917 "C" Street
San Rafael, California 94901
by YIA Mentor Artist Suraya Keating
As I entered Ms. Peter’s class for the first time, I am struck by the friendliness of the staff, the relaxed atmosphere of the classroom, the authenticity of the students. Each of Ms. Peter’s six students at Redwood High has a special need of some sort, as well as many special gifts. It is my role, as a teaching artist with these students, to bring out their special gifts – to identify and nourish whatever talent, potentials and joys each student possesses. Whether working in a mainstream classroom or a special need classroom, this is no easy task. I take this challenge quite seriously , and with hope in my heart that in the time we have allotted to work together, each student will be able recognized for his/her gifts and contributions.
While I have been hired to teach a theater residency, classroom teacher Ms. Peter is very flexible, and gives me space to teach in whatever way most creates a bridge with the students. As the first few weeks go by, I notice that 4 or the 6 students are mostly non-verbal. While they seem to enjoy simple theater warm-ups, my repertoire of activities that I often use in special needs classes is not landing in the way I am accustomed to. Knowing that flexibility is key to effective teaching, I realize it is time to change direction.
I have noticed that ALL 6 of the 6 students share one thing in common: a love of music and movement. Whenever I use music in our warm-ups, smiles arise on their faces, and I realize something important has happened: I have found a bridge. About a month into the residency, with the support of the classroom teacher, I shift from focusing on theater to focusing on dance and movement. As we explore dance for the next few months, I see each student come alive in different ways. “Sara” gets her groove on with upbeat music, and adores being the leader in pairs’ mirror dances. “Calvin” loves shouting out and practicing whatever dance principles we are working on during a particular day, such as “big vs. small movements,” “sustained vs. staccato movements” or “straight vs. twisted shapes.”
As is the case with VSA residencies this year, at some point a group of about 10 mainstream students (this time from Mr. Berkowitz’s drama class) join the dance program. Integrating the mainstream students into class seems to inspire everyone: the students with special needs and the mainstream students get to explore various dance principles in duos, in small groups, and in the large group. When the music comes on and students are invited to explore moving in straight or zig zag lines, or with slow or fast tempos, and in many other ways, I see smiles come to their faces as they explore how their own bodies move, as well as how they move in connection to others. Students are mutually supporting one another, acknowledging each others’ strengths, and supporting one another when there is a challenge. I feel grateful to work among students who at a young age seem already so capable of doing with one another what I aspire to do with each of them: to bring out and celebrate each other’s gifts.
“By My Side.” The original show created by students in Mr. Lovejoy’s class at Tam High feels appropriately titled. The show is about several characters taking a journey – a journey that is taken both alone and together. I am reminded that the creation of this show itself has been a journey – a journey that has been unique to each individual in our group, and at the same time a shared experience. Who we have had “by our sides” in this journey has fundamentally shaped our experience the journey itself. If you have ever gone on a road trip with someone whom you didn’t know very well, then you may know what I am talking about when I say that who you have by your side can completely change your experience!
In working as one of the drama facilitators, along with Melissa Briggs, at Tam High this year, I am grateful to share that the amount of support and encouragement given to each of the students in Mr. Lovejoy’s Special Day Class has been outstanding, AND the students themselves have consistently showed up for each other in a way that has supported each other’s experience. It is no small task – the act of creating a show from nothing – with students of varying special needs as well as mainstream students working together – while co-facilitating the drama program with another instructor. And yet, the atmosphere of support, trust and absolute belief in one another made the experience at Tam High one which flowed almost effortlessly.
The lesson that I take from this is an important one: when we surround ourselves with people who believe in us, who positively support and encourage us – when we choose to have those people “by our side” – anything is possible. My wish is that all young children, teens and people of all ages receive this kind of support in their lives!
Dancing Samba Reggae
Recently, families from Harding Elementary School in El Cerrito joined Youth in Arts Mentor Artists in a Passport Art Event. Participants received a paper “passport” and traveled to various countries and exploring their art forms during this evening event.
Outside the Multipurpose room we danced to the beats of Brazilian Samba Reggae with YIA Mentor Artist Stephanie Bastos. Stephanie has been teaching dance in the K-3 classrooms throughout the school year and during this event students, parents and siblings got the opportunity to dance together with her.
Persian Classical Dance
There were many moments of dance solos that were not to be missed! Inside, we swayed to the melodies and rhythms of Persian Classical Dance with YIA Mentor Artist Shahrzad Khorsandi. Dancers got to use beautifully decorated scarves to highlight the dance movements. We also learned about the instrumentation with live music provided by Pourya Khademi.
