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917 "C" Street
San Rafael, California 94901
(415) 457-4878
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Sing Along for Autism Awareness Month

Youth in Arts new CD

Youth in Arts new CD

April is Autism Awareness Month.  Youth in Arts is the only arts education provider to special day and severely handicapped classrooms in Marin. We also provide arts programming at Oak Hill School which is focused on students with autism from 5-22 years old.

Check out this CD C’mon Everybody! which was produced with support from FirstFive Marin as part of a special workshop for families with children on the autistic spectrum.

C’mon Everybody! features original music composed by Youth in Arts Mentor Artist Miguel Martinez and featuring performances by additional YIA Mentor Artists Nydia Gonzalez and Hannah Dworkin. Songs encouraging response to direction, social behavior and language acquisition. It is fun and accessible for developmentally typical PreK children, as well as children with cognitive or developmental delays.

Come into our YIA shop on 917 C Street to buy the CD, or you can get a free download of a couple of the songs here Good Morning My Love, and  King of the Beat.

Thank you to the Buck Family Fund of the MCF for supporting our programs reaching children of all abilities.

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Experimenting with Materials at Braun High School

Mentor Artist Marty Meade worked again with the students of Braun Day Treatment to create expressive and unique works of art. (it’s her tenth year with YIA!) From Marty:

Braun High School is a Special Needs school for young people with emotional problems, supported with a clinical team.

I am just finishing another ‘blessed’ year with these students providing them a creative outlet to express their feelings, to explore something new, and to just have fun.  Besides offering a visual arts experience, I am also certified in Expressive Arts Therapy.

Students were able to explore acrylic paintings on canvas, watercolors and pastels.  Fused glass, and decorating sugar skulls. Each week they join me with enthusiasm and “what are we doing today, Marty”.  I have many who are reluctant to participate for fear of failure, but because of the variety of materials they slowly begin to participate.  Glass art is always a mystery, as they have no control over the finished piece.  Sugar skulls are just plain fun, as they are working with bright colored icings, and sugar.

The environment provides a safe place for these kids, but it takes patience as you plow through their resistance.  After a year of absolutely not wanting to participate, X, a beautiful young woman began to open up and express her feelings.   She was given a pumpkin shape, and I asked her to write some poetry… when she handed the finished piece to me there was a look of anxiety in her face.  When I read her words, I held back the tears, as she began to express sexual abuse at an early age.

A clinical staff person was with me, and we were able to work together as we sat with her privately.  I expressed how it made me feel, that she did not deserve this and that we were there for her. The following week, she returned to the classroom, but asked if she could just write, but stay in the classroom.  (That was fine with me).

I am grateful for Youth in Arts as they first provided my services to this school.   Additional funding is coming in to continue this weekly class, but one hour a week for art is still not enough.

Arts Unite Us is Youth in Arts program tailored for students in school with special needs. Youth in Arts is the only consistent provider of arts for special education programs in Marin.

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Thank you to the Buck Family Fund of the Marin Community Foundation for supporting this program.

Arts Unite Us Once Again

20150527_110823Once again our fabulous cast of Youth in Arts Mentor Artists created art, community and opportunities for students in the Bay Area.  Students in 25 Special Day Classes, Pre-K to Post-Secondary, explored techniques in Visual Art, Music, Dance and Theater and shared their talents with the community through culminating events.

The Arts Unite Us program aims to make high quality arts opportunities accessible to students of all abilities and to build understanding and acceptance in our communities.  This year students from Redwood High School, Harding Elementary and Mount Tamalpais High School participated in collaborative residencies in which students from Special Day Classes and General Education classes worked together to create art.

Teachers in the Special Day Classes we serve value the program and what YIA Mentor Artists bring to their classroom:

“I am always so blown away and impressed with all the skills learned by our students during Rachel, savannah hands smsizethe YIA sessions, but am especially impressed with the leadership skills, creative thinking, self-expression and artistic expression that our students learn. The YIA artists and lessons bring out skills in my students that I don’t always have the opportunity to bring out. Without the professional artists coming into our classes, we do not have the access to adults with these skills at our schools. Mainstream classes can be too impacted, and general education teachers are not always equipped to handle the needs of students with special needs in their classes. Having art activities that are tailored to meet our students needs enables all students to access curriculum and experiences that their general education peers receive.” SDC Teacher Rachel Hughes, Terra Linda High School

20150527_100036Under the guidance of YIA Mentor Artist William Rossel, students from Katie Peter’s Special Day class worked with students from the Band program and opened the music concert at Redwood High School with a percussion piece.  YIA Mentor Artist Melissa Briggs worked with Tam High’s Julianna Rees to lead students from Michael Lovejoy’s Special Day Class and Advanced Theater students in writing and performing an original play.  At Harding Elementary, YIA Mentor Artist Thomas Arndt lead a group of 40 students in writing, directing and performing a play that incorporated American Sign Language and featured students from Harding’s HOH (Hard of Hearing) program.

