Youth in Arts was excited to offer two assemblies supported by funding from the California Arts Council to Davidson Middle School this Spring, tying into core learning goals for 6th – 8th grade Social Studies with arts integration techniques. For this program the Shahrzad Dance Ensemble, Director Shahrzad Khorsandi and four members of the ensemble, performed a special series of dances for the Persian New Year that had been choreographed and designed by Shahrzad over the last several years. Norouz (“New Day”), the Persian New Year, represents new beginnings, rebirth, and renewal. Shahrzad Dance Company’s Norouz program for 2019, Symbols of Love, brought into focus the true meaning behind this celebrated event and gave students the opportunity to learn about the music, traditions, and cultural relevance of the Iranian holiday today. The performance began with students learning several Persian Dance movements, such as Shokufeh (Blossom), where the dancer starts out with their arms at their sides, and then brings them up over head and back out to side palms up (like a blossom).
Students were also invited to participate in a modified rendition of the fire jumping tradition which is part of the Norouz celebration. Shahrzad explained that traditionally we will jump over fires, saying in Persian ” I give my yellow to you, you give your red to me”. This indicates a throwing away of sorrow, pain , suffering, anger and illnesses into the fire (yellow), in order to burn it and receive positive energy (red) from the fire.
Throughout the performance, dancers portrayed dynamic characteristics associated with the symbols of: Sabzeh (“Sprout”) which is symbolic for rebirth, Seeb (“Apple”) which is a symbol of health, Samanu (“Wheat Pudding”) which is a symbol of sweetness, Sekkeh (“Coins”) which is a symbol of wealth and prosperity, and Norouz (“New Day”).
These assemblies followed a three day cultural immersion series led by Shahrzad with participating classrooms in Fall 2018. During these workshops, Sharhzad sharing the geographical significance of the many regions in Iran/Persia, and how where each region is located within the country and what they are bordered by has affected the music and dance which can be found there. Students also learned about other types of Persian culture, such as the food, holidays, and traditions that are important to people across the country.
Youth in Arts would like to provide a special thank you to the California Arts Council for their support of this program!
This Spring, Youth in Arts Mentor Artist Eddie Madril brought the music, arts and culture of Native American dance to Hamilton Middle School. Part of the Pascua Yaqui tribe of Southern Arizona and Northern Sonora Mexico and active member of the Native American community, Eddie represents his culture as a dancer, singer, teacher, playwright and filmmaker and brings these skills with him to every school site he visits.
During his time at Hamilton, Eddie shared singing and dance with students as part of a special assembly to 6th through 8th grade students. Teachers were able to tie the curriculum to core Social Studies learning goals and valued the opportunity as much as their students did. Throughout the performance, Eddie explained the origins of movements in each dance, contextualized Native American History and the ongoing effects that state and national laws and regulations have on the 567 federally recognized tribes throughout the country, and offered a new perspective on the narratives we’re taught in school.
Following the assembly, Eddie visited the school’s two eighth grade classrooms to share more about his work. Students were given the opportunity to pose questions as a follow-up to some of the facts and experiences that Eddie shared during the performance, and participate in a hands-on workshop. During the workshop students, teachers, and school administrators were invited to learn different techniques for working with hoops. While demonstrating and guiding participants through the movements, Eddie shared important facts regarding how and why Hoop Dancing is an integral part of his Native experience, and the potential meanings that the symbol of the hoop encompasses.
Youth in Arts would like to provide a special thank you to the California Arts Council for their support of this program!
Youth in Arts Mentor Artist Shahrzad Khorsandi worked with 2nd grade students at Cornell Elementary School in Albany for the 3rd year in a row through Youth in Arts’ Artists in Schools program, introducing students to Persian culture through the music and dance of regions across Iran.
We began with a discussion on the geography of the Middle East and Iran, introducing students to each area with a sample of different folk dances from the various regions of the country. The first class ended with everyone learning how to do the two-handed Persian snap (always a favorite and a challenge both for the students and teachers), which we could use throughout the residency to cheer for our peers.
