003cp>Sowing doubt about climate change, Worth said, allows the fossil fuel industry to maintain its business interests.\u003c/p>\n\u003cp>“If you seed that into kids, you’re protecting your business in the future, too, because now you’re creating future doubters about climate change and it really pays off,” Worth said.\u003c/p>\n\u003cp>Even in New Jersey, where \u003ca href=\"https://www.google.com/url?q=https://www.fdu.edu/news/fdu-poll-jersey-residents-support-teaching-climate-change-in-schools/&sa=D&source=docs&ust=1690553109910917&usg=AOvVaw2ae2GgHO4T7_78OP0ktIq1\">70% of residents support climate change education\u003c/a>, some parents oppose it.\u003c/p>\n\u003cfigure id=\"attachment_62266\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62266\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1919\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-1020x764.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-1536x1151.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-2048x1535.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-1920x1439.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Albert Morales, assistant principal at Rosa International Middle School in Cherry Hill, N.J., said state-mandated climate change instruction protects teachers and students from efforts to deny climate change education. \u003ccite>(Seyma Bayram/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The state’s standards \u003ca href=\"https://www.nj.gov/education/standards/climate/learning/gradeband/index.shtml\">apply to seven subjects\u003c/a>, with plans to expand into English Language Arts and math classes.\u003c/p>\n\u003cp>At a public hearing in May, members of a group called \u003ca href=\"https://www.facebook.com/groups/440515696704904\">Team Protect Your Children\u003c/a> spoke out against those plans.\u003c/p>\n\u003cp>Kathleen Kirk was one of them. She took issue with elementary students learning about climate change, which she described as a “theory” during the hearing.\u003c/p>\n\u003cp>“Climate change is based on weak science,” Kirk said.\u003c/p>\n\u003cp>Comments like Kirk’s are why state-mandated climate change instruction is important, said Albert Morales, assistant principal at Rosa International Middle School in Cherry Hill, N.J.\u003c/p>\n\u003cp>Morales said state-mandated climate change instruction protects students and teachers from efforts to deny climate education.\u003c/p>\n\u003cp>“Because we are a public school and if they are in the standards, then those are things that we are mandated to teach,” Morales said. “So I think the fact that New Jersey has those standards is in a way a protection that allows us to teach about what’s actually happening.”\u003c/p>\n\u003cp>Horsley, who teaches the wellness class at Toll Gate Grammar School, said before New Jersey adopted the standards, she worried about teaching climate change.\u003c/p>\n\u003cp>“I didn’t want to get in hot water, if you will, in a district that maybe thought this wasn’t appropriate,” Horsley recalled. “So the second it became our standard, it was something I was anxious and quick to jump on.”\u003c/p>\n\u003ch3>Climate change education resonates with students\u003c/h3>\n\u003cp>For students in New Jersey, like junior Lucy Webster at Hopewell Valley Central High, climate change education has been empowering.\u003c/p>\n\u003cp>Webster still thinks about the first time she learned about climate change, long before the state mandate.\u003c/p>\n\u003cp>“As a little kid, I was really scared of the changes in the extreme weather that was going on around me and missing school because of hurricanes,” she said.\u003c/p>\n\u003cp>Her 5th grade science teacher Helen Corveleyn helped.\u003c/p>\n\u003cfigure id=\"attachment_62267\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62267\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1919\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-1020x764.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-1536x1151.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-2048x1535.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-1920x1439.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Left to right: Iris Lautermilch, Tabitha Webster, Lucy Webster and Benjamin Pollara are members of the Youth Environmental Society at Hopewell Valley Central High School in Pennington, N.J. The group wants to see climate change taught in every class at their school. \u003ccite>(Seyma Bayram/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Her telling me why these were happening made me feel like I could do something about it even though I was like 11,” Webster said.\u003c/p>\n\u003cp>Today, Webster helps lead the Youth Environmental Society at her high school.\u003c/p>\n\u003cp>The group, which McGrath mentors, is working on a climate action plan with parents, teachers and students. Their goals include getting their school to transition to electric buses and to train guidance counselors in climate mental health awareness.\u003c/p>\n\u003cp>The students also want climate change to be taught in every classroom.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In June, the group wrote a letter to the New Jersey Board of Education urging the board to adopt the new English Language Arts and math standards that would include climate change. The board is reviewing the standards and an official vote has not been set.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Jersey+requires+climate+change+education.+A+year+in%2C+here%27s+how+it%27s+going&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In 2020, New Jersey became the first state in the country to require climate change education across grade levels and in most subjects. The standards were rolled out this past year. ","status":"publish","parent":0,"modified":1692711759,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":69,"wordCount":2200},"headData":{"title":"New Jersey requires climate change education. A year in, here's how it's going | KQED","description":"New Jersey rolled out its climate change education standards across grade levels and in most subject this past year.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"New Jersey rolled out its climate change education standards across grade levels and in most subject this past year.","schema":{"@context":"http://schema.org","@type":"Article","headline":"New Jersey requires climate change education. A year in, here's how it's going","datePublished":"2023-08-22T13:42:39.000Z","dateModified":"2023-08-22T13:42:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Seyma Bayram","nprImageAgency":"Seyma Bayram/NPR","nprStoryId":"1191114786","nprApiLink":"http://api.npr.org/query?id=1191114786&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/08/20/1191114786/new-jersey-requires-climate-change-education-a-year-in-heres-how-its-going?ft=nprml&f=1191114786","nprRetrievedStory":"1","nprPubDate":"Mon, 21 Aug 2023 09:54:00 -0400","nprStoryDate":"Sun, 20 Aug 2023 12:27:23 -0400","nprLastModifiedDate":"Mon, 21 Aug 2023 09:54:21 -0400","nprAudio":"https://play.podtrac.com/npr-191676894/edge1.pod.npr.org/anon.npr-mp3/npr/atc/2023/07/20230719_atc_new_jersey_is_the_first_state_to_mandate_climate_change_education.mp3?orgId=1&topicId=1167&d=276&story=1191114786&awCollectionId=1&awEpisodeId=1191114786&ft=nprml&f=1191114786","nprAudioM3u":"http://api.npr.org/m3u/11194703035-7f2079.m3u?orgId=1&topicId=1167&d=276&story=1191114786&ft=nprml&f=1191114786","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62261/new-jersey-requires-climate-change-education-a-year-in-heres-how-its-going","audioUrl":"https://play.podtrac.com/npr-191676894/edge1.pod.npr.org/anon.npr-mp3/npr/atc/2023/07/20230719_atc_new_jersey_is_the_first_state_to_mandate_climate_change_education.mp3?orgId=1&topicId=1167&d=276&story=1191114786&awCollectionId=1&awEpisodeId=1191114786&ft=nprml&f=1191114786","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Evelyn Lansing, a senior at Hopewell Valley Central High School in Pennington, N.J., brushed purple glaze onto her clay tile as the school year came to an end in June.\u003c/p>\n\u003cp>Lansing and her classmates had spent weeks researching the impacts of human-caused climate change on their communities and their own lives. Their bas-relief tiles and the three-dimensional images sculpted onto them represented something each of them learned.\u003c/p>\n\u003cp>Lansing’s tile featured a blueberry branch – a nod to the rich agricultural heritage of New Jersey, which has earned it the nickname “the garden state.”\u003c/p>\n\u003cp>“A lot of those things that we are used to seeing aren’t going to be able to be grown here with the continuing climate change,” said Lansing, who comes from a family that grows their own food.\u003c/p>\n\u003cp>New Jersey – a state with roughly 130-miles of coastline – is already confronting multiple climate realities, from more frequent flooding and extreme heat to air pollution from wildfire smoke in Canada.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In New Jersey classrooms, students are facing these realities head on. In 2020, the state became the first in the country to adopt \u003ca href=\"https://www.nj.gov/education/standards/climate/learning/gradeband/index.shtml\">standards requiring climate change to be taught across grade levels and in nearly all subjects\u003c/a> in K-12 public schools.\u003c/p>\n\u003cp>Those standards were rolled out last year, including in the ceramics class at Hopewell Valley Central High.\u003c/p>\n\u003cp>Students in the class, like freshman Devin Brown, discovered that climate change threatens the state’s biodiversity. Brown grew up catching and releasing crayfish in New Jersey streams. She learned through her research that climate change is endangering their habitat, so she sculpted a crayfish onto her clay tile.\u003c/p>\n\u003cfigure id=\"attachment_62264\" class=\"wp-caption aligncenter\" style=\"max-width: 2400px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62264\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074.jpg\" alt=\"\" width=\"2400\" height=\"1348\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074.jpg 2400w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-800x449.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-1020x573.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-768x431.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-1536x863.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-2048x1150.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-1920x1078.jpg 1920w\" sizes=\"(max-width: 2400px) 100vw, 2400px\">\u003cfigcaption class=\"wp-caption-text\">Left: Hopewell Valley Central High School freshman Devin Brown’s tile shows a crayfish – several species of which are currently endangered – to show how climate change is threatening New Jersey’s biodiversity. Right: Senior Evelyn Lansing’s tile features a blueberry branch, a popular berry in New Jersey, to communicate her concerns about the effects of climate change on agriculture. \u003ccite>(Carolyn McGrath)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think art is a really powerful way to spread awareness about climate change,” Brown said. “And I think it can really connect to parts of people that studies and articles do not.”\u003c/p>\n\u003cp>Brown and Lansing’s art teacher Carolyn McGrath said she encourages students to think of art as a tool.\u003c/p>\n\u003cp>“How do we use art to address climate change, or how do we use art to explore feelings about climate change or to communicate about climate change or to motivate people to do something about climate change, right? So, this is the power of art,” McGrath said.\u003c/p>\n\u003ch3>Setting the standards\u003c/h3>\n\u003cp>Lauren Madden, a professor of elementary science education at The College of New Jersey, advised the New Jersey Department of Education and First Lady Tammy Murphy’s office as they developed the new standards.\u003c/p>\n\u003cp>Climate change instruction in K-12 schools is long overdue, Madden said.\u003c/p>\n\u003cp>“We’ve decided to take young children seriously. We’ve decided that this is something we can unpack in the early years,” she said.\u003c/p>\n\u003cp>To promote climate literacy, especially in the early years of school, climate change education should be accessible, Madden said. Climate change education doesn’t have to be complex for young students to understand what it means.\u003c/p>\n\u003cp>“We can really get into a lot of the foundational information, looking at graphs and photographs and maps and places that things have changed over time and get into some of that solution-building at an earlier age,” Madden said.\u003c/p>\n\u003cp>New Jersey set aside \u003ca href=\"https://www.njsba.org/news-publications/school-board-notes/february-22-2023-vol-xlvi-no-27/njdoe-allocates-4-5m-in-grants-to-support-climate-change-education-in-schools/\">$4.5 million in grants in 2023 \u003c/a>to support and train educators and ensure students in underserved districts also have access to climate change education. The state has appropriated another $5 million toward climate change education in its 2024 fiscal year budget, New Jersey Department of Education spokesperson Laura Fredrick said.\u003c/p>\n\u003cp>The \u003ca href=\"https://njclimateeducation.org/\">New Jersey Climate Education Hub\u003c/a> also helps teachers by sharing instructional materials that educators working across different subject areas can use.\u003c/p>\n\u003cp>Other states, \u003ca href=\"https://ctmirror.org/2022/05/19/ct-schools-will-soon-be-required-to-teach-climate-change/\">like Connecticut\u003c/a>, are trying to follow in New Jersey’s footsteps.\u003c/p>\n\u003cfigure id=\"attachment_62265\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62265\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1889\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-800x590.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-1020x753.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-160x118.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-768x567.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-1536x1134.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-2048x1511.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-1920x1417.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Hopewell Valley Central High School freshman Devin Brown said that learning about climate change this school year has made her feel that she can make a difference. “I just think about how the small things really impact and how everyone has the ability to really impact and help our earth,” she said. \u003ccite>(Seyma Bayram/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>An interdisciplinary approach to climate education\u003c/h3>\n\u003cp>Now, students learn about climate change not only in McGrath’s ceramics class, but in most subjects including physical education.\u003c/p>\n\u003cp>In Suzanne Horsley’s wellness class at Toll Gate Grammar School in Pennington, students sit in a circle in the gym. Horsley’s students are usually outside, but on this day, they are indoors because of wildfire smoke.\u003c/p>\n\u003cp>“We just experienced this week some very interesting air quality, correct?,” Horsley asks the class. The students nod and chant “Yes” in unison.\u003c/p>\n\u003cp>Smoke from \u003ca href=\"https://www.npr.org/2023/07/11/1187105458/this-is-canadas-worst-fire-season-in-modern-history-but-its-not-new\">Canadian wildfires\u003c/a> has swept across much of the northeast and other parts of the country this summer, including New Jersey. In Pennington, the air quality index in June had reached hazardous levels.\u003c/p>\n\u003cp>“We are experiencing that and that impacts our health,” Horsley explained to her students. She then launched into a lesson on the carbon cycle and the impacts of air pollution on the cardiorespiratory system.\u003c/p>\n\u003cp>The game Horsley’s students played on that June day helped them understand the impacts of wildfire smoke on air quality and on the body.\u003c/p>\n\u003cp>The students were stationed in pairs in colored zones in the gym – yellow, orange and pink. The colors represented different air quality zones, with pink being the worst.\u003c/p>\n\u003cp>The students threw same-colored scarves in the air to their partner who then had to run to catch the scarf.\u003c/p>\n\u003cp>Students in the pink zone had to run the farthest.\u003c/p>\n\u003cp>Fourth grader Charlie Belli said moving helps him deal with his own anxiety about climate change.\u003c/p>\n\u003cp>“Running around makes me feel, like, less stressed about climate change,” Belli said.\u003c/p>\n\u003cfigure id=\"attachment_62262\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62262\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1964\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-800x614.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-1020x782.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-160x123.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-768x589.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-1536x1178.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-2048x1571.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-1920x1473.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">In Suzanne Horsley’s wellness classes at Toll Gate Grammar School in Pennington, N.J., elementary students learn about the health impacts of climate change. They play games that demonstrate what they have learned. \u003ccite>(Seyma Bayram/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A \u003ca href=\"https://climatecommunication.yale.edu/publications/climate-change-psychological-distress-prevalence/\">study published in July\u003c/a> by the Yale Program on Climate Change Communication found that at least 7% of American adults experience some form of psychological distress due to climate change. Younger adults and Hispanic populations reported the highest levels of psychological distress related to climate change according to the report.\u003c/p>\n\u003cp>“Climate change, it’s a part of the lives of the students these days, so really every possible subject area that can teach it should be teaching it,” Horsley said.\u003c/p>\n\u003cp>She emphasized the importance of teaching climate change across different subject areas – not only because climate change impacts all aspects of young people’s lives, but also because each student has a different learning style.\u003c/p>\n\u003cp>“Teaching it in wellness class in addition to other subject areas allows students who are passionate in one subject or another to find perhaps new knowledge in a way that would be more appropriate for them,” Horsley said.\u003c/p>\n\u003ch3>Pushback against climate change education\u003c/h3>\n\u003cp>Not everyone thinks climate change should be taught in schools.\u003c/p>\n\u003cp>Conservative states like Idaho and Texas have pushed back on such instruction in K-12 schools in recent years.\u003c/p>\n\u003cp>In Idaho, the \u003ca href=\"https://thegroundtruthproject.org/inside-idahos-long-legislative-battle-over-climate-change-education/\">state legislature repeatedly rejected learning standards\u003c/a> that mentioned climate change.\u003c/p>\n\u003cp>In Texas, the \u003ca href=\"https://www.scientificamerican.com/article/texas-weakens-climate-science-education-guidelines/\">state board of education issued guidance\u003c/a> to schools last spring encouraging them to highlight the “positive” aspects of the fossil fuel industry in instructional materials.\u003c/p>\n\u003cp>After an outcry from the school board earlier this year, the \u003ca href=\"https://www.readingeagle.com/2023/02/09/kutztown-one-book-one-school-literacy-program-halted-after-outcry-over-books-focus-on-climate-change/\">Kutztown School District in Pennsylvania\u003c/a> banned a popular young adult novel about middle schoolers navigating climate disasters.\u003c/p>\n\u003cp>The pushback has also extended to college campuses. A \u003ca href=\"https://www.legislature.ohio.gov/legislation/135/sb83\">senate bill in Ohio\u003c/a> this year would require public university and college professors to teach the “scientific strengths and weaknesses” of climate change, despite the overwhelming \u003ca href=\"https://www.theguardian.com/science/2019/jul/24/scientific-consensus-on-humans-causing-global-warming-passes-99\">scientific consensus on climate change\u003c/a>.\u003c/p>\n\u003cp>All of this is happening despite studies that show most parents in the nation favor climate change being taught in schools.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.npr.org/2019/04/22/714262267/most-teachers-dont-teach-climate-change-4-in-5-parents-wish-they-did\">2019 NPR and Ipsos poll\u003c/a> found that more than 80% of parents nationwide supported climate change instruction.\u003c/p>\n\u003cp>The resistance to climate change instruction is not an accident, said investigative reporter Katie Worth who wrote \u003ca href=\"https://globalreports.columbia.edu/books/miseducation/\">a book on how climate change is taught in America\u003c/a>.\u003c/p>\n\u003cp>She traces the pushback against climate education to the fossil fuel industry and its decades-long effort to sow doubt about climate change.\u003c/p>\n\u003cp>“We know from memos that came from the industry that they literally thought about how to get kids to doubt climate change. There was a meeting in which leaders of the fossil fuel industry got together and they discussed ‘how are we going to get our messages in front of kids?’ And they succeeded at that,” Worth said.\u003c/p>\n\u003cp>The results of those efforts, she said, are evident in textbooks and learning standards that undermine the science of, or scientific consensus on, climate change.\u003c/p>\n\u003cp>Sowing doubt about climate change, Worth said, allows the fossil fuel industry to maintain its business interests.\u003c/p>\n\u003cp>“If you seed that into kids, you’re protecting your business in the future, too, because now you’re creating future doubters about climate change and it really pays off,” Worth said.\u003c/p>\n\u003cp>Even in New Jersey, where \u003ca href=\"https://www.google.com/url?q=https://www.fdu.edu/news/fdu-poll-jersey-residents-support-teaching-climate-change-in-schools/&sa=D&source=docs&ust=1690553109910917&usg=AOvVaw2ae2GgHO4T7_78OP0ktIq1\">70% of residents support climate change education\u003c/a>, some parents oppose it.\u003c/p>\n\u003cfigure id=\"attachment_62266\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62266\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1919\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-1020x764.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-1536x1151.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-2048x1535.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-1920x1439.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Albert Morales, assistant principal at Rosa International Middle School in Cherry Hill, N.J., said state-mandated climate change instruction protects teachers and students from efforts to deny climate change education. \u003ccite>(Seyma Bayram/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The state’s standards \u003ca href=\"https://www.nj.gov/education/standards/climate/learning/gradeband/index.shtml\">apply to seven subjects\u003c/a>, with plans to expand into English Language Arts and math classes.\u003c/p>\n\u003cp>At a public hearing in May, members of a group called \u003ca href=\"https://www.facebook.com/groups/440515696704904\">Team Protect Your Children\u003c/a> spoke out against those plans.\u003c/p>\n\u003cp>Kathleen Kirk was one of them. She took issue with elementary students learning about climate change, which she described as a “theory” during the hearing.\u003c/p>\n\u003cp>“Climate change is based on weak science,” Kirk said.\u003c/p>\n\u003cp>Comments like Kirk’s are why state-mandated climate change instruction is important, said Albert Morales, assistant principal at Rosa International Middle School in Cherry Hill, N.J.\u003c/p>\n\u003cp>Morales said state-mandated climate change instruction protects students and teachers from efforts to deny climate education.\u003c/p>\n\u003cp>“Because we are a public school and if they are in the standards, then those are things that we are mandated to teach,” Morales said. “So I think the fact that New Jersey has those standards is in a way a protection that allows us to teach about what’s actually happening.”\u003c/p>\n\u003cp>Horsley, who teaches the wellness class at Toll Gate Grammar School, said before New Jersey adopted the standards, she worried about teaching climate change.\u003c/p>\n\u003cp>“I didn’t want to get in hot water, if you will, in a district that maybe thought this wasn’t appropriate,” Horsley recalled. “So the second it became our standard, it was something I was anxious and quick to jump on.”\u003c/p>\n\u003ch3>Climate change education resonates with students\u003c/h3>\n\u003cp>For students in New Jersey, like junior Lucy Webster at Hopewell Valley Central High, climate change education has been empowering.\u003c/p>\n\u003cp>Webster still thinks about the first time she learned about climate change, long before the state mandate.\u003c/p>\n\u003cp>“As a little kid, I was really scared of the changes in the extreme weather that was going on around me and missing school because of hurricanes,” she said.\u003c/p>\n\u003cp>Her 5th grade science teacher Helen Corveleyn helped.\u003c/p>\n\u003cfigure id=\"attachment_62267\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62267\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1919\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-1020x764.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-1536x1151.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-2048x1535.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-1920x1439.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Left to right: Iris Lautermilch, Tabitha Webster, Lucy Webster and Benjamin Pollara are members of the Youth Environmental Society at Hopewell Valley Central High School in Pennington, N.J. The group wants to see climate change taught in every class at their school. \u003ccite>(Seyma Bayram/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Her telling me why these were happening made me feel like I could do something about it even though I was like 11,” Webster said.\u003c/p>\n\u003cp>Today, Webster helps lead the Youth Environmental Society at her high school.\u003c/p>\n\u003cp>The group, which McGrath mentors, is working on a climate action plan with parents, teachers and students. Their goals include getting their school to transition to electric buses and to train guidance counselors in climate mental health awareness.\u003c/p>\n\u003cp>The students also want climate change to be taught in every classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In June, the group wrote a letter to the New Jersey Board of Education urging the board to adopt the new English Language Arts and math standards that would include climate change. The board is reviewing the standards and an official vote has not been set.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Jersey+requires+climate+change+education.+A+year+in%2C+here%27s+how+it%27s+going&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62261/new-jersey-requires-climate-change-education-a-year-in-heres-how-its-going","authors":["byline_mindshift_62261"],"categories":["mindshift_21508","mindshift_21579","mindshift_193"],"tags":["mindshift_20854","mindshift_950","mindshift_21124","mindshift_21765","mindshift_21278"],"featImg":"mindshift_62263","label":"mindshift"},"mindshift_61372":{"type":"posts","id":"mindshift_61372","meta":{"index":"posts_1591205157","site":"mindshift","id":"61372","score":null,"sort":[1683084613000]},"guestAuthors":[],"slug":"how-arts-education-builds-better-brains-and-better-lives","title":"How arts education builds better brains and better lives","publishDate":1683084613,"format":"standard","headTitle":"How arts education builds better brains and better lives | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>From the book \u003ca href=\"https://www.penguinrandomhouse.com/books/697351/your-brain-on-art-by-susan-magsamen-and-ivy-ross/\" target=\"_blank\" rel=\"noopener\">“Your Brain on Art”\u003c/a> by Susan Magsamen and Ivy Ross. Copyright © 2023 by Susan Magsamen and Ivy Ross. Reprinted by arrangement with \u003ca href=\"https://www.penguinrandomhouse.com/\" target=\"_blank\" rel=\"noopener\">Random House, a division of Penguin Random House LLC\u003c/a>. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>Think of how much is learned in the early years of a life: crawling, walking, talking. These learned skills are sculpting the circuitry of the brain though plasticity. As you get a little older and begin to practice skills, neurons connect and those activities become easier. Practice a song, and soon you know it “by heart,” which, technically speaking, is “by brain.” Learn a dance, and soon you can perform its steps without consciously thinking because the neurons connect to dendrites and over time that builds a habit.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61419 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg\" alt=\"\" width=\"160\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art.jpeg 296w\" sizes=\"(max-width: 160px) 100vw, 160px\">Your unique life circumstances and surroundings also help to form your brain connections. The brains of humans are born immature for a reason. By delaying the maturation and growth of brain circuits, initial learning about the environment and the world around us can influence the developing brain in ways that support more complex learning. This is why the environment, and engagement from the moment you are born, is so critical. A more enriched environment contributes to better neural connections — as evidenced by research from \u003ca href=\"https://video.kqed.org/video/cjrqud-my-love-affair-brain-life-and-science-dr-marian-diamond/\" target=\"_blank\" rel=\"noopener\">Marian Diamond\u003c/a> and many others since. Impoverished environments too often result in reduced synaptic circuitry.\u003c/p>\n\u003cp>There’s been a lot of interest in \u003ca href=\"https://www.kqed.org/mindshift/tag/arts\" target=\"_blank\" rel=\"noopener\">how the arts specifically enhance learning\u003c/a> through plasticity. One \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0013225\">study\u003c/a> from 2010 looked at the adult brains of professional musicians, and the findings offer insights into childhood brain development. Researchers saw that musical expertise had an effect on the structural plasticity of the brain in the hippocampus. The hippocampus is an area of the brain that facilitates the storage and retrieval of information. The ability to learn and play music is very complex, and it marshals the hippocampus and its many connections to other brain areas. When compared with nonmusicians, the musicians had formed more neural connections and gray matter.\u003c/p>\n\u003cp>Originally, neuroscientists hypothesized that the hippocampi of musicians had more gray matter than nonmusicians because they were born that way, already equipped with the tools they needed to learn and play music. But now neuroscientists hypothesize the opposite: Because they practiced their instrument and mastered their art over the years, musicians built more robust synaptic connections in their brain.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Art enhances the ability of the hippocampus and the other areas of your brain to perform the tasks that they were designed to do by increasing the synaptic circuits. This helps not only in the playing of music but in any life activity where learning and memory are needed.\u003c/p>\n\u003cp>In other words: Practicing music increases synapses and gray matter. The results of the study correlate with the findings in the \u003ca href=\"https://www.laphil.com/press/releases/1672\">YOLA study\u003c/a> in Los Angeles. The researcher found that children receiving music instruction had changes in the size of the brain regions that are engaged in processing sound. It got bigger. And “the young musicians also showed a stronger connectivity in the corpus callosum, an area that allows communication between the two hemispheres of the brain,” according to the findings.\u003c/p>\n\u003cp>These neurological benefits extend beyond music. The National Endowment for the Arts, NEA, has been studying and supporting studies that examine the effect that the arts have on young brains for decades, offering insight into how the arts support emotional resilience in children and adolescents as they learn.\u003c/p>\n\u003cp>In 2015, Melissa Menzer, a program analyst in the Office of Research and Analysis at the NEA, performed a literature review focused on the \u003ca href=\"https://www.arts.gov/sites/default/files/arts-in-early-childhood-dec2015-rev.pdf\" target=\"_blank\" rel=\"noopener\">social and emotional benefits of arts participation during early childhood\u003c/a>. A literature review is when an investigator gathers and synthesizes the published studies and data from other researchers in order to identify what can be gleaned from the full body of work.\u003c/p>\n\u003cp>Menzer was specifically interested in studies focused on the social and emotional benefits of arts participation in early childhood, including music-based activities like singing, playing musical instruments, dancing, drama/theatre, and the visual arts and crafts.\u003c/p>\n\u003cp>Included in that literature review was a reference to a 2011 NEA report indicating that “in study after study, arts participation and arts education have been associated with improved cognitive, social, and behavioral outcomes in individuals across the lifespan, in early childhood, in adolescence and young adulthood, and in later years.”\u003c/p>\n\u003cp>Children who regularly participated in dance classes had increased those mood-boosting neurochemicals we’ve mentioned, which resulted in social-emotional, physiological, and cognitive development, but it also offered a path for safe exploration and expression of feelings and emotions. It also helps to build strong spatial cognition in children, which has been associated with increased skills in math, science, and technology later in life. And perhaps most vital for childhood development, Menzer found a research study indicating that children who regularly attend a dance group develop stronger prosocial behavior, like cooperation, while overcoming anxious and aggressive behaviors, when compared with kids who didn’t dance.\u003c/p>\n\u003cp>The 2015 NEA literature review also found that when kids are engaged in the arts in the pivotal age range of 0–8, they were better able to collaborate with peers and communicate with parents and teachers. \u003ca href=\"https://www.laphil.com/press/releases/1672\">The studies cited\u003c/a> in the literature review reflect similar results that other researchers are finding when studying El Sistema students.\u003c/p>\n\u003cp>Other studies of arts in education over the years have proven that students involved in arts are good academically. Students with access to arts education are five times less likely to drop out of school and four times more likely to be recognized for high achievement. They score higher on the SAT, and on proficiency tests of literacy, writing, and English skills. They are also less likely to have disciplinary infractions. And when arts education is equitable so that all kids have equal access, the learning gap between low- and high-income students begins to shrink.\u003c/p>\n\u003cp>One word you’ll often hear in research and education circles is “transfer.” It refers to the way that one skill — learning an instrument, for instance, or engaging in the act of painting or drawing — transfers over into other aspects of our lives.\u003c/p>\n\u003cp>In 2007, psychologist Ellen Winner and professor Lois Hetland, chair of art education at Massachusetts College of Art and Design and a senior research affiliate in the Harvard Graduate School of Education, were two of the first to \u003ca href=\"https://pz.harvard.edu/projects/the-studio-thinking-project\" target=\"_blank\" rel=\"noopener\">study the ways in which learning an art translates into other life skills\u003c/a>. Hetland and Winner developed a qualitative ethnographic meta-analysis of skills being learned, specifically through the visual arts. Beyond improving the skill of the art form being taught, they wanted to quantify what else individuals were learning in the process.\u003c/p>\n\u003cp>They concluded in their book, \u003ca href=\"https://pz.harvard.edu/resources/studio-thinking-2-the-real-benefits-of-visual-arts-education\" target=\"_blank\" rel=\"noopener\">Studio Thinking: The Real Benefits of Visual Arts Education\u003c/a>, that, through the visual arts, individuals were taught to observe and see with acuity; to envision by creating mental images and using their imagination; to express themselves and find their individual voice; to reflect about decisions and make critical and evaluative judgments; to engage and persist, by working even through frustration; and to explore and take risks and profit from their mistakes.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61373 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg\" alt=\"Ivy Ross author photo\" width=\"157\" height=\"220\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 157px) 100vw, 157px\">\u003ca href=\"https://www.ivyarts.org/\" target=\"_blank\" rel=\"noopener\">Ivy Ross\u003c/a> is the Vice President of Design for Hardware Products at Google, where she leads a team that has created over 50 products, winning over 225 design awards. An artist with work in over 10 international museums, Ivy is also a National Endowment for Arts grant recipient and was ninth on Fast Company’s list of the 100 most creative people in business in 2019.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61374 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg\" alt=\"Susan Magsamen author photo\" width=\"154\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 154px) 100vw, 154px\">\u003ca href=\"https://twitter.com/susanmagsamen\" target=\"_blank\" rel=\"noopener\">Susan Magsamen\u003c/a> is the Founder and Director of the International Arts +\u003c/em>\u003cem> Mind Lab Center for Applied Neuroaesthetics at the Pedersen Brain Science Institute of the Johns Hopkins University School of Medicine, where she is a faculty member in the department of neurology. She is also the Co-Director of the NeuroArts Blueprint with Aspen Institute.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"“Your Brain on Art” by Susan Magsamen and Ivy Ross explores how arts education can enhance the plasticity of the brain and improve cognitive, social and emotional development in children.","status":"publish","parent":0,"modified":1683086002,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1340},"headData":{"title":"How arts education builds better brains and better lives | KQED","description":"“Your Brain on Art” by Susan Magsamen and Ivy Ross explores how arts education can enhance the plasticity of the brain and improve cognitive, social and emotional development in children.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How arts education builds better brains and better lives","datePublished":"2023-05-03T03:30:13.000Z","dateModified":"2023-05-03T03:53:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From the book \u003ca href=\"https://www.penguinrandomhouse.com/books/697351/your-brain-on-art-by-susan-magsamen-and-ivy-ross/\" target=\"_blank\" rel=\"noopener\">“Your Brain on Art”\u003c/a> by Susan Magsamen and Ivy Ross. Copyright © 2023 by Susan Magsamen and Ivy Ross. Reprinted by arrangement with \u003ca href=\"https://www.penguinrandomhouse.com/\" target=\"_blank\" rel=\"noopener\">Random House, a division of Penguin Random House LLC\u003c/a>. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>Think of how much is learned in the early years of a life: crawling, walking, talking. These learned skills are sculpting the circuitry of the brain though plasticity. As you get a little older and begin to practice skills, neurons connect and those activities become easier. Practice a song, and soon you know it “by heart,” which, technically speaking, is “by brain.” Learn a dance, and soon you can perform its steps without consciously thinking because the neurons connect to dendrites and over time that builds a habit.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61419 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg\" alt=\"\" width=\"160\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art.jpeg 296w\" sizes=\"(max-width: 160px) 100vw, 160px\">Your unique life circumstances and surroundings also help to form your brain connections. The brains of humans are born immature for a reason. By delaying the maturation and growth of brain circuits, initial learning about the environment and the world around us can influence the developing brain in ways that support more complex learning. This is why the environment, and engagement from the moment you are born, is so critical. A more enriched environment contributes to better neural connections — as evidenced by research from \u003ca href=\"https://video.kqed.org/video/cjrqud-my-love-affair-brain-life-and-science-dr-marian-diamond/\" target=\"_blank\" rel=\"noopener\">Marian Diamond\u003c/a> and many others since. Impoverished environments too often result in reduced synaptic circuitry.\u003c/p>\n\u003cp>There’s been a lot of interest in \u003ca href=\"https://www.kqed.org/mindshift/tag/arts\" target=\"_blank\" rel=\"noopener\">how the arts specifically enhance learning\u003c/a> through plasticity. One \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0013225\">study\u003c/a> from 2010 looked at the adult brains of professional musicians, and the findings offer insights into childhood brain development. Researchers saw that musical expertise had an effect on the structural plasticity of the brain in the hippocampus. The hippocampus is an area of the brain that facilitates the storage and retrieval of information. The ability to learn and play music is very complex, and it marshals the hippocampus and its many connections to other brain areas. When compared with nonmusicians, the musicians had formed more neural connections and gray matter.\u003c/p>\n\u003cp>Originally, neuroscientists hypothesized that the hippocampi of musicians had more gray matter than nonmusicians because they were born that way, already equipped with the tools they needed to learn and play music. But now neuroscientists hypothesize the opposite: Because they practiced their instrument and mastered their art over the years, musicians built more robust synaptic connections in their brain.