 

ASL Translator Paul says this about the program at Harding:20150401_105046

“I have truly enjoyed being a part of The Arts Unite Us program and watching HOH students as well as other students in the classroom where I work grow in confidence in their class room participation. Maya, the primary HOH student I work with rarely spoke up in class. This changed dramatically after she started participating in the program and after taking on a significant speaking part in the play. It is amazing to see how her and other students confidence begin to soar so quickly!”

IMG_20130603_112404Each of these experiences have left a lasting impact on the students involved.  Many students from Special Day Classes and HOH programs performed in front of their peers for the first time.  Many of the General Education students had their first experience interacting with their peers who have abilities that are different than their own, gaining understanding and empathy.

This is what a few General Education students had to say about that experience:

“I loved participating in this project.  I thought it was a great way for me to learn about people who have different abilities.  I learned that they have the ability to create great things.”

“It was really fun to meet and interact with the Special Ed class. They were so sweet and AUU flyerfriendly. I learned that some things that are easy to me are difficult to other people.”

“I had fun! I really enjoyed spending time with the [Special Ed] kids and would do it again.  I learned they often have interesting ways of thinking about things. It was interesting to hear their perspectives.”

“I learned that everyone is unique in their own way. Not everyone does the same moves or talks frequently.  I feel like I’ve learned so much about interacting with other people.”

As the creator and director of the Arts Unite Us program, I am so proud of the work we have done over the years and I have witnessed first hand the impacts that this program has had on students, teachers, artists and families.  This program has served as a catalyst for progress, acceptance, understanding and art making that will last a lifetime.

DSC02607This year, as I step down as Program Director, I pass the torch over to my colleagues at Youth in Arts so that they may continue to promote accessible programming for everyone in our community.  I would like to thank every artist, teacher, administrator and student who has participated in this program.  And, thank you to those who have provided much needed funding for this program, including Thomas J Long Foundation, The Green Foundation, Marin Community Foundation, Green Foundation, Marin Charitable, and Italian Street Painting Marin.

“Time (Travel) to Make a Difference” at Harding Elementary

20150319_143044This year, in the Arts Unite Us After-School Playwriting and Performance Group, we created an immensely powerful show about the need to celebrate diversity.  The story and themes were built over 15-weeks together of 2-hour sessions with a 38 member cast at Harding Elementary.  Once we had picked a topic and a frame (Time Travel and the Future), the students created short skits, which we used as fodder for our playwriting.

Starting in the bleak future, where it’s the law that your favorite color is GRAY, “The Futuristas” soon find themselves chased by robot enforcers for admitting that they love BLUE.  They are saved in the nick 20150401_102314of time by “The Time Traveling Triplets,” (played, ironically, NOT by the actual triplets who are in the class), and soon find themselves traveling through time (and space?) to learn their forgotten history.   Dinosaurs teach them lessons of bio-diversity, with the Spirits of the Really Past reminding The Futuristas “YOUR survival depends on YOUR diversity.”  Then they are swept into an era of Social Justice Heroes, from Martin Luther King Jr. to Rosa Parks to Audre Lorde to I. King Jordan (the first deaf president of Gallaudet University).  For the I. King Jordan piece, we had Paul, our interpreter, work with a hearing student who 20150401_103254has a passion for American Sign Language.  For her piece, Paul switched from interpreting in ASL to speaking out loud, and it was a joy to see some of the non-hearing kids in the front row of the audience light up as the actors began to speak their language.  ”DEAF PRESIDENT NOW!”

In the end, by celebrating diversity, the Futuristas were able to get people in the Present to commit to getting off their phones and connecting with each other in more direct ways.  When they finally returned to the future, April 1st (the day of our show) had become an international “Diversity Day!”

The process was one of community building and personal growth.  Many students in the class do not see themselves as actors or performers, but stepped up in big ways and let their voices be loud and proud.  After each performance, we had a “Talk-Back” session with the audience, inviting first the audience to give appreciations and then speak to what they learned from the show.  The actors then responded with how it felt to hear their work celebrated and it was clear that they all felt deeply proud of themselves for the work they had done.

We are excited to keep this program going, as it serves so many purposes from artistic expression to social-emotional skill building to team work.  I’m so proud of the Harding kids and wish them all a fabulous summer!

Thank you to the Thomas J Long Foundation and the Green Foundation for their continued support that makes this program possible!

Circles at San Jose Middle School

By YIA Mentor Artist Sophie Cooper

The final piece, inspired by Wassily Kandinsky's Color Study: Squares With Concentric Circles, will be hung in the classroom to brighten the lives of the students and staff. This

The final piece, inspired by Wassily Kandinsky’s Color Study: Squares With Concentric Circles, will be hung in the classroom to brighten the lives of the students and staff. Oil pastel and watercolor on canvas.