Throughout the eight-week residency, each of the 4 classes learned a dance specific to a region of Iran. In the process, we learned about rhythm and patterns of movement, linking our sessions to and shape-making and understanding lines through our bodies. We then turned these shapes and lines into spatial patterns on the dance floor. Each class also worked in small groups to create their own movement patterns that they would do in a section of the choreography. This process gave the kids the opportunity to do problem solving and work on social skills, and allowed for the development of their own creative expression.
The residency ended in a culminating student performance with costumes/accessories. The parents were invited and all four classes got a chance to see each other perform, with almost 200 family members and supporters of all ages participating as audience members. During the culminating student performance, Shahrzad shares: “We worked for weeks on traditional dance moves from across Persia. Today you will see mix of some of those traditional moves and also some contemporary moves that the students created all on their own. This mix of old and new is part of the show today. In traditional Persian dance all the females would be in long skirts, in today’s show everybody dresses in any way they want and everyone is celebrated. They learned to dance in groups and to collaborate.”
Shahrzad describes working with kids as a job that is rewarding and fulfilling. She remembers one particularly special moment at the end of this residency when a student who had been crying and frustrated the day before the performance because he thought the performance was going to be a “failure”, ran to her after the show and hugged her, smiling, saying, “We did a great job!” Later, as Shahrzad was reading the colorful Thank-you notes/drawings from the kids, she saw the drawing from that same student and cried. Below is the drawing.
Youth in Arts’ Mentor Artist Eddie Madril taught counter narratives to a group of Marin County teachers by sharing his experience as a member of the Native American community.
Madril is part of the Pascua Yaqui tribe of southern Arizona and northern Sonora Mexico and represents his culture as a dancer, singer, teacher, playwright and filmmaker. During his presentation, teachers experienced history differently and learned how to make a corn husk figure (not a doll). Madrid talked about how important it is to understand multiple perspectives, including how tribes historically cared for and respected the land where they lived and did not consider it something that could be bought and sold. He also explained that if there is only one student in a class who is Native, for example, that student should not be singled out or made to represent all Native American people. Teachers ended the day with a hoop dance.
“It’s critical for teachers to be able to hear counter-narratives to expand their teaching to reach all learners,” said Youth in Arts’ Executive Director Miko Lee. “It’s through these culturally responsive teaching practices that our students can learn about the world that we live in with a more balanced perspective.”
Madril has taught American Indian music at San Francisco State University and was a three-year recipient of the California Arts Council Artist-In-Residence grant. As a dancer and educator, he has performed throughout the western United States, including the San Francisco Ethnic Dance Festival and World Arts West’s arts education program People Like Me. He works with students to encourage the appreciation of and respect for American Indian dance, music, culture, history, art and sign language.
To review the hands-outs and suggested readings, go here.
Youth in Arts worked with the Marin County Office of Education to provide professional development courses like these. We are proud to announce a generous grant from the California Arts Council to provide for Eddie Madrill’s Assembly Performance and Workshops for Title 1 schools whose teachers attended the counter narrative training. Thanks also to Marin Community Foundation for supporting our work.
Youth in Arts kicked off an exciting semester of school-wide events at Olive Elementary School with two amazing days of dance and culture through our assembly and workshop program. Capoeira Mentor Artist Daniel Mattar and his International Capoeira Angola Foundation (ICAF) troupe spent a day with Olive Elementary School’s 3rd, 4th, and 5th grade students in early March, and Shahrzad Khorsandi and the Shahrzad Dance Ensemble led a fun and informative day of programming in April. In sharing the art of Capoeira with the students at Olive, Daniel and two additional Capoeira artists began by playing music on their hand-made Berimbaus made of gourds and one string, and a Pandeiros (tambourine) while engaging students in call and response songs in Portuguese. After their demonstration, they brought several kids up on stage to practice Capoeira while practicing their call and response songs.