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Art enhances the ability of the hippocampus and the other areas of your brain to perform the tasks that they were designed to do by increasing the synaptic circuits. This helps not only in the playing of music but in any life activity where learning and memory are needed.\u003c/p>\n\u003cp>In other words: Practicing music increases synapses and gray matter. The results of the study correlate with the findings in the \u003ca href=\"https://www.laphil.com/press/releases/1672\">YOLA study\u003c/a> in Los Angeles. The researcher found that children receiving music instruction had changes in the size of the brain regions that are engaged in processing sound. It got bigger. And “the young musicians also showed a stronger connectivity in the corpus callosum, an area that allows communication between the two hemispheres of the brain,” according to the findings.\u003c/p>\n\u003cp>These neurological benefits extend beyond music. The National Endowment for the Arts, NEA, has been studying and supporting studies that examine the effect that the arts have on young brains for decades, offering insight into how the arts support emotional resilience in children and adolescents as they learn.\u003c/p>\n\u003cp>In 2015, Melissa Menzer, a program analyst in the Office of Research and Analysis at the NEA, performed a literature review focused on the \u003ca href=\"https://www.arts.gov/sites/default/files/arts-in-early-childhood-dec2015-rev.pdf\" target=\"_blank\" rel=\"noopener\">social and emotional benefits of arts participation during early childhood\u003c/a>. A literature review is when an investigator gathers and synthesizes the published studies and data from other researchers in order to identify what can be gleaned from the full body of work.\u003c/p>\n\u003cp>Menzer was specifically interested in studies focused on the social and emotional benefits of arts participation in early childhood, including music-based activities like singing, playing musical instruments, dancing, drama/theatre, and the visual arts and crafts.\u003c/p>\n\u003cp>Included in that literature review was a reference to a 2011 NEA report indicating that “in study after study, arts participation and arts education have been associated with improved cognitive, social, and behavioral outcomes in individuals across the lifespan, in early childhood, in adolescence and young adulthood, and in later years.”\u003c/p>\n\u003cp>Children who regularly participated in dance classes had increased those mood-boosting neurochemicals we’ve mentioned, which resulted in social-emotional, physiological, and cognitive development, but it also offered a path for safe exploration and expression of feelings and emotions. It also helps to build strong spatial cognition in children, which has been associated with increased skills in math, science, and technology later in life. And perhaps most vital for childhood development, Menzer found a research study indicating that children who regularly attend a dance group develop stronger prosocial behavior, like cooperation, while overcoming anxious and aggressive behaviors, when compared with kids who didn’t dance.\u003c/p>\n\u003cp>The 2015 NEA literature review also found that when kids are engaged in the arts in the pivotal age range of 0–8, they were better able to collaborate with peers and communicate with parents and teachers. \u003ca href=\"https://www.laphil.com/press/releases/1672\">The studies cited\u003c/a> in the literature review reflect similar results that other researchers are finding when studying El Sistema students.\u003c/p>\n\u003cp>Other studies of arts in education over the years have proven that students involved in arts are good academically. Students with access to arts education are five times less likely to drop out of school and four times more likely to be recognized for high achievement. They score higher on the SAT, and on proficiency tests of literacy, writing, and English skills. They are also less likely to have disciplinary infractions. And when arts education is equitable so that all kids have equal access, the learning gap between low- and high-income students begins to shrink.\u003c/p>\n\u003cp>One word you’ll often hear in research and education circles is “transfer.” It refers to the way that one skill — learning an instrument, for instance, or engaging in the act of painting or drawing — transfers over into other aspects of our lives.\u003c/p>\n\u003cp>In 2007, psychologist Ellen Winner and professor Lois Hetland, chair of art education at Massachusetts College of Art and Design and a senior research affiliate in the Harvard Graduate School of Education, were two of the first to \u003ca href=\"https://pz.harvard.edu/projects/the-studio-thinking-project\" target=\"_blank\" rel=\"noopener\">study the ways in which learning an art translates into other life skills\u003c/a>. Hetland and Winner developed a qualitative ethnographic meta-analysis of skills being learned, specifically through the visual arts. Beyond improving the skill of the art form being taught, they wanted to quantify what else individuals were learning in the process.\u003c/p>\n\u003cp>They concluded in their book, \u003ca href=\"https://pz.harvard.edu/resources/studio-thinking-2-the-real-benefits-of-visual-arts-education\" target=\"_blank\" rel=\"noopener\">Studio Thinking: The Real Benefits of Visual Arts Education\u003c/a>, that, through the visual arts, individuals were taught to observe and see with acuity; to envision by creating mental images and using their imagination; to express themselves and find their individual voice; to reflect about decisions and make critical and evaluative judgments; to engage and persist, by working even through frustration; and to explore and take risks and profit from their mistakes.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61373 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg\" alt=\"Ivy Ross author photo\" width=\"157\" height=\"220\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 157px) 100vw, 157px\">\u003ca href=\"https://www.ivyarts.org/\" target=\"_blank\" rel=\"noopener\">Ivy Ross\u003c/a> is the Vice President of Design for Hardware Products at Google, where she leads a team that has created over 50 products, winning over 225 design awards. An artist with work in over 10 international museums, Ivy is also a National Endowment for Arts grant recipient and was ninth on Fast Company’s list of the 100 most creative people in business in 2019.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61374 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg\" alt=\"Susan Magsamen author photo\" width=\"154\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 154px) 100vw, 154px\">\u003ca href=\"https://twitter.com/susanmagsamen\" target=\"_blank\" rel=\"noopener\">Susan Magsamen\u003c/a> is the Founder and Director of the International Arts +\u003c/em>\u003cem> Mind Lab Center for Applied Neuroaesthetics at the Pedersen Brain Science Institute of the Johns Hopkins University School of Medicine, where she is a faculty member in the department of neurology. She is also the Co-Director of the NeuroArts Blueprint with Aspen Institute.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives","authors":["4354"],"categories":["mindshift_20579","mindshift_21504"],"tags":["mindshift_1036","mindshift_20854","mindshift_950","mindshift_21018","mindshift_21036","mindshift_46","mindshift_21038","mindshift_943","mindshift_20616"],"featImg":"mindshift_61569","label":"mindshift"},"mindshift_56168":{"type":"posts","id":"mindshift_56168","meta":{"index":"posts_1591205157","site":"mindshift","id":"56168","score":null,"sort":[1593423039000]},"guestAuthors":[],"slug":"when-the-show-must-go-online-for-theater-students","title":"When the Show Must Go On Online for Theater Students","publishDate":1593423039,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">After roles as a gravedigger in a grunge rock musical adaptation of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Hamlet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and the Wicked Witch’s second-in-command in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Wiz\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, this spring, due to the spread of COVID-19, high school junior Jack Tatara found himself trying out a brand-new role: quarantined theater kid. When school closed and the theater program moved online, Tatara performed in their Zoom-based radio play of “The Twilight Zone.” He enjoyed performing from his bedroom so much, he’s considering joining the school’s summer program, which is now going online as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In years past, Winston Prep in New York City, which serves students with learning disabilities and challenges like dyslexia, ADHD and Nonverbal Learning Disorder, offered the Summer Theater, Arts and Music Program, or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, for students to hone their performing skills, socialize and have fun outside the classroom environment. But this year, due to coronavirus restrictions, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is trying to recreate itself online. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer online offerings include work on acting and music skills, and a performance of some kind. Rachel McAlinn, Winston Prep’s theater teacher, said that even though this year Stamp can’t happen in person, students still need the support the arts program provides: keeping up social skills and fostering an important sense of community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of these kids would not be grouped together academically in school, based on their learning profiles,” McAlinn said. “But we’re all together in the theater program. We consider ourselves a family.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like summer stock and Shakespeare in the Park, summer theater programs for students have a long tradition. For young performers, summer programs are often the place where they can hone their skills in a focused environment, build community with like-minded kids and have fun—not to mention have the opportunity to put on a high-quality performance. While most professional theaters have discontinued public performances\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">until 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and most school districts remain closed due to the spread of the coronavirus, many educational theater programs are turning to online programs to keep students engaged over the summer. Legacy arts institutions and local groups alike are remaking the summer theater program for students from their homes—performing “radio plays,” providing online singing and dancing classes, and learning new skills like acting for the camera—all to keep theater alive for their students. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, educational theater programs are straining to keep their organizations alive. Many of these programs are self-sustaining, raising money through box office sales and program advertising from big summer performances that won’t be happening. Without those sales, and without enrollment fees from students, programs are hoping they can hang on long enough to reopen safely next summer. Though arts programs are almost always in jeopardy, the pressures of closures from COVID-19, mixed with economic distress, make this summer especially consequential. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Summer theater moves online\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the University of North Carolina School of the Arts \u003c/span>\u003ca href=\"https://www.uncsa.edu/summer/index.aspx\">\u003cspan style=\"font-weight: 400\">Summer Intensive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> closed due to COVID-19, the faculty and staff quickly processed their initial shock and sprang into action. In summers past, UNCSA provided serious theater students with the kind of immersive training that prepares future regional professionals and Broadway stars. Ranging in age from fourteen to nineteen, students accepted into the prestigious program participated in four weeks of intense training, with days of acting, singing and dancing often running from 9 a.m. until 9 p.m., and ending with a big performance. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/AcademyActingCo/status/1275243369032269834\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, drama program director Kelly Maxner and the faculty decided to innovate quickly, offering a scaled-back online program with fewer students, more teachers, and slashing the attendance cost in half. With a curriculum based on what they learned teaching performance online during the spring semester to UNCSA undergrads, the online classes in singing, dancing and acting for high schoolers will be less focused on a final performance and more on boosting specific skills, like acting for the camera. They’ve also added a master class in art for social change—how artists behave as citizens, taking a specific look at current events and how artists adapt and express themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We recognize strongly that we can’t do what we did before,” Maxner said. “But what we’ve done is distilled the curriculum, the essentials of the training. We decided what was essential and important—not just for the arts training but for the whole experience of the intensive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://ccm.uc.edu/summer/high-school-arts-immersion.html\">\u003cspan style=\"font-weight: 400\">High School Summer Immersion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program at the University of Cincinnati College-Conservatory of Music, in Cincinnati, Ohio, is running through all of June and a part of July, and includes a high school musical theater workshop, a ballet camp for elementary kids, and private music lessons. Enrollment in the summer program has remained high, even after the summer’s classes moved online. The High School Immersion Musical Theatre Workshop, for example, filled up in just a few days—a testament to how much kids want to keep performing even though the environment won’t be the same, said Anne Cushing-Reid, Director of Preparatory and Community Engagement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Conservatory’s focus has been on making students feel as if they were present on campus “These aren’t your typical online classes,” Cushing-Reid wrote in an email. “They’re designed to get students out of their seats and onto their at-home ‘dance floors’ or ‘music studios’—whether that is their living room, driveway or bedroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students in the musical theater workshop will also get a chance to work with more guest faculty through Zoom than had they met in person. Successful alumnus from Broadway, Off-Broadway and regional theater are able to join online meetings more easily, “expanding students’ networks and imparting expert knowledge from the performing arts industry,” Cushing-Reid said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Different challenges, new benefits\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even smaller, regional programs are finding creative ways to engage young performers. The nonprofit \u003c/span>\u003ca href=\"http://www.mudlarktheater.org/\">\u003cspan style=\"font-weight: 400\">Mudlark Theatre\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Evanston, Illinois, is hoping to be able to open for summer camps, according to state guidelines, by late June or early July. In the meantime, Mudlark has been providing experiences for students online, including parodies of the news and a character-based role-playing game like \u003ca href=\"https://www.kqed.org/mindshift/tag/dungeons-dragons\">Dungeons & Dragons\u003c/a>, to keep students performing even if it’s not exactly theater.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56169\" class=\"wp-caption alignnone\" style=\"max-width: 828px\">\u003cimg class=\"size-full wp-image-56169\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg\" alt=\"\" width=\"828\" height=\"963\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg 828w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-800x930.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-160x186.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-768x893.jpg 768w\" sizes=\"(max-width: 828px) 100vw, 828px\">\u003cfigcaption class=\"wp-caption-text\">Evansville Vanderburgh School Corporation All-City Summer Musical production of Les Misérables. \u003ccite>(Courtesy of EVSC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The All-City Summer Musical in Evansville, Indiana, a showcase of the best high school talent in the city, has been a big summer box-office draw in an area that boasts a strong performing tradition for more than thirty years, including when I attended this program as a high schooler many years ago. When performances of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, set for mid-July, were cancelled, all but two of the students decided to stay on for an online experience—even when director Robert Hunt and producer Tiffany Schriber Ball weren’t exactly sure what that would look like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based loosely on what they’d seen Broadway performers put together online, Schriber Ball and Hunt quickly decided that the performers would work on musical theatre scenes and song selections, and the orchestra would work on the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd Suite\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, all on Zoom. They enlisted the help of a local university technical director to teach the backstage crew—the students who usually build the sets, and run lights and sound—how to design a set. Using both set-design software and old-fashioned popsicle sticks and glue to create models, students are gaining a new skill they wouldn’t have a chance to learn during a “normal” summer production. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early rehearsals have shown the social aspect of doing theater together—one of its biggest draws—is still lively, even online. Students are hanging around in “meetings,” even during the scheduled breaks, to joke around and talk. “One of the cast traditions is playing frisbee during breaks,” Hunt said. “And I was so thrilled to see they were playing ‘virtual’ frisbee with each other, saying ‘here, it’s coming for you!’” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Uncertain what the future brings, the show goes on \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even one of the country’s largest high school theater gatherings and competitions, the\u003c/span>\u003ca href=\"https://itf.pathable.co/performances\"> \u003cspan style=\"font-weight: 400\">International Thespian Festival\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, held for the past 25 summers at the University of Nebraska in Lincoln, is going virtual this year. The Educational Theatre Association, with chapters in 45 states and serving more than 130,000 theatre educators and students, is hosting the virtual event. It will include both pre-recorded performances of school productions that happened before schools closed, as well as an online showcase and some live-streaming events. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=fy_Eq59EYlo&feature=youtu.be\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The professional group is providing guidance for schools and programs as summer programs move online and re-invent a theatrical experience for students, even as the future for performances is uncertain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jim Palmarini, the Educational Theatre Association’s educational policy director, said their “\u003ca href=\"https://higherlogicdownload.s3.amazonaws.com/SCHOOLTHEATRE/7f9e7fa8-ea41-4033-b6a3-1ce9da6a7b6f/UploadedFiles/HPVMgpNDTw2FWro1JLiL_EdTA_ReOpen_Guide_2020_FINAL.pdf\">Recommendations for Reopening Theatre Programs\u003c/a>” guide was issued in June, acknowledging that ultimately each state’s and district’s requirements will be different. “The guide is seeking to address the middle ground of how each theatre program can safely reopen in the fall,” he said. “While performance remains central to school theatre programs, we know that producing live shows will be a challenge for many schools this upcoming school year. Because of that, we’re putting a lot of emphasis on the creative ways that schools can move their performances to an online format. Things are changing so fast that it is hard to say which school will be to do live performances, and which will not.