Chinese Brush Painting with Julia and Miko
Utilizing special rice paper and bamboo brushes, YIA Mentor Artists Julia James and Miko Lee led participants in Chinese Brush Painting techniques to create beautiful paintings of bamboo. Artists also learned how to make their special “chop” or, signature in the corner of their painting.
We also created tin medallions representing our Mayan Nahual or, birth sign. Using the Mayan Calendar, each person calculates their Nahual, which indicates the “essence” of their spirit according to Mayan beliefs. We used wooden stylus to etch in the outline of our Nahual and colored them with markers.
Youth in Arts is thankful to all of the families staff and friends who showed up
Making Nahuales with Angela and Sophie
and traveled the world with us! We look forward to continuing our day-time programs in K-6th grades which will culminate in sharing events later this month. YIA Mentor Artist Thomas Arndt is teaching theater classes during school as well as in a special after school group dedicated to writing, producing and performing an original theater piece that addresses issues of acceptance, friendship, appreciating differences and being true to yourself. Stay tuned for a performance date!
Thank you to the Thomas J. Long Foundation for making this program possible! With their support, we are able to provide financial aid for year-long arts programming at Harding Elementary and celebrate our diversity and expression in many forms!
To find out how you can bring this to your community, click here.
The students in Ms. Stuart’s class for 3-5th grade students with special needs have something in common: they love to play. What is it about play that makes it such a powerful learning tool for youth? In my theatre residency at Vallecito, they have exercised their ability to play well while cultivating imagination, focus skills, body and vocal expressiveness, and the ability to work together as a team.
At the start of our 10 week residency, Ms. Stuart’s students were very enthusiastic about drama, and eagerly “played” with each other using theatre games such as move and freeze, pantomime and the group mirror game. Students moved as their favorite animals, portraying cats, dolphins, birds, elephants and others, and then told and acted out stories about these animals. They told stories of animals who wanted to make friends, animals who needed help, animals who were happy, and animals who loved their families.
By the middle of the residency, after students had some practice with storytelling, we chose puppetry as a way to deepen their storytelling and story enactment skills. Each of the youth created his/her own puppet that embodied an animal or a hero/heroine that he/she wanted to portray. Puppet interviews followed, and during these interviews we learned lots about these puppet characters! For example, one student, Carl, created a puppet with a magic eye that could see into the minds of all creatures. Another student, Amber, created a bird puppet with many wings that could fly animals who were hurt to any hospital in the world so that they could get help.
In the end of the residency, students playfully enacted scenes with their puppets. As so often happens, these scenes were full of real-life themes and lessons. In one of those scenes, an elephant puppet named Ray was sad that his friends had left town, and asked for help from a monkey puppet named Chris. The monkey puppet offered to help cheer Ray up by sharing his snack and inviting him to play a game of catch. In the puppet world, as in the human world, the power of play to help us solve problems is an invaluable tool. It is certainly a tool used and cherished by the youth I worked with at Vallecito, and a tool whose value will continue with every new child born on our planet. Thanks to the youth who remind us about the power of play!
YIA Mentor Artist: Suraya Keating
Theatre Arts Residency Spring 2013
Seventh grade students at Davidson Middle School enjoyed a fun theatre workshop with Mentor Artist Melissa Briggs.
Students in the Shakespeare Workshop with Melissa
During the Renaissance curriculum, history teachers Mr. Snow and Mr. Cosgriff invited Melissa to reinforce their lessons with an emphasis on the role of William Shakespeare in the cultural ‘rebirth‘ that reinvented Europe and England in the 14th-17th centuries. Students explored the Bard’s role in the Renaissance. They discussed how the timing was perfect for Will because of the growing popularization of theatre as wealthy merchants became patrons of the arts at the same time that the feudal order broke down allowing peasants leisure time to spend as they pleased – watching plays! Kids examined the vernacular language of the era and made many connections to their own generation’s commonly spoken language. Up on their feet, the young actors played an exciting games that mined the rich material of Shakespeare’s many plays.
A famous Shakespearean death scene
Lessons highlighted Shakespeare’s history plays and reviewed curriculum key words and dates. Melissa demystified the “weird and old fashioned” language of the late 1500 and early 1600′s by encouraging thoughtful group analysis that drew thematic parallels to the students appreciation of their own contemporary lyric artists, from Lauren Hill to Kanye West. Finally, students performed a key scene from each act of Shakespeare’s Romeo and Juliet; the young actors and directors staged the whole play in tableaux, a dramatic technique (popular in the Renaissance) that tells an action story through a still (or frozen) picture.