Following the performance and demonstration, each 3rd-5th grade class participated in an interactive workshop led by Daniel and ICAF. We began with mastering the key movements and control necessary to take part in capoeira safely. Some of the movements that we learned were: Ginga, Aú, Balança, Macaco, and Negativa. We then put our new knowledge to use with team exercises and some games of capoeira with a partner!
During the second assembly with the Shahrzad Dance Ensemble, director Shahrzad Khorsandi and three members of the ensemble performed a special series of dances for the Persian New Year that had been choreographed and designed by Shahrzad over the last several years. Norouz (“New Day”), the Persian New Year, represents new beginnings, rebirth, and renewal. Shahrzad Dance Company’s Norouz program for 2019, Symbols of Love, brought into focus the true meaning behind this celebrated event and gave students the opportunity to learn about the music, traditions, and cultural relevance of the Iranian holiday today. Throughout the performance, dancers portrayed dynamic characteristics associated with the symbols of: Sabzeh (“Sprout”) which is symbolic for rebirth, Seeb (“Apple”) which is a symbol of health, Samanu (“Wheat Pudding”) which is a symbol of sweetness, Sekkeh (“Coins”) which is a symbol of wealth and prosperity, and Norouz (“New Day”).
Following the performance, participating classrooms returned for a hands-on workshop with Shahrzad. During the workshop, Sharhzad began by showing a map of the middle east in order to find Iran and talk about the geography of Iran/Persia and how this geography has affected the music and dances of each region. We then started with movements from Luristan in West Iran, followed by movements from Azerbaijan in Northwest Iran. During a brief break we learned the Beshkan, a one-handed Persian snap that creates a sound similar to snapping your fingers but much louder! After the break, we engaged in dance from the Bandar region near the Persian Gulf in Southern Iran and a Persian urban/social dance from Tehran, the capital, using contemporary Persian pop music. The students took turns coming out in the middle of the circle, 2 or 3 at a time, and practiced what they had learned throughout the day.
Youth in Arts is grateful for the collaboration of Principal Olynik, Olive Elementary’s exemplary 3rd-5th grade teachers, and the PTA for making these programs possible!
Shahrzad Khorsandi, a seasoned teacher and performer in Persian Dance, stepped out of her comfort zone into a new area this semester! She worked with two special day classes at Terra Linda High School through our Arts Unite Us program, teaching Persian dance and music. Though a bit nervous on the first day, she soon fit right in. With the help of the wonderful teachers at Terra Linda she engaged students, encouraging them to take part in playing percussive instruments and dancing and cheering each other on during the performances.
Shahrzad says of her experience, “Throughout the residency, we researched Persian culture, learning about various Persian instruments by watching videos of professional musicians playing the instruments”. Shahrzad was even able to bring in several instruments for the kids to see, touch, and play with. She adds, “We looked at the map of Iran and talked about the various regions of the country, and learned a sampling of various dance styles from each region. In the following weeks each of the two classes focused on one particular region, learning the choreography. While learning the movement patterns, we were exposed to concepts like making floor patterns with circles and line, and directional cues like facing our partner, or facing back or forward, etc.”
The residency culminated in a student performance. Parents were invited and both classes got to see each other perform. Shahrzad shares, “We had a great time and everyone did a wonderful job. It was interesting to see that some kids who seemed shy at first really hammed it up when faced with an audience. After the performance the audience was asked to join the performers in an improvisational social dance with Persian music. All in all, it was a hit!”
Thank you to VSA Kennedy Center, Marin County Office of Education, and the Marin Community Foundation for making these programs possible for our youth and community!
Youth in Art’s Mentor Artist, Risa Dye lead creative movement with the students at the Early Childhood Intervention Center at Marindale School in a ten week residency as part of the Arts Unite Us Program.
In this residency, we started with the basic structure of the brain dance created by Anne Green Gilbert through songs and movement. As Risa got more familiar with the children, she adapted her program to fit their needs and applied her creative and theatrical touches. Risa loosely explored dance concepts such as speed, levels and size through playful movement guiding songs. As the ten weeks progressed, the students became more and more familiar with her structure and expectations. They gained more ownership over the movement and everyone became more able to play within the structure of the songs.