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The loss of public performances is bigger than dashed dreams of stardom. After spring shows were cancelled, and summer programs moved online, many programs lost a season’s worth of box office revenue to help mount the next show. A recent\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">CDC study showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that aerosol droplets transmitted by singing could pose a serious risk not just to singers standing close together, but to the audience as well, may mean performances are postponed for much longer. And providing summer online experiences also reveal \u003c/span>\u003ca href=\"https://hechingerreport.org/should-schools-teach-anyone-who-can-get-online-or-no-one-at-all/\">\u003cspan style=\"font-weight: 400\">big gaps in student equity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, since not everybody has a computer at home, or a decent internet connection. Schools and programs want to know: when will it be safe to perform in person again? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School theaters are also worried about looming\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">state budget cuts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, due to lost tax revenue affected by the pandemic, for which the arts are usually first on the chopping block. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for some programs, lost revenue and public performances have to be set aside: for students, the show must go on. For the past ninety-two summers, some of the country’s most accomplished high school actors, singers, dancers and musicians arrive at the \u003c/span>\u003ca href=\"https://www.interlochen.org/\">\u003cspan style=\"font-weight: 400\">Interlochen Center for the Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the woods of northern Michigan for a remote, focused six-week summer arts program to hone their skills. This summer’s online program, which will feature acting and musical theater classes and some kind of recorded end-of-season performance, won’t look the same. But the distance, said theater arts summer program director Bill Church, will make hearts grow fonder—not just for theater kids, but the educators who teach them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we get to invite people back, it’s going to be ridiculous,” Church said. “The celebration and the joy—I don’t think anyone will ever take theater or rehearsal for granted ever again.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this article misspelled Jack Tatara's name. We regret this error. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"High school theater programs are reinventing the summer arts camp during a pandemic, all to keep theater alive for students.","status":"publish","parent":0,"modified":1594835451,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":2041},"headData":{"title":"When the Show Must Go On Online for Theater Students - MindShift","description":"High school theater programs are reinventing the summer arts camp during a pandemic, all to keep theater alive for students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When the Show Must Go On Online for Theater Students","datePublished":"2020-06-29T09:30:39.000Z","dateModified":"2020-07-15T17:50:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56168 https://ww2.kqed.org/mindshift/?p=56168","disqusUrl":"https://ww2.kqed.org/mindshift/2020/06/29/when-the-show-must-go-online-for-theater-students/","disqusTitle":"When the Show Must Go On Online for Theater Students","path":"/mindshift/56168/when-the-show-must-go-online-for-theater-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">After roles as a gravedigger in a grunge rock musical adaptation of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Hamlet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and the Wicked Witch’s second-in-command in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Wiz\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, this spring, due to the spread of COVID-19, high school junior Jack Tatara found himself trying out a brand-new role: quarantined theater kid. When school closed and the theater program moved online, Tatara performed in their Zoom-based radio play of “The Twilight Zone.” He enjoyed performing from his bedroom so much, he’s considering joining the school’s summer program, which is now going online as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In years past, Winston Prep in New York City, which serves students with learning disabilities and challenges like dyslexia, ADHD and Nonverbal Learning Disorder, offered the Summer Theater, Arts and Music Program, or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, for students to hone their performing skills, socialize and have fun outside the classroom environment. But this year, due to coronavirus restrictions, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is trying to recreate itself online. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer online offerings include work on acting and music skills, and a performance of some kind. Rachel McAlinn, Winston Prep’s theater teacher, said that even though this year Stamp can’t happen in person, students still need the support the arts program provides: keeping up social skills and fostering an important sense of community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of these kids would not be grouped together academically in school, based on their learning profiles,” McAlinn said. “But we’re all together in the theater program. We consider ourselves a family.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like summer stock and Shakespeare in the Park, summer theater programs for students have a long tradition. For young performers, summer programs are often the place where they can hone their skills in a focused environment, build community with like-minded kids and have fun—not to mention have the opportunity to put on a high-quality performance. While most professional theaters have discontinued public performances\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">until 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and most school districts remain closed due to the spread of the coronavirus, many educational theater programs are turning to online programs to keep students engaged over the summer. Legacy arts institutions and local groups alike are remaking the summer theater program for students from their homes—performing “radio plays,” providing online singing and dancing classes, and learning new skills like acting for the camera—all to keep theater alive for their students. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, educational theater programs are straining to keep their organizations alive. Many of these programs are self-sustaining, raising money through box office sales and program advertising from big summer performances that won’t be happening. Without those sales, and without enrollment fees from students, programs are hoping they can hang on long enough to reopen safely next summer. Though arts programs are almost always in jeopardy, the pressures of closures from COVID-19, mixed with economic distress, make this summer especially consequential. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Summer theater moves online\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the University of North Carolina School of the Arts \u003c/span>\u003ca href=\"https://www.uncsa.edu/summer/index.aspx\">\u003cspan style=\"font-weight: 400\">Summer Intensive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> closed due to COVID-19, the faculty and staff quickly processed their initial shock and sprang into action. In summers past, UNCSA provided serious theater students with the kind of immersive training that prepares future regional professionals and Broadway stars. Ranging in age from fourteen to nineteen, students accepted into the prestigious program participated in four weeks of intense training, with days of acting, singing and dancing often running from 9 a.m. until 9 p.m., and ending with a big performance. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1275243369032269834"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, drama program director Kelly Maxner and the faculty decided to innovate quickly, offering a scaled-back online program with fewer students, more teachers, and slashing the attendance cost in half. With a curriculum based on what they learned teaching performance online during the spring semester to UNCSA undergrads, the online classes in singing, dancing and acting for high schoolers will be less focused on a final performance and more on boosting specific skills, like acting for the camera. They’ve also added a master class in art for social change—how artists behave as citizens, taking a specific look at current events and how artists adapt and express themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We recognize strongly that we can’t do what we did before,” Maxner said. “But what we’ve done is distilled the curriculum, the essentials of the training. We decided what was essential and important—not just for the arts training but for the whole experience of the intensive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://ccm.uc.edu/summer/high-school-arts-immersion.html\">\u003cspan style=\"font-weight: 400\">High School Summer Immersion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program at the University of Cincinnati College-Conservatory of Music, in Cincinnati, Ohio, is running through all of June and a part of July, and includes a high school musical theater workshop, a ballet camp for elementary kids, and private music lessons. Enrollment in the summer program has remained high, even after the summer’s classes moved online. The High School Immersion Musical Theatre Workshop, for example, filled up in just a few days—a testament to how much kids want to keep performing even though the environment won’t be the same, said Anne Cushing-Reid, Director of Preparatory and Community Engagement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Conservatory’s focus has been on making students feel as if they were present on campus “These aren’t your typical online classes,” Cushing-Reid wrote in an email. “They’re designed to get students out of their seats and onto their at-home ‘dance floors’ or ‘music studios’—whether that is their living room, driveway or bedroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students in the musical theater workshop will also get a chance to work with more guest faculty through Zoom than had they met in person. Successful alumnus from Broadway, Off-Broadway and regional theater are able to join online meetings more easily, “expanding students’ networks and imparting expert knowledge from the performing arts industry,” Cushing-Reid said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Different challenges, new benefits\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even smaller, regional programs are finding creative ways to engage young performers. The nonprofit \u003c/span>\u003ca href=\"http://www.mudlarktheater.org/\">\u003cspan style=\"font-weight: 400\">Mudlark Theatre\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Evanston, Illinois, is hoping to be able to open for summer camps, according to state guidelines, by late June or early July. In the meantime, Mudlark has been providing experiences for students online, including parodies of the news and a character-based role-playing game like \u003ca href=\"https://www.kqed.org/mindshift/tag/dungeons-dragons\">Dungeons & Dragons\u003c/a>, to keep students performing even if it’s not exactly theater.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56169\" class=\"wp-caption alignnone\" style=\"max-width: 828px\">\u003cimg class=\"size-full wp-image-56169\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg\" alt=\"\" width=\"828\" height=\"963\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg 828w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-800x930.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-160x186.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-768x893.jpg 768w\" sizes=\"(max-width: 828px) 100vw, 828px\">\u003cfigcaption class=\"wp-caption-text\">Evansville Vanderburgh School Corporation All-City Summer Musical production of Les Misérables. \u003ccite>(Courtesy of EVSC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The All-City Summer Musical in Evansville, Indiana, a showcase of the best high school talent in the city, has been a big summer box-office draw in an area that boasts a strong performing tradition for more than thirty years, including when I attended this program as a high schooler many years ago. When performances of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, set for mid-July, were cancelled, all but two of the students decided to stay on for an online experience—even when director Robert Hunt and producer Tiffany Schriber Ball weren’t exactly sure what that would look like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based loosely on what they’d seen Broadway performers put together online, Schriber Ball and Hunt quickly decided that the performers would work on musical theatre scenes and song selections, and the orchestra would work on the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd Suite\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, all on Zoom. They enlisted the help of a local university technical director to teach the backstage crew—the students who usually build the sets, and run lights and sound—how to design a set. Using both set-design software and old-fashioned popsicle sticks and glue to create models, students are gaining a new skill they wouldn’t have a chance to learn during a “normal” summer production. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early rehearsals have shown the social aspect of doing theater together—one of its biggest draws—is still lively, even online. Students are hanging around in “meetings,” even during the scheduled breaks, to joke around and talk. “One of the cast traditions is playing frisbee during breaks,” Hunt said. “And I was so thrilled to see they were playing ‘virtual’ frisbee with each other, saying ‘here, it’s coming for you!’” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Uncertain what the future brings, the show goes on \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even one of the country’s largest high school theater gatherings and competitions, the\u003c/span>\u003ca href=\"https://itf.pathable.co/performances\"> \u003cspan style=\"font-weight: 400\">International Thespian Festival\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, held for the past 25 summers at the University of Nebraska in Lincoln, is going virtual this year. The Educational Theatre Association, with chapters in 45 states and serving more than 130,000 theatre educators and students, is hosting the virtual event. It will include both pre-recorded performances of school productions that happened before schools closed, as well as an online showcase and some live-streaming events. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/fy_Eq59EYlo'\n title='//www.youtube.com/embed/fy_Eq59EYlo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The professional group is providing guidance for schools and programs as summer programs move online and re-invent a theatrical experience for students, even as the future for performances is uncertain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jim Palmarini, the Educational Theatre Association’s educational policy director, said their “\u003ca href=\"https://higherlogicdownload.s3.amazonaws.com/SCHOOLTHEATRE/7f9e7fa8-ea41-4033-b6a3-1ce9da6a7b6f/UploadedFiles/HPVMgpNDTw2FWro1JLiL_EdTA_ReOpen_Guide_2020_FINAL.pdf\">Recommendations for Reopening Theatre Programs\u003c/a>” guide was issued in June, acknowledging that ultimately each state’s and district’s requirements will be different. “The guide is seeking to address the middle ground of how each theatre program can safely reopen in the fall,” he said. “While performance remains central to school theatre programs, we know that producing live shows will be a challenge for many schools this upcoming school year. Because of that, we’re putting a lot of emphasis on the creative ways that schools can move their performances to an online format. Things are changing so fast that it is hard to say which school will be to do live performances, and which will not.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The loss of public performances is bigger than dashed dreams of stardom. After spring shows were cancelled, and summer programs moved online, many programs lost a season’s worth of box office revenue to help mount the next show. A recent\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">CDC study showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that aerosol droplets transmitted by singing could pose a serious risk not just to singers standing close together, but to the audience as well, may mean performances are postponed for much longer. And providing summer online experiences also reveal \u003c/span>\u003ca href=\"https://hechingerreport.org/should-schools-teach-anyone-who-can-get-online-or-no-one-at-all/\">\u003cspan style=\"font-weight: 400\">big gaps in student equity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, since not everybody has a computer at home, or a decent internet connection. Schools and programs want to know: when will it be safe to perform in person again? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School theaters are also worried about looming\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">state budget cuts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, due to lost tax revenue affected by the pandemic, for which the arts are usually first on the chopping block. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for some programs, lost revenue and public performances have to be set aside: for students, the show must go on. For the past ninety-two summers, some of the country’s most accomplished high school actors, singers, dancers and musicians arrive at the \u003c/span>\u003ca href=\"https://www.interlochen.org/\">\u003cspan style=\"font-weight: 400\">Interlochen Center for the Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the woods of northern Michigan for a remote, focused six-week summer arts program to hone their skills. This summer’s online program, which will feature acting and musical theater classes and some kind of recorded end-of-season performance, won’t look the same. But the distance, said theater arts summer program director Bill Church, will make hearts grow fonder—not just for theater kids, but the educators who teach them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we get to invite people back, it’s going to be ridiculous,” Church said. “The celebration and the joy—I don’t think anyone will ever take theater or rehearsal for granted ever again.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this article misspelled Jack Tatara's name. We regret this error. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56168/when-the-show-must-go-online-for-theater-students","authors":["4445"],"categories":["mindshift_21358"],"tags":["mindshift_20854","mindshift_950","mindshift_21344","mindshift_21343","mindshift_358","mindshift_20784","mindshift_1040","mindshift_21007"],"featImg":"mindshift_56171","label":"mindshift"},"mindshift_46795":{"type":"posts","id":"mindshift_46795","meta":{"index":"posts_1591205157","site":"mindshift","id":"46795","score":null,"sort":[1478000147000]},"guestAuthors":[],"slug":"how-arts-education-teaches-kids-to-learn-from-failure","title":"How Arts Education Teaches Kids to Learn From Failure","publishDate":1478000147,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Schools are beginning to recognize that arts education is not merely a nice addition to the learning experience, but rather an important vehicle for kids to learn skills that can also be applied to their other academic studies. \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\">Arts integration\u003c/a> has become increasingly popular because educators are finding that when art is meshed with content learning, students are more engaged and interested. However, some schools have used arts integration as an excuse to sideline trained arts teachers, a mistake if the program is truly going to uphold rigorous artistic standards alongside academic ones.\u003c/p>\n\u003cp>The New Mexico School for the Arts (NMSA), a state-wide charter school for students who want to pursue a particular artistic discipline, provides a good example of how rigorous arts instruction builds the character and academic fortitude of students. The students admitted to NMSA come from all over the state and arrive at varying levels of readiness. Since the school is focused on helping young people craft their artistic expression the admissions process is selective, but students are very clear about what they learn from an environment focused on critique, self-reflection and learning from failure.\u003c/p>\n\u003cp>An \u003ca href=\"https://www.edutopia.org/school/new-mexico-school-arts\" target=\"_blank\">Edutopia series on NMSA \u003c/a>highlights how students learn from their fumbles, their mistakes and come to realize that it's fine to \"make bad work,\" because that's the only way to eventually make \"good work.\" Teachers and students alike are clear that critical feedback is essential to improvement, and that while practice is important, it only harms a student to practice the same error over and over because \"practice makes permanent.\" The artistic training students receive is fundamentally one \u003ca href=\"https://www.edutopia.org/practice/embracing-failure-building-growth-mindset-through-arts\" target=\"_blank\">based on a growth mindset\u003c/a>, which they then apply to all their learning.