Davidson student practices her "tableaux" pose
As you can tell by these images, it was a joy to work with the students and teachers and Davidson!
Youth in Arts is offering three professional-level apprenticeships for young artists who would like to gain experience as a teaching artist and work as an apprentice. Apprentices must be enrolled in college or an equivalent educational program, have a documented disability and be of ages 18-25.
Apprentices will assist Mentor Artists (some of whom are also individuals with disabilities) in teaching dance, theater or visual art through “Arts Unite Us,” an innovative project at Harding Elementary in El Cerrito, California, that brings K-5 students with and without disabilities together to create original art side-by-side.
“Arts Unite Us” Apprentices will have a unique opportunity to acquire direct experience teaching the arts, while also serving as role models for children participating in the Harding project. Apprentices will also attend workshops in classroom management, arts teaching techniques, working with learners of all abilities, documenting student learning in the arts and developing a professional portfolio.
The project will take place from February to August of 2012.
We are offering 3 apprenticeship positions in Dance and Theater. These apprenticeships are offered by Youth in Arts through the Rosemary Kennedy Internship Initiative. A stipend will be provided for each apprentice selected for the program.
Application Deadline: April 5th, 2012
If you would like to apply for this apprenticeship, you may do so by filling out our online form.
Contact: Nydia Gonzalez at email@example.com
“We can work together!” wrote the students, and work together they did!
Mr. Lovejoy’s Special Day Class at Mt. Tam High School devised, wrote, directed and performed an original play called The Super Sensational Nine with guidance from VSA arts YIA Mentor Artist Melissa Briggs.
LEARN – About Theatre
The adapted Drama course began with theatre games through which they learned the elements of performance and playwriting. Students loved warming up their bodies, voices and imaginations every session and remained enthusiastic and flexible throughout this intensive and fast-moving residency.
IMAGINE – The Message
Together they chose the message, or central dramatic theme, for their piece, “its important to be a good son/daughter & role model.” The class was excited to voice how we all “get mad and stressed” but that “we can grow”. Sometimes we are influenced by constraints placed on us, and sometimes by those we place on ourselves but we have to “work together” to be “role models” for each other, our families and our own selves.
WRITE – The Play
In their play, this class of dynamic teens of different abilities confronted those constraints and created a story about seven superheroes who work together to show two supervillians how to “look inside” for the “good inside” them.
Students learned about character development by analyzing their own strengths as well as their unique personality and physical traits. They created superhero Alter Egos built on those strengths. See the Mt Tam Heroes Student Worksheets.
The two supervillians emerged from the story’s need for conflict, the defining element of dramatic playwriting. In the resolution of this short play, the supervillians choose to stop using their “powers for bad” and begin “using them for good” becoming Superheroes! Take a look at the Super Sensational Nine script.
DESIGN – The Production
After crafting detailed character descriptions and awesome names for their superheroes, the Mt. Tam High students chose music and choreographed an energetic superhero movement dance to introduce each character.
A student in the class who is a gifted artist created a cape template; his classmates used this drawing as the foundation of their costume design. With more resources these detailed sketches could have become actual costumes!
The actors blocked their play, with Melissa’s direction, and memorized their lines, created props and chose clothes to wear that matched their superhero colors. Mr.Lovejoy is an amazing teacher and his help throughout was integral to the project. He connected us with Ben Cleveland in the Drama Department at the school who allowed us to perform at the campus main stage, the Daniel Caldwell Performing Arts Center.
The Super Sensational Nine was a huge hit! Every student was committed and participatory. This group of teenagers with diverse abilities brought passion and patience to their collaboration, ultimately encouraging us all through their play to “Look again. Look again. See the good. Inside you.”
As amazing as this experience was… it is just the beginning! Next year, this class of talented young artists will be working with the Tam High School theater department to create a collaborative theater peice through our Arts Unite Us program. Stay tuned!!
Mentor Artist Eliot Fintushel worked with second graders at San Ramon Elementary School to explore and expand the very depths of their imaginations. Following are just a few of the wonderful theater games introduced to the students by Eliot in his six weeks of workshops with them.
Just like that, the broom, once a hat, has become a sword.
Circle story--each says a sentence, and all unfolds.
This was Eliot’s seventh year with the second graders at San Ramon.