Inspired by Nature, College of Marin

By YIA Mentor Artist Sophie Cooper

“They Mean Something to Me”

Written by YIA Mentor Artist, Marty Meade

VSA Braun High School

 

Braun High School changed the Clinical component this year, and the approach to working with these “At Risk” Students is different.

MMeadeThese are Junior and Senior High School students who suffer from emotional problems.   Many have disruptive control issues, others suffer deep depression. My challenge, is how to connect with them as a group.  Those students with control issues need to be ‘reeled’ in, so that they do not sabotage those who suffer depression.

I prepared a variety of art projects that would not only help them to express what they cannot talk about, but those that would provide them to new skills:

Upside Drawing Exercise using Watercolors:  learning to see in a new way, and how to control a medium that is difficult.  These pieces were matted in pre-cut mats.

Canvas/Acrylic paintings:  using a medium that can be controlled. Some students used drafting tape to create straight lines and patterns.

Haunted House: a photograph of a classic haunted house evokes hidden feelings.  In this exercise, a child revealed that he was carrying a secret that he was NEVER going to reveal, and that he hadn’t ‘gotten sick’ yet.  Another student was able to use rainbow colors behind the house to communicate about being bisexual… In each incident, I shared this information with the Clinical staff

Sugar Skulls:  We talk about Day of the Dead being a universal celebration at this time of year… photoRemembering loved ones, and also to be thankful for the harvests that we receive at this time. We used Royal Icing and Candied sugar for this project. This project always brings up discussions about families, their beliefs, and members that have died.

Glass Fusing/Jewelry and Small Plates: I decided to do this project for two days, as not all of the students were sure of the results.  There was a particularly powerful breakthrough with a junior high school student named “Jerry”.  He has been off the wall each week, unable to sit in my group with out disrupting. I met with the Director and Jerry before we began and told him that we were using material that would be potentially dangerous (cut glass), and asked if he thought he could control himself enough to participate.  He shrugged his shoulder and the Director indicated that that meant “Yes.” When Jerry came in he joked a few minutes, but then asked me to show him how to cut glass. He watched closely, following the precise direction that he needed without cutting himself. A few minutes later, he was completely engaged, focused and creating two beautiful pieces. I called the Director to observe what was going on, as it had not happened all year, and suggested that he be given more hands-on experiences.

Moments like Jerry’s breakthrough, or moments when a student confides in me and accepts the fact that I have to report it because “they mean something to me,” is why I continue this work.

Thank you again for supporting me to do this valuable work.

Marty Meade

 

Weaving and Printmaking at Oak Hill

by Mentor Artist Gabrielle Gamboa

The young artists I have been working with at Oak Hill, a school for students with Autism and other learning differences, have been learning weaving and printmaking techniques with our last few sessions of the year.

Student work in progress.

Student work in progress.

Student weaving.

Student weaving.

A finished student weaving.

A finished student weaving.

Each student had a small personal loom. I brought a selection of richly textures yarn for students to chose from to weave bold patterns. We finished the weavings off with tassels we made, and mounted the weavings on sticks gathered on a walk. Weaving was just one option for the older group of students. Some chose to finish previous art projects.

One student weaves, another finishes a kaleidocycle, and a third sketches a personal logo.

One student weaves, another finishes a kaleidocycle, and a third sketches a personal logo.

A student draws a pattern on a kaleidocycle.

A student draws a pattern on a kaleidocycle.

The next group of projects involved printmaking. First we rolled ink on sheets of acrylic to make monotypes. We drew on some of our paper with oil pastel before printing for a layered result. Next, we made simple block prints, drawing on foam scratch sheets to make printing plates. We printed on top of some of our monotypes for more texture. The final project for the younger students was to combine both types of printing into a monoprint. They had developed strong printmaking skills by this time, and made bold color choices! The older students branched out even more for their final project, silkscreen printing. They made abstract designs using tape stencils, and made runs of colorful prints on beautiful Japanese printmaking paper.

Student printmaking.

Student printmaking.

Student monotype prints.

Student monotype prints.

Student monotypes and mono prints.

Student monotypes and mono prints.

Student monotypes and monoprints.

Student monotypes and monoprints.

Student pulling a screen print.

Student pulling a screen print.

I had a great semester at Oak Hill, and I am going to miss these dynamic young artists very much!