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/6sPYE-ihy_4\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>These student artists not only learn to take and value critique from peers and teachers, but they are gradually learning how to \u003ca href=\"https://www.edutopia.org/practice/mastering-self-assessment-deepening-independent-learning-through-arts\" target=\"_blank\">evaluate their own work\u003c/a>. This skill is intentionally taught by teachers, broken down into steps that every student knows and routinely practices with each new assignment or piece of work. First the teacher shows examples of exceptional work. Then students work to expand their vocabulary to make critique more specific. In the third step students critique one another, and finally apply their assessment skills in a self-critique. In the peer reviews students learn how to give constructive feedback, but they also begin to notice patterns in the art that works and those pieces that are less successful.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The power of arts education is the student and teacher begin to recognize that every student artist is unique and cultivate that student voice. I think it's a very powerful tool for learning,\" said Cristina Gonzalez, visual arts department chair at NMSA.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Va66oMkWP_o\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>While art is a focus for students at this unique high school, they also must take traditional academic classes to get diplomas and move on to post-secondary education, sometimes at conservatories. Educators at the school are intentional about \u003ca href=\"https://www.edutopia.org/practice/support-seminars-how-prepare-students-high-school-and-beyond\" target=\"_blank\">teaching incoming ninth graders how to be high school students\u003c/a>. The first year seminar helps them learn how to read their schedule and find their way around the building, but also gives them tips on study habits, time management and other key parts of success. In their senior year, a similarly intense focus is put on the college application process so that all students have a chance to go where they want and understand their financial choices along the way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/t2At-v0raD8\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"Schools that focus on rigorous arts instruction are discovering that the arts teach some core skills that lead to success in school and life.","status":"publish","parent":0,"modified":1550255029,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/6sPYE-ihy_4","https://www.youtube.com/embed/Va66oMkWP_o","https://www.youtube.com/embed/t2At-v0raD8"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":568},"headData":{"title":"How Arts Education Teaches Kids to Learn From Failure | KQED","description":"Schools that focus on rigorous arts instruction are discovering that the arts teach some core skills that lead to success in school and life.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Arts Education Teaches Kids to Learn From Failure","datePublished":"2016-11-01T11:35:47.000Z","dateModified":"2019-02-15T18:23:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46795 http://ww2.kqed.org/mindshift/?p=46795","disqusUrl":"https://ww2.kqed.org/mindshift/2016/11/01/how-arts-education-teaches-kids-to-learn-from-failure/","disqusTitle":"How Arts Education Teaches Kids to Learn From Failure","path":"/mindshift/46795/how-arts-education-teaches-kids-to-learn-from-failure","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Schools are beginning to recognize that arts education is not merely a nice addition to the learning experience, but rather an important vehicle for kids to learn skills that can also be applied to their other academic studies. \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\">Arts integration\u003c/a> has become increasingly popular because educators are finding that when art is meshed with content learning, students are more engaged and interested. However, some schools have used arts integration as an excuse to sideline trained arts teachers, a mistake if the program is truly going to uphold rigorous artistic standards alongside academic ones.\u003c/p>\n\u003cp>The New Mexico School for the Arts (NMSA), a state-wide charter school for students who want to pursue a particular artistic discipline, provides a good example of how rigorous arts instruction builds the character and academic fortitude of students. The students admitted to NMSA come from all over the state and arrive at varying levels of readiness. Since the school is focused on helping young people craft their artistic expression the admissions process is selective, but students are very clear about what they learn from an environment focused on critique, self-reflection and learning from failure.\u003c/p>\n\u003cp>An \u003ca href=\"https://www.edutopia.org/school/new-mexico-school-arts\" target=\"_blank\">Edutopia series on NMSA \u003c/a>highlights how students learn from their fumbles, their mistakes and come to realize that it's fine to \"make bad work,\" because that's the only way to eventually make \"good work.\" Teachers and students alike are clear that critical feedback is essential to improvement, and that while practice is important, it only harms a student to practice the same error over and over because \"practice makes permanent.\" The artistic training students receive is fundamentally one \u003ca href=\"https://www.edutopia.org/practice/embracing-failure-building-growth-mindset-through-arts\" target=\"_blank\">based on a growth mindset\u003c/a>, which they then apply to all their learning.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/6sPYE-ihy_4\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>These student artists not only learn to take and value critique from peers and teachers, but they are gradually learning how to \u003ca href=\"https://www.edutopia.org/practice/mastering-self-assessment-deepening-independent-learning-through-arts\" target=\"_blank\">evaluate their own work\u003c/a>. This skill is intentionally taught by teachers, broken down into steps that every student knows and routinely practices with each new assignment or piece of work. First the teacher shows examples of exceptional work. Then students work to expand their vocabulary to make critique more specific. In the third step students critique one another, and finally apply their assessment skills in a self-critique. In the peer reviews students learn how to give constructive feedback, but they also begin to notice patterns in the art that works and those pieces that are less successful.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The power of arts education is the student and teacher begin to recognize that every student artist is unique and cultivate that student voice. I think it's a very powerful tool for learning,\" said Cristina Gonzalez, visual arts department chair at NMSA.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Va66oMkWP_o\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>While art is a focus for students at this unique high school, they also must take traditional academic classes to get diplomas and move on to post-secondary education, sometimes at conservatories. Educators at the school are intentional about \u003ca href=\"https://www.edutopia.org/practice/support-seminars-how-prepare-students-high-school-and-beyond\" target=\"_blank\">teaching incoming ninth graders how to be high school students\u003c/a>. The first year seminar helps them learn how to read their schedule and find their way around the building, but also gives them tips on study habits, time management and other key parts of success. In their senior year, a similarly intense focus is put on the college application process so that all students have a chance to go where they want and understand their financial choices along the way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/t2At-v0raD8\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46795/how-arts-education-teaches-kids-to-learn-from-failure","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_950","mindshift_870","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_146"],"featImg":"mindshift_46796","label":"mindshift"},"mindshift_45761":{"type":"posts","id":"mindshift_45761","meta":{"index":"posts_1591205157","site":"mindshift","id":"45761","score":null,"sort":[1469433894000]},"guestAuthors":[],"slug":"for-digital-natives-appreciating-shakespeares-words-with-performances","title":"For Digital Natives, Appreciating Shakespeare's Words with Performances","publishDate":1469433894,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>While we may not exactly know all the ways Shakespeare was taught to classrooms 200 or even 100 years ago, we do know that many of today’s high schoolers, increasingly engaged in the more visual communications of the digital world and the language of texting, find Shakespeare difficult to read and even more difficult to comprehend.\u003c/p>\n\u003cp>And while today’s teens have become more tethered to visual and digital means of communication, the teaching of Shakespeare in US classrooms hasn’t changed much, according to secondary English Language Arts curriculum specialist Kristen Nance, who facilitates resource use for one of the largest school districts in Texas.\u003c/p>\n\u003cp>“A lot of very traditional instruction goes along with teaching Shakespeare,\" she said, such as reading the plays, showing movie clips to help with visualizing, or reading parts in class to read out loud. \"Getting it new and fresh sometimes is a struggle.”\u003c/p>\n\u003cp class=\"p1\">Nance also said keeping kids engaged in the text can also be demanding; between understanding the archaic language and deciphering the vocabulary, and teachers trying to fill in the gaps as best they can, some kids find it a challenge to keep up.\u003c/p>\n\u003cp class=\"p1\">Then last year, Nance’s superior brought in Alexander Parker, who had developed a digital product for teaching Shakespeare that appeared to bring the best of two worlds together. Parker’s invention, a series of web-based ebooks called \u003ca href=\"http://thenewbookpress.com/TNBP/Home.html\">WordPlay Shakespeare\u003c/a>, offered something Nance had never seen before: Shakespearean text alongside a performance of the play. Instead of just studying the text or watching the performance, the ebook provided a way for students to do both at the same time side-by-side, which enhanced both the reading and the watching. The performances were simple and stripped down, so as not to distract from the text, and the text had some helpful features built in to help students, like a built in dictionary, scene-by-scene synopsis, on-page annotations, and even a modern translation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=LjCsNcfcZeA\u003c/p>\n\u003cp class=\"p1\">Parker, who had once been an English teacher, got his Masters from Harvard in the Technology in Education Program, and after graduation worked building large-scale websites for the school. But it was post-graduate work, helping faculty in the humanities department figure out how to use technology in their research, where the idea for WordPlay first occurred to him.\u003c/p>\n\u003cp class=\"p1\">“I spent a lot of time talking to people who were working on the history of the book,” Parker said. “I adore books, I’m surrounded by them, and I still by and large do read paper books. My general interest being in technology and its role in education, books are something that are the symbol of education, and the carrier of knowledge. And it’s obvious to me that’s changing or expanding.”\u003c/p>\n\u003cp class=\"p1\">He hired all the actors and a director to stage the three plays on video—\u003ci>MacBeth\u003c/i>, \u003ci>Romeo and Juliet, and A Midsummer Night’s Dream\u003c/i>—and then worked on making sure that both performance and text weren’t competing, but complimenting one another. “We didn’t want this to be a primarily visual or filmic performance. It is trying to blend text and performance in a way that each informs the other without overwhelming the other,” Parker said.\u003c/p>\n\u003cp class=\"p1\">Nance’s team chose three high schools of varying student populations and socio-economic backgrounds to pilot WordPlay, to see how teachers and students used the ebooks. From focus groups, Nance learned that both teachers and students overall enjoyed the ebook. Teachers liked it because embedded in the plays were links to Wikipedia and visual links, so, for example, students could get an idea of what a described weapon looked like. They also had control to turn certain features on or off based on their preferences, like the modern translation.\u003c/p>\n\u003cp class=\"p1\">One frustration among teachers that Nance found was not with the product itself, but the district’s infrastructure. Even using the campus’s lightning-fast new wifi, with 2,500 students in the building, students sometimes would get kicked off the wifi and lose their focus. In addition, their district’s schools aren’t 1:1, so teachers sometimes had to cobble together the devices for students to use.\u003c/p>\n\u003cp class=\"p1\">Together, Nance and Parker created a blind study to see if WordPlay was effective for students: they split a focus group into two, and gave one group of students a page of \u003cem>A Midsummer Night’s Dream\u003c/em> that they’d never seen before, and five questions to answer; the other group got the same page of text and questions, only they were reading it on WordPlay. Both groups were given the same simple instructions: read the text, then answer the questions.\u003c/p>\n\u003cp class=\"p1\">“That’s where we went, 'whoa, this is something special,'” Nance said. “The kids who were on the computer not only interacted with the text in multiple ways, they went in and out multiple times, which is something [in class] we often begged them to do. They went to the text, then the video, then back. And they collaborated with each other naturally, they would talk to each other about the text before they answered [the questions], and spent more time, at least double, sometimes triple, the time with the text that the kids with paper and pen did.”\u003c/p>\n\u003cp class=\"p1\">With the success of the pilot, Nance cautiously hopes to slowly grow WordPlay into all her district schools. “It’s almost automatic differentiation,” she said.\u003c/p>\n\u003cp class=\"p1\">Parker is hoping to gain funding to produce even more plays in the ebook format, maybe even expand his reach to other archaic classics like \u003ci>Beowulf\u003c/i>. “I’m just over 50,” he said, “and my contemporaries always say, slightly wistful, ‘I wish I’d had this when I was reading Shakespeare for the first time.’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\n\u003c/p>\n","blocks":[],"excerpt":"WordPlay Shakespeare presents the bard's words alongside stripped down performances in an ebook to help students with comprehension. ","status":"publish","parent":0,"modified":1469456027,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":1016},"headData":{"title":"For Digital Natives, Appreciating Shakespeare's Words with Performances | KQED","description":"WordPlay Shakespeare presents the bard's words alongside stripped down performances in an ebook to help students with comprehension. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"For Digital Natives, Appreciating Shakespeare's Words with Performances","datePublished":"2016-07-25T08:04:54.000Z","dateModified":"2016-07-25T14:13:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45761 http://ww2.kqed.org/mindshift/?p=45761","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/25/for-digital-natives-appreciating-shakespeares-words-with-performances/","disqusTitle":"For Digital Natives, Appreciating Shakespeare's Words with Performances","path":"/mindshift/45761/for-digital-natives-appreciating-shakespeares-words-with-performances","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>While we may not exactly know all the ways Shakespeare was taught to classrooms 200 or even 100 years ago, we do know that many of today’s high schoolers, increasingly engaged in the more visual communications of the digital world and the language of texting, find Shakespeare difficult to read and even more difficult to comprehend.\u003c/p>\n\u003cp>And while today’s teens have become more tethered to visual and digital means of communication, the teaching of Shakespeare in US classrooms hasn’t changed much, according to secondary English Language Arts curriculum specialist Kristen Nance, who facilitates resource use for one of the largest school districts in Texas.\u003c/p>\n\u003cp>“A lot of very traditional instruction goes along with teaching Shakespeare,\" she said, such as reading the plays, showing movie clips to help with visualizing, or reading parts in class to read out loud. \"Getting it new and fresh sometimes is a struggle.”\u003c/p>\n\u003cp class=\"p1\">Nance also said keeping kids engaged in the text can also be demanding; between understanding the archaic language and deciphering the vocabulary, and teachers trying to fill in the gaps as best they can, some kids find it a challenge to keep up.\u003c/p>\n\u003cp class=\"p1\">Then last year, Nance’s superior brought in Alexander Parker, who had developed a digital product for teaching Shakespeare that appeared to bring the best of two worlds together. Parker’s invention, a series of web-based ebooks called \u003ca href=\"http://thenewbookpress.com/TNBP/Home.html\">WordPlay Shakespeare\u003c/a>, offered something Nance had never seen before: Shakespearean text alongside a performance of the play. Instead of just studying the text or watching the performance, the ebook provided a way for students to do both at the same time side-by-side, which enhanced both the reading and the watching. The performances were simple and stripped down, so as not to distract from the text, and the text had some helpful features built in to help students, like a built in dictionary, scene-by-scene synopsis, on-page annotations, and even a modern translation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/LjCsNcfcZeA'\n title='//www.youtube.com/embed/LjCsNcfcZeA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"p1\">Parker, who had once been an English teacher, got his Masters from Harvard in the Technology in Education Program, and after graduation worked building large-scale websites for the school. But it was post-graduate work, helping faculty in the humanities department figure out how to use technology in their research, where the idea for WordPlay first occurred to him.\u003c/p>\n\u003cp class=\"p1\">“I spent a lot of time talking to people who were working on the history of the book,” Parker said. “I adore books, I’m surrounded by them, and I still by and large do read paper books. My general interest being in technology and its role in education, books are something that are the symbol of education, and the carrier of knowledge. And it’s obvious to me that’s changing or expanding.”\u003c/p>\n\u003cp class=\"p1\">He hired all the actors and a director to stage the three plays on video—\u003ci>MacBeth\u003c/i>, \u003ci>Romeo and Juliet, and A Midsummer Night’s Dream\u003c/i>—and then worked on making sure that both performance and text weren’t competing, but complimenting one another. “We didn’t want this to be a primarily visual or filmic performance. It is trying to blend text and performance in a way that each informs the other without overwhelming the other,” Parker said.\u003c/p>\n\u003cp class=\"p1\">Nance’s team chose three high schools of varying student populations and socio-economic backgrounds to pilot WordPlay, to see how teachers and students used the ebooks. From focus groups, Nance learned that both teachers and students overall enjoyed the ebook. Teachers liked it because embedded in the plays were links to Wikipedia and visual links, so, for example, students could get an idea of what a described weapon looked like. They also had control to turn certain features on or off based on their preferences, like the modern translation.\u003c/p>\n\u003cp class=\"p1\">One frustration among teachers that Nance found was not with the product itself, but the district’s infrastructure. Even using the campus’s lightning-fast new wifi, with 2,500 students in the building, students sometimes would get kicked off the wifi and lose their focus. In addition, their district’s schools aren’t 1:1, so teachers sometimes had to cobble together the devices for students to use.\u003c/p>\n\u003cp class=\"p1\">Together, Nance and Parker created a blind study to see if WordPlay was effective for students: they split a focus group into two, and gave one group of students a page of \u003cem>A Midsummer Night’s Dream\u003c/em> that they’d never seen before, and five questions to answer; the other group got the same page of text and questions, only they were reading it on WordPlay. Both groups were given the same simple instructions: read the text, then answer the questions.\u003c/p>\n\u003cp class=\"p1\">“That’s where we went, 'whoa, this is something special,'” Nance said. “The kids who were on the computer not only interacted with the text in multiple ways, they went in and out multiple times, which is something [in class] we often begged them to do. They went to the text, then the video, then back. And they collaborated with each other naturally, they would talk to each other about the text before they answered [the questions], and spent more time, at least double, sometimes triple, the time with the text that the kids with paper and pen did.”\u003c/p>\n\u003cp class=\"p1\">With the success of the pilot, Nance cautiously hopes to slowly grow WordPlay into all her district schools. “It’s almost automatic differentiation,” she said.\u003c/p>\n\u003cp class=\"p1\">Parker is hoping to gain funding to produce even more plays in the ebook format, maybe even expand his reach to other archaic classics like \u003ci>Beowulf\u003c/i>. “I’m just over 50,” he said, “and my contemporaries always say, slightly wistful, ‘I wish I’d had this when I was reading Shakespeare for the first time.’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\n\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45761/for-digital-natives-appreciating-shakespeares-words-with-performances","authors":["4445"],"categories":["mindshift_195"],"tags":["mindshift_950","mindshift_20991","mindshift_20646","mindshift_20784","mindshift_1040","mindshift_21016","mindshift_978"],"featImg":"mindshift_45911","label":"mindshift"},"mindshift_43732":{"type":"posts","id":"mindshift_43732","meta":{"index":"posts_1591205157","site":"mindshift","id":"43732","score":null,"sort":[1455782585000]},"guestAuthors":[],"slug":"how-music-education-can-lighten-kids-lives-and-improve-learning-outcomes","title":"How Music Education Can Lighten Kids' Lives And Improve Learning Outcomes","publishDate":1455782585,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A group of 10- and 11-year-olds giggle as professional cellist Frederic Rosselet flexes his wrist as if he's made of rubber. \"\u003cem>Really\u003c/em> flexible in your wrist,\" he tells the students. \"It's your arm basically that does the work.\"\u003c/p>\n\u003cp>The cello students at Downer Elementary School in San Pablo, Calif., drag their bows across their cello's strings, following Rosselet's wrist-shaking lead.\u003c/p>\n\u003cp>Screeeech. It needs work.\u003c/p>\n\u003cp>\"Guys, wanna try that again? 'Forte' means?\"\u003c/p>\n\u003cp>\"Loud!\" the students reply.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"OK, let's look at bar 22. Three and four and ... \" The screeches at the start of class slowly start to sound like something resembling Beethoven's Sixth Symphony, or at least the section of it these students are working on.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It just gets me happy. And I'd rather be doing something that I love to do, instead of just watching TV which I can watch anytime.'\u003c/aside>\n\u003cp>\"That's already a little better,\" Rosselet says with a faint smile. \"Good.\"\u003c/p>\n\u003cp>Scores of orchestras across America do some kind of music-education outreach.\u003c/p>\n\u003cp>But few of them are embedded in the life of a school three days a week. That's what the \u003ca href=\"http://www.californiasymphony.org/sound-minds\" target=\"_blank\">Sound Minds\u003c/a> program is doing. It was created in partnership with the California Symphony, a professional orchestra based in Walnut Creek, Calif., that plays in the Bay Area.\u003c/p>\n\u003cp>The organization has musically adopted Downer Elementary, located in a predominantly lower-income city in the northeast part of the San Francisco Bay.\u003c/p>\n\u003cp>The symphony pays for professional musician-educators to teach a focused curriculum throughout the year, from music fundamentals to individual and group cello and violin.\u003c/p>\n\u003cp>So far it has paid off: Participants are testing higher in math and reading than students who aren't in the program. But Sound Minds, its creators say, also promotes music's intrinsic power to uplift, inspire and challenge.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-43734\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/n0a2682-crop_slide-401243d29a4530c126c033fd61b158902fb239ea-e1455775172229.jpg\" alt=\"Carlos Garcia (right) chats with other students during the Sound Minds after-school program at Downer Elementary.\" width=\"1920\" height=\"1280\">\u003c/p>\n\u003cp>After all, schools in lower-income areas often \u003ca href=\"http://nces.ed.gov/pubs2012/2012014rev.pdf\">see fewer music and arts programs\u003c/a> than their wealthier counterparts.\u003c/p>\n\u003cp>\"Our families are working-class, and sometimes the invisible class,\" says Downer Elementary Principal Marco Gonzales. \"They're finding work where they can find work. They're cleaning houses. They're digging ditches.\"\u003c/p>\n\u003cp>The school serves mainly struggling Latino families, many of them immigrants from Mexico. More than 95 percent of its students receive free and reduced-price lunch.\u003c/p>\n\u003cp>\"Some of our families are undocumented, that's not something we look into,\" says Gonzales (who, I found out after reporting this story, is the brother of my NPR colleague and veteran correspondent, Richard Gonzales.)\u003c/p>\n\u003cp>\"And so a lot of our families are on the fringe of society — and in the shadows,\" the principal adds. \"They've left their comfort zone to make a better life for their kids.\"\u003c/p>\n\u003cp>Music is now a pillar of his strategy to help forge that better life — out of the shadows. The Sound Minds program is free for any student who wants in. It's modeled on \u003ca href=\"https://www.elsistemausa.org/\">El Sistema\u003c/a>, Venezuela's pioneering music program that reaches out to impoverished kids.\u003c/p>\n\u003cp>Classical music organizations across the U.S. are struggling to attract younger audiences, stay afloat and stay relevant. So is it a tough sell, reaching elementary students — a demographic that loves pop music and TV shows like The Voice and American Idol?\u003c/p>\n\u003cp>Ten-year-old Jocelyn Castaneda, who studies the cello, says it isn't for her. \"It just gets me happy,\" she says. \"And I'd rather be doing something that I love to do, instead of just watching TV which I can watch anytime.\"\u003c/p>\n\u003cfigure id=\"attachment_43735\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43735\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/n0a2818_slide-c8265d83742940122340590e4dbdd47608f3eb22-e1455775245279.jpg\" alt='\"The Sound Minds program is the most transformational program I have witnessed in my 21 years as an elementary school principal.\" — Principal Marco Gonzales in the library at Downer Elementary.' width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">\"The Sound Minds program is the most transformational program I have witnessed in my 21 years as an elementary school principal.\" — Principal Marco Gonzales in the library at Downer Elementary. \u003ccite>(Talia Herman/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Principal Gonzales agrees. \"We bring something to the kids' lives that they may not even dreamed about, but is a common reality in other communities where you do music or you do gymnastics or you do sports after school and your parents pay for it,\" he explains. \"Here, we're able to provide it for free and our parents have been enthusiastic. They're proud of their children.\"\u003c/p>\n\u003cp>Children such as 11-year-old Carlos Garcia. He wears glasses and a slightly mischievous smile. He's a small guy. His kid-sized cello seems almost as big as he is. He has stuck with the instrument for more than four years.\u003c/p>\n\u003cp>After class, I ask him what he likes about the cello.\u003c/p>\n\u003cp>\"It's like a shark's following you, you know.\"\u003c/p>\n\u003cp>Wait, it's like a shark is following you? Explain that.\u003c/p>\n\u003cp>\"In the movie, like, when a shark is following you and wants to eat you and they play, like, a song.\"\u003c/p>\n\u003cp>Ahh, the famous John Williams score from \u003cem>Jaws\u003c/em>. Big cello part. Got it.\u003c/p>\n\u003cp>\"You could go to Hollywood, play, and be rich, yeah,\" Carlos says confidently.\u003c/p>\n\u003cp>Hollywood cellist. I like it, I tell Carlos.\u003c/p>\n\u003cp>\"I kinda like it, yeah,\" he says.\u003c/p>\n\u003cp>Amy Haltom joined Sound Minds precisely to teach less-affluent kids who might not otherwise be exposed to the arts and music.\u003c/p>\n\u003cp>\"It's all well and good to perform Bach cantatas to appreciative audiences in the Bay Area,\" she says. \"But I reached this point in my career where I asked 'what is this all for?\"\u003c/p>\n\u003cfigure id=\"attachment_43733\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43733\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/n0a2696_slide-bb00546fc18980273ec47a08c95b9e20e5e58a2a-e1455775126105.jpg\" alt=\"Students get fitted for violins at Downer Elementary School in San Pablo, Calif. The school offers a free music program called Sound Minds.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Students get fitted for violins at Downer Elementary School in San Pablo, Calif. The school offers a free music program called Sound Minds. \u003ccite>(Talia Herman/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Haltom moved from San Francisco to Richmond, right next to San Pablo, to be closer to the life of the school community. \"This is my purpose!\" she says. \"For me it's been tremendously life-changing personally and professionally.\"\u003c/p>\n\u003cp>Before students in the program can take up the cello or violin, they have to take an introduction to music fundamentals, which includes the basics of sight reading, beats and rhythm.\u003c/p>\n\u003cp>Advocates for music education often say that studying music boosts overall learning. A few studies \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/jrir.12010/abstract\">have shown a link\u003c/a> between music training and improved reading skills.\u003c/p>\n\u003cp>The California Symphony says its own crunching of Downer's standardized test data show that students who've been in Sound Minds for one year are achieving far above their peers.\u003c/p>\n\u003cp>\"In third grade, they are testing at math proficiency rates, meaning testing at grade level or higher, at quadruple the rate compared to their peers who are not enrolled in the program,\" says \u003ca href=\"https://www.sfcv.org/article/california-symphony-back-in-black-under-new-director\">Aubrey Bergauer\u003c/a>, the symphony's executive director.\u003c/p>\n\u003cp>And in reading scores, they're seeing similar results. \"Most of these kids are learning English as a second language, and to see these kinds of results off of a primarily music education program is phenomenal,\" Bergauer says.\u003c/p>\n\u003cp>But this is just one elementary school. The big question is whether this kind of program can be replicated on a wider scale.\u003c/p>\n\u003cp>That would mostly come down to money. The symphony spends some $80,000 a year on Sound Minds, and the school another $20,000, not including facilities.\u003c/p>\n\u003cp>The rest of the schools in the West Contra Costa Unified District — and many schools around the country — aren't so lucky. The district spends an average of just $5,000 a year per school on music education.\u003c/p>\n\u003cp>The symphony wants to spread the program to other area schools. But that remains mostly a dream.\u003c/p>\n\u003cp>\"One lesson we've learned is don't go too big, too fast,\" Bergauer says. \"We learned that we can make a bigger difference if we invest here at Donner Elementary first, grow this program, adding new students to it every year while continuing with the original class.\"\u003c/p>\n\u003cp>Christopher Woodside, with \u003ca href=\"http://www.nafme.org/\" target=\"_blank\">National Association for Music Education\u003c/a>, is grateful for any and all interest in building quality music programs in schools. But, he argues, there has to be a much bigger effort nationally to help close the opportunity gap between rich and poor districts.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"We have to make a fundamental commitment that I think starts on Capitol Hill,\" and extends to the state and local levels, he says. A national effort to make sure that every student is exposed to music \"in the same way we dedicate our policy chops to math or reading or science.\"\u003c/p>\n\u003cfigure id=\"attachment_43775\" class=\"wp-caption alignnone\" style=\"max-width: 1700px\">\u003cimg class=\"size-full wp-image-43775\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Collage.jpg\" alt=\"Clockwise from top left: Two cardboard violins lay on the ground; 11-year-old Carlos Garcia poses for a portrait; Downer is in a predominantly low-income district.\" width=\"1700\" height=\"1161\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage.jpg 1700w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-400x273.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-800x546.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-768x524.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-1440x983.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-1180x806.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-960x656.jpg 960w\" sizes=\"(max-width: 1700px) 100vw, 1700px\">\u003cfigcaption class=\"wp-caption-text\">Clockwise from top left: Two cardboard violins lay on the ground; 11-year-old Carlos Garcia poses for a portrait; Downer is in a predominantly low-income district. \u003ccite>(Talia Herman/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Symphony%27s+Big+Challenge%3A+Lift+A+Tough+School+Through+Music+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"Embedding musicians in a low-income elementary school has brought gains in math and reading. But is this a boutique approach, or could it be scaled?","status":"publish","parent":0,"modified":1455782585,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":48,"wordCount":1417},"headData":{"title":"How Music Education Can Lighten Kids' Lives And Improve Learning Outcomes | KQED","description":"Embedding musicians in a low-income elementary school has brought gains in math and reading. But is this a boutique approach, or could it be scaled?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Music Education Can Lighten Kids' Lives And Improve Learning Outcomes","datePublished":"2016-02-18T08:03:05.000Z","dateModified":"2016-02-18T08:03:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43732 http://ww2.kqed.org/mindshift/?p=43732","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/18/how-music-education-can-lighten-kids-lives-and-improve-learning-outcomes/","disqusTitle":"How Music Education Can Lighten Kids' Lives And Improve Learning Outcomes","nprByline":"Eric Westervelt ","nprImageAgency":"Talia Herman for NPR","nprStoryId":"466221834","nprApiLink":"http://api.npr.org/query?id=466221834&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/02/13/466221834/a-symphonys-big-challenge-lift-a-tough-school-through-music?ft=nprml&f=466221834","nprRetrievedStory":"1","nprPubDate":"Sat, 13 Feb 2016 12:05:00 -0500","nprStoryDate":"Sat, 13 Feb 2016 12:05:10 -0500","nprLastModifiedDate":"Sat, 13 Feb 2016 12:05:10 -0500","path":"/mindshift/43732/how-music-education-can-lighten-kids-lives-and-improve-learning-outcomes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A group of 10- and 11-year-olds giggle as professional cellist Frederic Rosselet flexes his wrist as if he's made of rubber. \"\u003cem>Really\u003c/em> flexible in your wrist,\" he tells the students. \"It's your arm basically that does the work.\"\u003c/p>\n\u003cp>The cello students at Downer Elementary School in San Pablo, Calif., drag their bows across their cello's strings, following Rosselet's wrist-shaking lead.\u003c/p>\n\u003cp>Screeeech. It needs work.\u003c/p>\n\u003cp>\"Guys, wanna try that again? 'Forte' means?\"\u003c/p>\n\u003cp>\"Loud!\" the students reply.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"OK, let's look at bar 22. Three and four and ... \" The screeches at the start of class slowly start to sound like something resembling Beethoven's Sixth Symphony, or at least the section of it these students are working on.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It just gets me happy. And I'd rather be doing something that I love to do, instead of just watching TV which I can watch anytime.'\u003c/aside>\n\u003cp>\"That's already a little better,\" Rosselet says with a faint smile. \"Good.\"\u003c/p>\n\u003cp>Scores of orchestras across America do some kind of music-education outreach.\u003c/p>\n\u003cp>But few of them are embedded in the life of a school three days a week. That's what the \u003ca href=\"http://www.californiasymphony.org/sound-minds\" target=\"_blank\">Sound Minds\u003c/a> program is doing. It was created in partnership with the California Symphony, a professional orchestra based in Walnut Creek, Calif., that plays in the Bay Area.\u003c/p>\n\u003cp>The organization has musically adopted Downer Elementary, located in a predominantly lower-income city in the northeast part of the San Francisco Bay.\u003c/p>\n\u003cp>The symphony pays for professional musician-educators to teach a focused curriculum throughout the year, from music fundamentals to individual and group cello and violin.\u003c/p>\n\u003cp>So far it has paid off: Participants are testing higher in math and reading than students who aren't in the program. But Sound Minds, its creators say, also promotes music's intrinsic power to uplift, inspire and challenge.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-43734\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/n0a2682-crop_slide-401243d29a4530c126c033fd61b158902fb239ea-e1455775172229.jpg\" alt=\"Carlos Garcia (right) chats with other students during the Sound Minds after-school program at Downer Elementary.\" width=\"1920\" height=\"1280\">\u003c/p>\n\u003cp>After all, schools in lower-income areas often \u003ca href=\"http://nces.ed.gov/pubs2012/2012014rev.pdf\">see fewer music and arts programs\u003c/a> than their wealthier counterparts.\u003c/p>\n\u003cp>\"Our families are working-class, and sometimes the invisible class,\" says Downer Elementary Principal Marco Gonzales. \"They're finding work where they can find work. They're cleaning houses. They're digging ditches.\"\u003c/p>\n\u003cp>The school serves mainly struggling Latino families, many of them immigrants from Mexico. More than 95 percent of its students receive free and reduced-price lunch.\u003c/p>\n\u003cp>\"Some of our families are undocumented, that's not something we look into,\" says Gonzales (who, I found out after reporting this story, is the brother of my NPR colleague and veteran correspondent, Richard Gonzales.)\u003c/p>\n\u003cp>\"And so a lot of our families are on the fringe of society — and in the shadows,\" the principal adds. \"They've left their comfort zone to make a better life for their kids.\"\u003c/p>\n\u003cp>Music is now a pillar of his strategy to help forge that better life — out of the shadows. The Sound Minds program is free for any student who wants in. It's modeled on \u003ca href=\"https://www.elsistemausa.org/\">El Sistema\u003c/a>, Venezuela's pioneering music program that reaches out to impoverished kids.\u003c/p>\n\u003cp>Classical music organizations across the U.S. are struggling to attract younger audiences, stay afloat and stay relevant. So is it a tough sell, reaching elementary students — a demographic that loves pop music and TV shows like The Voice and American Idol?\u003c/p>\n\u003cp>Ten-year-old Jocelyn Castaneda, who studies the cello, says it isn't for her. \"It just gets me happy,\" she says. \"And I'd rather be doing something that I love to do, instead of just watching TV which I can watch anytime.\"\u003c/p>\n\u003cfigure id=\"attachment_43735\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43735\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/n0a2818_slide-c8265d83742940122340590e4dbdd47608f3eb22-e1455775245279.jpg\" alt='\"The Sound Minds program is the most transformational program I have witnessed in my 21 years as an elementary school principal.\" — Principal Marco Gonzales in the library at Downer Elementary.' width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">\"The Sound Minds program is the most transformational program I have witnessed in my 21 years as an elementary school principal.\" — Principal Marco Gonzales in the library at Downer Elementary. \u003ccite>(Talia Herman/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Principal Gonzales agrees. \"We bring something to the kids' lives that they may not even dreamed about, but is a common reality in other communities where you do music or you do gymnastics or you do sports after school and your parents pay for it,\" he explains. \"Here, we're able to provide it for free and our parents have been enthusiastic. They're proud of their children.\"\u003c/p>\n\u003cp>Children such as 11-year-old Carlos Garcia. He wears glasses and a slightly mischievous smile. He's a small guy. His kid-sized cello seems almost as big as he is. He has stuck with the instrument for more than four years.\u003c/p>\n\u003cp>After class, I ask him what he likes about the cello.\u003c/p>\n\u003cp>\"It's like a shark's following you, you know.\"\u003c/p>\n\u003cp>Wait, it's like a shark is following you? Explain that.