VSA Percussion at Venetia Valley

Enjoy this blog written by YIA Mentor Artist William Rossel about his recent residency in Erin Muldoon’s class at Venetia Valley Elementary School:

I have been very lucky to work with the students in Erin Muldoon’s class for 3 years now. We have been using music and percussion to reach some important goals, including communication skills and fine motor control, and I am proud to say all of the students have made great gains. Some of the goals that we’ve been working towards have been being able to reach and touch the musical icons on a schedule, or to hold onto mallets for drum-play. Other goals include being able to verbalize wants, or when that’s not possible to communicate through other means. For example, I ask each student to help me come up with a rhythm by choosing long or short notes and they have to annunciate which notes they’d like. We’ve made huge progress on both of these fronts (fine motor and verbal communication) with all of the students. It’s been really exciting to see.

Our typical musical exercises include beat counting/playing, call-and-response (i.e. taking turns), making/playing basic long-short patterns, jamming, and playing to recorded music. This last exercise is one of the most fun. Each week, I ask one student to share with us a musical artist that they like (Erin and the staff have it all down, playlists and everything) and we play their music and accompany it with our drums. It is super fun and it gives the students a chance to try to verbalize their wants and to participate in making music with their favorite artists.

In this school we had a great culminating event where we invited parents and other students to come watch what we do. It was a huge success and I’m so grateful that one of the moms loved it so much and saw the value of what we are doing that she funded another 5 sessions herself. So cool!

I am also so grateful to Erin and all of her staff which have always been nothing less than amazing! Looking forward to more!

YIA Mentor Artist William Rossel

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Young Artists Spring Into Action

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Marina Middle Schoolers ready for summer!

Spring is bouncing into summer and hundreds of young artists around the North Bay are finishing class projects and creating exhibits, performances and other artful events for family and friends with Youth in Arts.

Recent posts have highlighted Spring projects by K-Dub Williams’ students at Marina Middle School and Angela Baker’s students at Harding Elementary, in addition to the amazing work created by Suzanne Joyal’s kindergarteners at Loma Verde as part of the Walker Rezaian Creative HeArts program. Youth in Arts also produced a special “Passport Art Event” at Harding, and Nydia Gonzalez and Shawna Alapa’i concluding performing arts residencies at Ocean View Elementary in Albany and Sonoma Mountain Elementary.

Students of all abilities perform together at Tam High

Students of all abilities perform together at Tam High

In late May, Arts Unite Us “collaborative residency” projects at Harding and at Tam High School in Mill Valley wrapped up with terrific performances by all the students. Collaborative residencies bring together special education and general education students for shared arts experiences. At Harding, students wrote, directed and performed an original play “Lydia and the Land of Gee-Jo” around themes of Pollution, Bullying, Self Acceptance, New Beauty Standards and Taking Care of Each Other.  At Tam High , the original pilot site for the collaborative residency program, students from the Special Day Class and advanced Conservatory Theatre Ensemble worked with Mentor Artists Suraya Keating and Melissa Briggs to write and perform their original play, “By my Side,” which opened the school’s popular One Acts Festival.

Hip Hop at Bahia Vista with Kaitlin

Hip Hop at Bahia Vista with Kaitlin

Tommy Shepherd’s students at Wade Thomas put an exclamation mark on their rap and beatboxing residency with a performance of their original rap for their peers at school, and Kaitlin McGaw’s kindergarteners at Bahia Vista will soon perform a vocal music and hip hop show for their fourth grade buddies.

At Laurel Dell in San Rafael, Djenane Saint-Juste has been teaching students Caribbean dance around the theme of Kanaval (Carnivale), using costume pieces the students created this Fall with visual artist Gabby Gamboa. The students will perform in a grand parade with family and friends at the school’s big Fiesta del Sol event this weekend. And at Mary Silveira, Mentor Artist Julia James finished a successful year with a big art show featuring work by all her K-4 students in the program.

Youth in Arts award-winning `Til Dawn a cappella ensemble performed their annual Spring Concert at San

`Til Dawn 2014 Graduating Seniors

`Til Dawn 2014 Graduating Seniors

Domenico Hall of the Arts this past weekend–a big congratulations to all the performers for a wonderful show and a special shout out to our graduating seniors. We will miss you!

Also at San Domenico, Youth in Arts workshopped a new performance of “Goodnight Gorilla” on May 23 with music by Dee Spencer performed by a terrific band of Bay Area music educators and musicians who are working with us to develop the work into an educational performance piece for youth jazz bands.

Workshopping Goodnight Gorilla at San Domenico

Workshopping Goodnight Gorilla at San Domenico

You can see it’s been a very busy Spring, full of fabulous art and fabulous young artists. Watch this blog for more detailed reports on many of these projects in the weeks ahead and get ready to celebrate summer with Youth in Arts! Come see `Til Dawn at Youth in Arts night with the Pacifics, visit our Everything Under the Sun YIA Gallery exhibit, sign up for a unique summer camp program, check out the Mountain Play and benefit Youth in Arts with your ticket purchase, or join us for our gala Summer Solstice celebration at Studio 333 on June 21. We’d love to see you in person and share our work with you. Happy summer!

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