\u003c/p>\n\u003cp>\"In the movie, like, when a shark is following you and wants to eat you and they play, like, a song.\"\u003c/p>\n\u003cp>Ahh, the famous John Williams score from \u003cem>Jaws\u003c/em>. Big cello part. Got it.\u003c/p>\n\u003cp>\"You could go to Hollywood, play, and be rich, yeah,\" Carlos says confidently.\u003c/p>\n\u003cp>Hollywood cellist. I like it, I tell Carlos.\u003c/p>\n\u003cp>\"I kinda like it, yeah,\" he says.\u003c/p>\n\u003cp>Amy Haltom joined Sound Minds precisely to teach less-affluent kids who might not otherwise be exposed to the arts and music.\u003c/p>\n\u003cp>\"It's all well and good to perform Bach cantatas to appreciative audiences in the Bay Area,\" she says. \"But I reached this point in my career where I asked 'what is this all for?\"\u003c/p>\n\u003cfigure id=\"attachment_43733\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43733\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/n0a2696_slide-bb00546fc18980273ec47a08c95b9e20e5e58a2a-e1455775126105.jpg\" alt=\"Students get fitted for violins at Downer Elementary School in San Pablo, Calif. The school offers a free music program called Sound Minds.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Students get fitted for violins at Downer Elementary School in San Pablo, Calif. The school offers a free music program called Sound Minds. \u003ccite>(Talia Herman/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Haltom moved from San Francisco to Richmond, right next to San Pablo, to be closer to the life of the school community. \"This is my purpose!\" she says. \"For me it's been tremendously life-changing personally and professionally.\"\u003c/p>\n\u003cp>Before students in the program can take up the cello or violin, they have to take an introduction to music fundamentals, which includes the basics of sight reading, beats and rhythm.\u003c/p>\n\u003cp>Advocates for music education often say that studying music boosts overall learning. A few studies \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/jrir.12010/abstract\">have shown a link\u003c/a> between music training and improved reading skills.\u003c/p>\n\u003cp>The California Symphony says its own crunching of Downer's standardized test data show that students who've been in Sound Minds for one year are achieving far above their peers.\u003c/p>\n\u003cp>\"In third grade, they are testing at math proficiency rates, meaning testing at grade level or higher, at quadruple the rate compared to their peers who are not enrolled in the program,\" says \u003ca href=\"https://www.sfcv.org/article/california-symphony-back-in-black-under-new-director\">Aubrey Bergauer\u003c/a>, the symphony's executive director.\u003c/p>\n\u003cp>And in reading scores, they're seeing similar results. \"Most of these kids are learning English as a second language, and to see these kinds of results off of a primarily music education program is phenomenal,\" Bergauer says.\u003c/p>\n\u003cp>But this is just one elementary school. The big question is whether this kind of program can be replicated on a wider scale.\u003c/p>\n\u003cp>That would mostly come down to money. The symphony spends some $80,000 a year on Sound Minds, and the school another $20,000, not including facilities.\u003c/p>\n\u003cp>The rest of the schools in the West Contra Costa Unified District — and many schools around the country — aren't so lucky. The district spends an average of just $5,000 a year per school on music education.\u003c/p>\n\u003cp>The symphony wants to spread the program to other area schools. But that remains mostly a dream.\u003c/p>\n\u003cp>\"One lesson we've learned is don't go too big, too fast,\" Bergauer says. \"We learned that we can make a bigger difference if we invest here at Donner Elementary first, grow this program, adding new students to it every year while continuing with the original class.\"\u003c/p>\n\u003cp>Christopher Woodside, with \u003ca href=\"http://www.nafme.org/\" target=\"_blank\">National Association for Music Education\u003c/a>, is grateful for any and all interest in building quality music programs in schools. But, he argues, there has to be a much bigger effort nationally to help close the opportunity gap between rich and poor districts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We have to make a fundamental commitment that I think starts on Capitol Hill,\" and extends to the state and local levels, he says. A national effort to make sure that every student is exposed to music \"in the same way we dedicate our policy chops to math or reading or science.\"\u003c/p>\n\u003cfigure id=\"attachment_43775\" class=\"wp-caption alignnone\" style=\"max-width: 1700px\">\u003cimg class=\"size-full wp-image-43775\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Collage.jpg\" alt=\"Clockwise from top left: Two cardboard violins lay on the ground; 11-year-old Carlos Garcia poses for a portrait; Downer is in a predominantly low-income district.\" width=\"1700\" height=\"1161\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage.jpg 1700w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-400x273.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-800x546.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-768x524.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-1440x983.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-1180x806.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-960x656.jpg 960w\" sizes=\"(max-width: 1700px) 100vw, 1700px\">\u003cfigcaption class=\"wp-caption-text\">Clockwise from top left: Two cardboard violins lay on the ground; 11-year-old Carlos Garcia poses for a portrait; Downer is in a predominantly low-income district. \u003ccite>(Talia Herman/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Symphony%27s+Big+Challenge%3A+Lift+A+Tough+School+Through+Music+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43732/how-music-education-can-lighten-kids-lives-and-improve-learning-outcomes","authors":["byline_mindshift_43732"],"categories":["mindshift_193"],"tags":["mindshift_950","mindshift_20784","mindshift_1040","mindshift_364"],"featImg":"mindshift_43736","label":"mindshift"},"mindshift_38576":{"type":"posts","id":"mindshift_38576","meta":{"index":"posts_1591205157","site":"mindshift","id":"38576","score":null,"sort":[1421158238000]},"guestAuthors":[],"slug":"how-integrating-arts-into-other-subjects-makes-learning-come-alive","title":"How Integrating Arts Into Other Subjects Makes Learning Come Alive","publishDate":1421158238,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38971\" class=\"wp-caption alignnone\" style=\"max-width: 1301px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/8-Faces.png\">\u003cimg class=\"size-full wp-image-38971\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/8-Faces.png\" alt=\"Courtesy of Integrated Arts Academy at H.O. Wheeler. \" width=\"1301\" height=\"653\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces.png 1301w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-400x201.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-800x402.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-1180x592.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-768x385.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-320x161.png 320w\" sizes=\"(max-width: 1301px) 100vw, 1301px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students draw in the other half of self-portrait photographs extrapolating from what's visible. (Courtesy of \u003ca href=\"http://iaaartstudio.weebly.com/blog/self-portrait-value-studies\">Ada Leaphart/Integrated Arts Academy\u003c/a> at H.O. Wheeler.)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Art has long been recognized as an important part of a well-rounded education -- but when it comes down to setting budget priorities, the arts rarely rise to the top. Many public schools saw their visual, performing and musical arts programs cut completely during the last recession, despite the many \u003ca href=\"http://www.wjh.harvard.edu/~lds/pdfs/DanaSpelke.pdf\" target=\"_blank\">studies showing that exposure to the arts can help with academics\u003c/a> too. A few schools are taking the research to heart, weaving the arts into everything they do and finding that the approach not only boosts academic achievement but also promotes creativity, self-confidence and school pride.\u003c/p>\n\u003cp>The arts integration experiment at \u003ca href=\"http://iaa.bsd.schoolfusion.us/modules/cms/announce.phtml?sessionid=555cf67d5842ab53df3db6be37db3f8c\" target=\"_blank\">Integrated Arts Academy at H.O. Wheeler (IAA) in Burlington, Vermont\u003c/a>, started six years ago as an effort to break up socioeconomic imbalances in the district. Both the elementary schools in Burlington’s North End were failing and both had high levels of poverty (95 percent of IAA students qualified for free and reduced-price lunch), a large refugee population and lots of English-language learners. District leaders began having conversations with community members about turning Wheeler into a \u003ca href=\"http://integratedartsacademy.wordpress.com/\" target=\"_blank\">magnet school focused on both art and academics\u003c/a>.\u003c/p>\n\u003cp>What does art integration look like? Recently, a fourth-grade lesson on geometry examined the work of the famous Russian artist Wassily Kandinsky. The class talked about his work and then created their own art using angles in the style of Kandinsky. Students had to be able to identify the angles they’d used and point them out in their art.\u003c/p>\n\u003cp>“Higher analytical thinking and reasoning and student voice fit so well with the arts,” said Bobby Riley, the school’s principal. Teachers are seeing ways to make connections between subjects and watch as students find creative confidence and voice in their expression.\u003c/p>\n\u003cp>The school is seeing results from the experiment.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Arts integration seems to be the best form of differentiation out there because it taps into so many different interests and abilities and forms of learning.'\u003c/aside>\n\u003cp>Before IAA became an arts-integrated magnet school, only 17 percent of its third-graders were proficient in math on the NECAP test, Vermont’s standardized test. After five years, 66 percent met and achieved the standards. The school still has high levels of poverty, although now that poverty is less concentrated, and there are still high numbers of English-language learners and non-English speaking families. Riley says referrals to the office are almost nonexistent during arts integration periods, and students and their families are more engaged with the school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>IAA is still a public school, but now parents from outside the North End can choose to send their kids there. “Parents are interested in the arts model, interested in a different approach,” Riley said. The first year most kids still came from the neighborhood, but gradually the socioeconomic levels have evened out. Wealthier families are choosing to send their kids to IAA because of its program. Riley says the majority of students still walk to school -- it hasn't lost its sense of place in the community -- but now only about half the students qualify for lunch programs.\u003c/p>\n\u003cp>The program is also helping connect parents from immigrant communities to the school. “Art is a big part of many of their cultures, so I think they appreciate that experience,” Riley said. “I think they like the community vibe of the school.”\u003c/p>\n\u003cfigure id=\"attachment_38577\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Wheeler.jpg\">\u003cimg class=\"size-large wp-image-38577\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Wheeler-640x360.jpg\" alt=\"Kindergarteners at Wheeler paint the backdrop for their school photos. (Integrated Arts Academy at H.O Wheeler)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kindergartners at Wheeler paint the backdrop for their school photos. (Courtesy of Ada Leaphart/Integrated Arts Academy at H.O. Wheeler)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ART IS NOT EXTRA, IT'S INTEGRAL\u003c/strong>\u003c/p>\n\u003cp>Art is not a second thought at the Integrated Arts Academy (IAA). Instead, artistic learning goals are held up as equals to academic standards and teachers work hard to design lessons that highlight content through art.\u003c/p>\n\u003cp>“If you pick a subject area like science, social studies, math or literacy and you integrate it with an art form, what you do is connect the two and find ways to really integrate the two so they lean on each other,” said Judy Klima, an integrated arts coach at IAA. An arts specialist co-plans and co-teaches alongside the general education teacher to help ensure academic learning is happening through an art form and visa versa.\u003c/p>\n\u003cp>For example, one third-grade science unit on leaf classification integrated visual arts into science. The teaching team used the close observation of leaves in science to teach about realistic versus abstract art. Students drew realistic drawings based on a leaf’s edge pattern. Then they made abstract art based on the scientific qualities of the leaf.\u003c/p>\n\u003cp>“When you engage hands-on and you are creating your own learning, you are deepening your level of understanding about a specific topic,” Klima said. In this case, students thought differently both about classification and characteristics, as well as about the differences between art forms.\u003c/p>\n\u003cp>Teachers rotate through visual art forms, music, dance and theater. One fifth-grade class came up with dramatic renditions of the Revolutionary War. They used the facts in their social studies curriculum to build scripts and then discussed the dramatic connections through volume, tone of voice and perspective.\u003c/p>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_39000\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Arts-Integration-4.gif\">\u003cimg class=\"size-full wp-image-39000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Arts-Integration-4.gif\" alt=\"Courtesy of Ada Leaphart\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student explores angles inspired by Pablo Picasso and the Cubism movement. (Courtesy of \u003ca href=\"http://iaaartstudio.weebly.com/blog/cubism\">Ada Leaphart/Integrated Arts Academy\u003c/a> at H.O. Wheeler)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>TRANSITIONING TO AN ARTS FOCUS\u003c/strong>\u003c/p>\n\u003cp>The Integrated Arts Academy's success has come with a lot of hard work. “If you taught in a traditional method and then you come to arts integration, you have to change everything,” Klima said. “You really have to understand creativity and that it’s critical to students’ understanding.” While all IAA teachers were given the option to stay at the school when it became a magnet, some chose to leave.\u003c/p>\n\u003cp>“The classroom is a teacher’s island,” Riley said. “They have their students and their curriculum, teaching the way they teach. The arts integration really pushed us to collaborate. Opening up our practice and reflecting on it is a big part of what we do.” He said that’s not the norm at many U.S. schools. And that’s why he knows the collaboration necessary to integrate arts into academics doesn’t necessarily come naturally to many people.\u003c/p>\n\u003cfigure id=\"attachment_39001\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Arts-Integration-5.gif\">\u003cimg class=\"size-medium wp-image-39001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Arts-Integration-5-300x451.gif\" alt=\"Courtesy of Ada Leaphart\" width=\"300\" height=\"451\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">(Courtesy of Ada Leaphart/Integrated Arts Academy at H.O. Wheeler)\u003c/figcaption>\u003c/figure>\n\u003cp>In his role as school leader, Riley has focused on building up educators’ capacity to effectively collaborate. “You can’t just tell people to collaborate,” he said. “You have to put the structures and skill-building in place.” IAA has two teacher retreats a year where teachers create art and try out lessons together. It’s a time for community-building and collaboration, a space for teachers to stretch themselves as artists, too.\u003c/p>\n\u003cp>The school has also formed strong partnerships with the arts community in Burlington, taking advantage of its expertise through artist-in-residency programs and in turn helping to create a more vibrant arts scene. They’ve even started bringing graduate students in from across the state interested to learn and practice arts-integration strategies. While only in its second year, Riley hopes the Art Connect program can help spread these ideas to schools where participating teachers land.\u003c/p>\n\u003cp>\u003cstrong>ART AS DIFFERENTIATING TACTIC\u003c/strong>\u003c/p>\n\u003cp>At Cashman Elementary School in Amesbury, Massachusetts, Elizabeth Peterson doesn’t have the benefit of a schoolwide focus on arts integration to bolster her commitment to the practice. But she perseveres because she sees the approach making a difference for her fourth-grade students.\u003c/p>\n\u003cp>“I have to keep remembering and reminding myself that this is one of the best avenues to take. Because when kids are learning through the arts, they end up getting a deeper understanding and the concepts end up sticking much better,” Peterson said. Her strong suit is music -- she used to teach piano. When she went back to the general education classroom, she thought music could bring some joy and creativity to the academics she taught.\u003c/p>\n\u003cp>Peterson might ask her students to listen to \"Sabre Dance\" by Aram Khachaturian several times, often during snacks or at another transition time. As a class they talk about the dynamics of the music, its tempo and instrumentation. Then students draw cartoons illustrating a story they’ve developed based on their interpretation of the music. Peterson asks students to develop a setting, plot and storyline, ultimately having them write out their story.\u003c/p>\n\u003cp>“They’re definitely more invested because they’re pulling from their own experience and it’s their own interpretation,” Peterson said. They write elaborate stories and then talk about the differences in each student’s interpretation of the music.\u003c/p>\n\u003cp>“Arts integration seems to be the best form of differentiation out there because it taps into so many different interests and abilities and forms of learning,” Peterson said. In the writing example, kids who hate writing happily develop complicated storylines and write pages upon pages of their own ideas.\u003c/p>\n\u003cp>\u003cstrong>WHY ISN'T ARTS INTEGRATION MORE POPULAR?\u003c/strong>\u003c/p>\n\u003cp>As with most deviations from what has been done in schools for hundreds of years, many teachers see art as secondary to the academic standards they must get through. Even Peterson said she feels that pressure, but she knows she can teach the standards through art in a way that also gives students some independence to stretch their creativity.\u003c/p>\n\u003cp>Arts integration can also be a hard model for teachers to buy into if they don’t feel like they themselves are competent artists. “Art scares people who are not in the arts,” said Michelle Baldwin, a lead teacher at the private Anastasis Academy, where art is central to everything done in the classroom. “If they don’t have a lot of experience or don’t feel like they are good at anything in the arts, it becomes a personal insecurity issue.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"t0ZqydxthQvN56y6URShuHrwr3ZCTjgS\"]\u003c/p>\n\u003cp>But she points out that teachers don’t have to be experts to open up the door for students. There are experts willing to share their knowledge online, not to mention collaborations with local and state arts organizations to support this kind of work.\u003c/p>\n\u003cp>Elizabeth Peterson often feels out of her depth in visual arts, but that doesn't mean she discourages it in her class. “I’m not a very good illustrator, but if you bring it into your classroom, some of your students might be,” she said. “Having an atmosphere of being open to various art forms is all your students need.”\u003c/p>\n\u003cp>Despite calls for more art in schools, artistic ability often isn’t recognized as a skill equal to computer coding or engineering by society. Many parents want their kids to study something that clearly leads to a stable job. Until the arts are held in high esteem, they will always come second in traditional schools, Baldwin said.\u003c/p>\n\u003cp>“Even if parents say they value the arts, they still have that ingrained industrial method of education that people have a hard time letting go of,” Baldwin said. And, in her opinion, it's very hard to be creative within the narrow limitations of what traditional school and its standards ask kids to do. “You can’t be creative when you are in a box, when you have no way to make your own choices and decisions,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Some teachers using an arts integration model, like Elizabeth Peterson, are working to help teachers understand how art can be built into any kind of classroom. A big part of that is being able to pitch the idea to administrators and defend what might look like some whacky practices to people who wander into the classroom on a given day.\u003c/p>\n\n","blocks":[],"excerpt":"Several schools, including ones in high-poverty areas, are making art critical to the learning of more academic subjects. They're seeing remarkable student improvement as a result of arts integration. ","status":"publish","parent":0,"modified":1421273327,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2034},"headData":{"title":"How Integrating Arts Into Other Subjects Makes Learning Come Alive | KQED","description":"Several schools, including ones in high-poverty areas, are making art critical to the learning of more academic subjects. They're seeing remarkable student improvement as a result of arts integration. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Integrating Arts Into Other Subjects Makes Learning Come Alive","datePublished":"2015-01-13T14:10:38.000Z","dateModified":"2015-01-14T22:08:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38576 http://blogs.kqed.org/mindshift/?p=38576","disqusUrl":"https://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/","disqusTitle":"How Integrating Arts Into Other Subjects Makes Learning Come Alive","path":"/mindshift/38576/how-integrating-arts-into-other-subjects-makes-learning-come-alive","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38971\" class=\"wp-caption alignnone\" style=\"max-width: 1301px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/8-Faces.png\">\u003cimg class=\"size-full wp-image-38971\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/8-Faces.png\" alt=\"Courtesy of Integrated Arts Academy at H.O. Wheeler. \" width=\"1301\" height=\"653\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces.png 1301w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-400x201.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-800x402.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-1180x592.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-768x385.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-320x161.png 320w\" sizes=\"(max-width: 1301px) 100vw, 1301px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students draw in the other half of self-portrait photographs extrapolating from what's visible. (Courtesy of \u003ca href=\"http://iaaartstudio.weebly.com/blog/self-portrait-value-studies\">Ada Leaphart/Integrated Arts Academy\u003c/a> at H.O. Wheeler.)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Art has long been recognized as an important part of a well-rounded education -- but when it comes down to setting budget priorities, the arts rarely rise to the top. Many public schools saw their visual, performing and musical arts programs cut completely during the last recession, despite the many \u003ca href=\"http://www.wjh.harvard.edu/~lds/pdfs/DanaSpelke.pdf\" target=\"_blank\">studies showing that exposure to the arts can help with academics\u003c/a> too. A few schools are taking the research to heart, weaving the arts into everything they do and finding that the approach not only boosts academic achievement but also promotes creativity, self-confidence and school pride.\u003c/p>\n\u003cp>The arts integration experiment at \u003ca href=\"http://iaa.bsd.schoolfusion.us/modules/cms/announce.phtml?sessionid=555cf67d5842ab53df3db6be37db3f8c\" target=\"_blank\">Integrated Arts Academy at H.O. Wheeler (IAA) in Burlington, Vermont\u003c/a>, started six years ago as an effort to break up socioeconomic imbalances in the district. Both the elementary schools in Burlington’s North End were failing and both had high levels of poverty (95 percent of IAA students qualified for free and reduced-price lunch), a large refugee population and lots of English-language learners. District leaders began having conversations with community members about turning Wheeler into a \u003ca href=\"http://integratedartsacademy.wordpress.com/\" target=\"_blank\">magnet school focused on both art and academics\u003c/a>.\u003c/p>\n\u003cp>What does art integration look like? Recently, a fourth-grade lesson on geometry examined the work of the famous Russian artist Wassily Kandinsky. The class talked about his work and then created their own art using angles in the style of Kandinsky. Students had to be able to identify the angles they’d used and point them out in their art.\u003c/p>\n\u003cp>“Higher analytical thinking and reasoning and student voice fit so well with the arts,” said Bobby Riley, the school’s principal. Teachers are seeing ways to make connections between subjects and watch as students find creative confidence and voice in their expression.\u003c/p>\n\u003cp>The school is seeing results from the experiment.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Arts integration seems to be the best form of differentiation out there because it taps into so many different interests and abilities and forms of learning.'\u003c/aside>\n\u003cp>Before IAA became an arts-integrated magnet school, only 17 percent of its third-graders were proficient in math on the NECAP test, Vermont’s standardized test. After five years, 66 percent met and achieved the standards. The school still has high levels of poverty, although now that poverty is less concentrated, and there are still high numbers of English-language learners and non-English speaking families. Riley says referrals to the office are almost nonexistent during arts integration periods, and students and their families are more engaged with the school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>IAA is still a public school, but now parents from outside the North End can choose to send their kids there. “Parents are interested in the arts model, interested in a different approach,” Riley said. The first year most kids still came from the neighborhood, but gradually the socioeconomic levels have evened out. Wealthier families are choosing to send their kids to IAA because of its program. Riley says the majority of students still walk to school -- it hasn't lost its sense of place in the community -- but now only about half the students qualify for lunch programs.\u003c/p>\n\u003cp>The program is also helping connect parents from immigrant communities to the school. “Art is a big part of many of their cultures, so I think they appreciate that experience,” Riley said. “I think they like the community vibe of the school.”\u003c/p>\n\u003cfigure id=\"attachment_38577\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Wheeler.jpg\">\u003cimg class=\"size-large wp-image-38577\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Wheeler-640x360.jpg\" alt=\"Kindergarteners at Wheeler paint the backdrop for their school photos. (Integrated Arts Academy at H.O Wheeler)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kindergartners at Wheeler paint the backdrop for their school photos. (Courtesy of Ada Leaphart/Integrated Arts Academy at H.O. Wheeler)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ART IS NOT EXTRA, IT'S INTEGRAL\u003c/strong>\u003c/p>\n\u003cp>Art is not a second thought at the Integrated Arts Academy (IAA). Instead, artistic learning goals are held up as equals to academic standards and teachers work hard to design lessons that highlight content through art.\u003c/p>\n\u003cp>“If you pick a subject area like science, social studies, math or literacy and you integrate it with an art form, what you do is connect the two and find ways to really integrate the two so they lean on each other,” said Judy Klima, an integrated arts coach at IAA. An arts specialist co-plans and co-teaches alongside the general education teacher to help ensure academic learning is happening through an art form and visa versa.\u003c/p>\n\u003cp>For example, one third-grade science unit on leaf classification integrated visual arts into science. The teaching team used the close observation of leaves in science to teach about realistic versus abstract art. Students drew realistic drawings based on a leaf’s edge pattern. Then they made abstract art based on the scientific qualities of the leaf.\u003c/p>\n\u003cp>“When you engage hands-on and you are creating your own learning, you are deepening your level of understanding about a specific topic,” Klima said. In this case, students thought differently both about classification and characteristics, as well as about the differences between art forms.\u003c/p>\n\u003cp>Teachers rotate through visual art forms, music, dance and theater. One fifth-grade class came up with dramatic renditions of the Revolutionary War. They used the facts in their social studies curriculum to build scripts and then discussed the dramatic connections through volume, tone of voice and perspective.\u003c/p>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_39000\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Arts-Integration-4.gif\">\u003cimg class=\"size-full wp-image-39000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Arts-Integration-4.gif\" alt=\"Courtesy of Ada Leaphart\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student explores angles inspired by Pablo Picasso and the Cubism movement. (Courtesy of \u003ca href=\"http://iaaartstudio.weebly.com/blog/cubism\">Ada Leaphart/Integrated Arts Academy\u003c/a> at H.O. Wheeler)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>TRANSITIONING TO AN ARTS FOCUS\u003c/strong>\u003c/p>\n\u003cp>The Integrated Arts Academy's success has come with a lot of hard work. “If you taught in a traditional method and then you come to arts integration, you have to change everything,” Klima said. “You really have to understand creativity and that it’s critical to students’ understanding.” While all IAA teachers were given the option to stay at the school when it became a magnet, some chose to leave.\u003c/p>\n\u003cp>“The classroom is a teacher’s island,” Riley said. “They have their students and their curriculum, teaching the way they teach. The arts integration really pushed us to collaborate. Opening up our practice and reflecting on it is a big part of what we do.” He said that’s not the norm at many U.S. schools. And that’s why he knows the collaboration necessary to integrate arts into academics doesn’t necessarily come naturally to many people.\u003c/p>\n\u003cfigure id=\"attachment_39001\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Arts-Integration-5.gif\">\u003cimg class=\"size-medium wp-image-39001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Arts-Integration-5-300x451.gif\" alt=\"Courtesy of Ada Leaphart\" width=\"300\" height=\"451\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">(Courtesy of Ada Leaphart/Integrated Arts Academy at H.O. Wheeler)\u003c/figcaption>\u003c/figure>\n\u003cp>In his role as school leader, Riley has focused on building up educators’ capacity to effectively collaborate. “You can’t just tell people to collaborate,” he said. “You have to put the structures and skill-building in place.” IAA has two teacher retreats a year where teachers create art and try out lessons together. It’s a time for community-building and collaboration, a space for teachers to stretch themselves as artists, too.\u003c/p>\n\u003cp>The school has also formed strong partnerships with the arts community in Burlington, taking advantage of its expertise through artist-in-residency programs and in turn helping to create a more vibrant arts scene. They’ve even started bringing graduate students in from across the state interested to learn and practice arts-integration strategies. While only in its second year, Riley hopes the Art Connect program can help spread these ideas to schools where participating teachers land.\u003c/p>\n\u003cp>\u003cstrong>ART AS DIFFERENTIATING TACTIC\u003c/strong>\u003c/p>\n\u003cp>At Cashman Elementary School in Amesbury, Massachusetts, Elizabeth Peterson doesn’t have the benefit of a schoolwide focus on arts integration to bolster her commitment to the practice. But she perseveres because she sees the approach making a difference for her fourth-grade students.\u003c/p>\n\u003cp>“I have to keep remembering and reminding myself that this is one of the best avenues to take. Because when kids are learning through the arts, they end up getting a deeper understanding and the concepts end up sticking much better,” Peterson said. Her strong suit is music -- she used to teach piano. When she went back to the general education classroom, she thought music could bring some joy and creativity to the academics she taught.\u003c/p>\n\u003cp>Peterson might ask her students to listen to \"Sabre Dance\" by Aram Khachaturian several times, often during snacks or at another transition time. As a class they talk about the dynamics of the music, its tempo and instrumentation. Then students draw cartoons illustrating a story they’ve developed based on their interpretation of the music. Peterson asks students to develop a setting, plot and storyline, ultimately having them write out their story.\u003c/p>\n\u003cp>“They’re definitely more invested because they’re pulling from their own experience and it’s their own interpretation,” Peterson said. They write elaborate stories and then talk about the differences in each student’s interpretation of the music.\u003c/p>\n\u003cp>“Arts integration seems to be the best form of differentiation out there because it taps into so many different interests and abilities and forms of learning,” Peterson said. In the writing example, kids who hate writing happily develop complicated storylines and write pages upon pages of their own ideas.\u003c/p>\n\u003cp>\u003cstrong>WHY ISN'T ARTS INTEGRATION MORE POPULAR?\u003c/strong>\u003c/p>\n\u003cp>As with most deviations from what has been done in schools for hundreds of years, many teachers see art as secondary to the academic standards they must get through. Even Peterson said she feels that pressure, but she knows she can teach the standards through art in a way that also gives students some independence to stretch their creativity.\u003c/p>\n\u003cp>Arts integration can also be a hard model for teachers to buy into if they don’t feel like they themselves are competent artists. “Art scares people who are not in the arts,” said Michelle Baldwin, a lead teacher at the private Anastasis Academy, where art is central to everything done in the classroom. “If they don’t have a lot of experience or don’t feel like they are good at anything in the arts, it becomes a personal insecurity issue.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But she points out that teachers don’t have to be experts to open up the door for students. There are experts willing to share their knowledge online, not to mention collaborations with local and state arts organizations to support this kind of work.\u003c/p>\n\u003cp>Elizabeth Peterson often feels out of her depth in visual arts, but that doesn't mean she discourages it in her class. “I’m not a very good illustrator, but if you bring it into your classroom, some of your students might be,” she said. “Having an atmosphere of being open to various art forms is all your students need.”\u003c/p>\n\u003cp>Despite calls for more art in schools, artistic ability often isn’t recognized as a skill equal to computer coding or engineering by society. Many parents want their kids to study something that clearly leads to a stable job. Until the arts are held in high esteem, they will always come second in traditional schools, Baldwin said.\u003c/p>\n\u003cp>“Even if parents say they value the arts, they still have that ingrained industrial method of education that people have a hard time letting go of,” Baldwin said. And, in her opinion, it's very hard to be creative within the narrow limitations of what traditional school and its standards ask kids to do. “You can’t be creative when you are in a box, when you have no way to make your own choices and decisions,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some teachers using an arts integration model, like Elizabeth Peterson, are working to help teachers understand how art can be built into any kind of classroom. A big part of that is being able to pitch the idea to administrators and defend what might look like some whacky practices to people who wander into the classroom on a given day.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38576/how-integrating-arts-into-other-subjects-makes-learning-come-alive","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_950","mindshift_20784","mindshift_1040","mindshift_20789"],"featImg":"mindshift_38972","label":"mindshift"},"mindshift_35349":{"type":"posts","id":"mindshift_35349","meta":{"index":"posts_1591205157","site":"mindshift","id":"35349","score":null,"sort":[1398802132000]},"guestAuthors":[],"slug":"why-extra-curricular-activities-are-not-extra","title":"Why Extra Curricular Activities Are Not Extra","publishDate":1398802132,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The push towards employable skills like math and science is filtering down to the youngest students in the U.S. With tight school budgets to manage, school administrators are cutting music, art and foreign language programs first, despite robust research showing that training in these \"extra\" subjects is actually crucial to students' development. In her \u003ca href=\"http://www.usnews.com/opinion/articles/2014/04/28/music-art-and-language-programs-in-schools-have-long-lasting-benefits\" target=\"_blank\">U.S. News and World Report article\u003c/a>, Stacey Boyd explains the research:\u003c/p>\n\u003cp>\"Take music as an example. A study by Virginia Penhune at Concordia University shows that musical training, particularly instrumental training, produces long lasting changes in motor abilities and brain structure. The earlier a child starts instrumental training, the stronger the connection between the right and left hemispheres of the brain. These changes last into adulthood and are proven to affect the ability to listen and communicate as an adult. Nina Krauss, a cognitive neuroscientist at Northwestern University, just released a study that older adults who took music lessons at a young age can process the sounds of speech faster than those who did not, even if they haven’t picked up an instrument in 40 years.\"\u003cbr>\nhttp://www.usnews.com/opinion/articles/2014/04/28/music-art-and-language-programs-in-schools-have-long-lasting-benefits\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"School districts have been quick to cut music and art programs when budgets get tight, focusing instead on \"employable\" skills like math and science. But there's a strong body of research indicating that neglecting the arts in school puts students at a cognitive disadvantage throughout life.","status":"publish","parent":0,"modified":1456257318,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":206},"headData":{"title":"Why Extra Curricular Activities Are Not Extra | KQED","description":"School districts have been quick to cut music and art programs when budgets get tight, focusing instead on "employable" skills like math and science. But there's a strong body of research indicating that neglecting the arts in school puts students at a cognitive disadvantage throughout life.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Extra Curricular Activities Are Not Extra","datePublished":"2014-04-29T20:08:52.000Z","dateModified":"2016-02-23T19:55:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"35349 http://blogs.kqed.org/mindshift/?p=35349","disqusUrl":"https://ww2.kqed.org/mindshift/2014/04/29/why-extra-curricular-activities-are-not-extra/","disqusTitle":"Why Extra Curricular Activities Are Not Extra","path":"/mindshift/35349/why-extra-curricular-activities-are-not-extra","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The push towards employable skills like math and science is filtering down to the youngest students in the U.S. With tight school budgets to manage, school administrators are cutting music, art and foreign language programs first, despite robust research showing that training in these \"extra\" subjects is actually crucial to students' development. In her \u003ca href=\"http://www.usnews.com/opinion/articles/2014/04/28/music-art-and-language-programs-in-schools-have-long-lasting-benefits\" target=\"_blank\">U.S. News and World Report article\u003c/a>, Stacey Boyd explains the research:\u003c/p>\n\u003cp>\"Take music as an example. A study by Virginia Penhune at Concordia University shows that musical training, particularly instrumental training, produces long lasting changes in motor abilities and brain structure. The earlier a child starts instrumental training, the stronger the connection between the right and left hemispheres of the brain. These changes last into adulthood and are proven to affect the ability to listen and communicate as an adult. Nina Krauss, a cognitive neuroscientist at Northwestern University, just released a study that older adults who took music lessons at a young age can process the sounds of speech faster than those who did not, even if they haven’t picked up an instrument in 40 years.\"\u003cbr>\nhttp://www.usnews.com/opinion/articles/2014/04/28/music-art-and-language-programs-in-schools-have-long-lasting-benefits\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35349/why-extra-curricular-activities-are-not-extra","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_950","mindshift_46"],"featImg":"mindshift_34965","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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