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San Rafael, California 94901
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SING OUT! Raises Funds for Scholarships

It was a wonderful celebration of souls and sound when nearly 50 current and former`Til Dawn members took to the stage for the SING OUT! concert, raising over $5,000 for the group’s scholarship program, through ticket, raffle, food and beverage sales. The goal was to reach $2,020 at the event to celebrate the New Year, and the event far exceeded expectations!

The award-winning teen a cappella group performed at Osher Marin JCC in San Rafael on Dec. 29. More than 150 people attended the event to celebrate the current ensemble as well as `Still Dawn, comprised of former members.

Headliners Stevie Greenwell and Erin Honeywell started off the evening. The two sisters are both `Til Dawn alumni, and Stevie taught last spring in Youth in Arts’ Arts Unite Us program.

Stevie Greenwell performs with the Thrive Choir and the Jazz Mafia Choral Syndicate. She is the founder and director of the Thrive Community Choir and the artistic director of the Diablo Women’s Chorale, and on the faculties of Stanford Jazz Camp and Own the Mic.

Erin Honeywell is an award-winning Bay Area vocalist and songwriter. She plans to release a full album collaboration with her soul band OTIS, as well as more of her original music. She also teaches private voice and chorus at San Domenico school and co-founded Own the Mic, a camp for middle and high school students.

“The SING OUT! offers such a wonderfully unique experience,” shares Development Associate, Morgan Schauffler who organized the event. “You get to marvel at the talent of our current ‘Til Dawn-ers, and hear them harmonize with former group members, many of whom have gone on to become professional musicians. This year’s headliners brought such beautiful honesty and soul to the concert. What a great night!”

The SING OUT! is more than just a scholarship fundraiser – It truly is a family event. Past and present members came from across the country to attend, and most had family members in tow.

Renowned musician Austin Willacy is the longtime director of the group. He performs as a solo artist as well as with his own a cappella group,  The House Jacks.

Thank you to our food and beverage sponsors: Trader Joe’s San Rafael and Iron Springs Pub & Brewery , as well as our raffle prize donors: Bananas At Large, Salon Ciera, Johnny’s Doughnuts, and State Room Brewery.

Finally, thank you to our wonderful volunteer photographer Garrett Low!

Bay Area Educators Advocate for the Arts

At this month’s Arts Education Alliance of the Bay Area (AEABA) education policy roundtable Youth in Arts Executive Director Kristen Jacobson, who serves on the Board of Directors for the alliance, joined other arts leaders from the Bay Area to present on and discuss strategies for bringing more arts education to students throughout the Bay Area.

The convening was an opportunity for arts leaders from Marin, San Mateo, San Francisco, Contra Costa and Alameda counties to share their work on developing arts education master plans to improve accessibility for arts learning. Youth in Arts has been a leader in the development of Marin County’s Arts Education Plan. Its purpose is to provide a road map to ensure that every student in the county has access to a quality arts program. Other partners involved in the development of the plan include public schools, the county Office of Education, the Marin Community Foundation and community based organizations.

“After my long history as an arts educator and as well as recent experience as part of San Francisco Unified School District’s Arts Education Master Plan Advisory Committee, it’s been exciting as a Novato parent to join the team at Youth in Arts and dig into the momentum behind Marin County’s arts education plan, initiatives and partnerships, ” Kristen said. “An opportunity to have arts leaders from across the Bay Area in the same room to discuss successes, challenges and questions is an immense gift in my new leadership role.”

Kristen said the perception of Marin is that it is a place filled with resources and progressive policies. In reality, she said, there is a great inequality among its 18 school districts. Although she is glad the county has an arts plan, it does not include a timeline for implementation or accountability.

The Arts Education Alliance, which meets bimonthly to collectively address issues in arts education, is important because educators can discuss the challenges they face in light of budget cuts and changing policies. In discussing her work with the alliance, Kristen also stressed the importance that all arts advocates have a seat at the table.  She adds, “Asking tough questions and pushing difficult discussions are both important to the process. Though I’m new in my role I am thankful for my seat at the table; a fresh perspective can often bring to light new solutions and ideas,” she said.” I am looking forward to working in collaboration with the Marin Arts Education Plan team to continue to move the needle on arts provision for ALL of Marin’s students.”

 

Kindergarteners Build Playgrounds of the Future

What do we need to play? How can we make it? How can we work together? Kindergarteners at Laurel Dell Elementary School in San Rafael spent a wonderful day building imaginary playgrounds.

Using large pieces of black foam core board at each table, students applied skills they had previously learned about shaping paper. Twisting long strips around pencils made spirals; making feet with folds allowed them to make swings. Folding accordion style made the stairs they needed to climb to a slide.

 

The young artists also explored pattern but using paper with patterns and creating their own patterns on plain paper with pastels. Working with Youth in Arts Mentor Artist Cathy Bowman, we talked about other patterns we saw in the classroom and what connections we could make. How could we work together? How could we connect our ideas to make one playground?

The project offered rich opportunities for Social Emotional Learning through collaboration and sharing. When one little boy wanted shiny paper, several of his classmates offered him some. In another class, a student happily translated the instructions for her table mate, an English Language Learner. Teacher Alejandra Vazquez helped students connect the project to their real world experience by pointing to the blacktop outside their temporary classroom. If you could design the playground of your dreams, she asked, what would it look like? If you needed shade from the hot sun, how would you find it?

At Youth in Arts, we work hard to scaffold projects, building each week on skills learned earlier in the residency. The project was the second time students created playgrounds. Two weeks earlier. they made smaller, individual playgrounds; the following week they drew their own and a friend’s playground on paper,  figuring out how they could connect them.

At the end of class, students went on a gallery walk with their hands behind their back to look at each other’s art. We had a rich discussion about similarities we saw in color, shape and line and all the ways we can make connections.

The program is part of the Walker Rezaian Creative HeArts Fund created by Youth in Arts and the Rezaian family and generously supported by the Rezaians. It celebrates Walker’s life and love of the arts and is built around friendship and social emotional learning. How do we make and keep friends? What happens if we both want to build a slide in the same place? It gives children a chance to explore those and other questions in a safe, artistic place.

 

 

 

Fourth Graders as Architects and Designers

How do we build a tower? What makes us powerful? How can we build a bridge to connect our current and future selves? Fourth graders at Laurel Dell Elementary School considered these and other questions as they practiced design and build skills through Youth in Arts’ Architects in Schools program.

Through a 12-week residency with Mentor Artist Cathy Bowman, students measured, designed, built, and drew. They began the residency by coming up with five words to describe themselves and building “towers of power.” Each student received a four-inch square base and had to build within the constraints of that size. After building individual towers, they formed pairs and brainstormed ways to connect the towers as a single bridge.

The residency ended with the creation of tiny bridges within a wooden box, connecting their current and future selves. Students spent time brainstorming about what they wanted to be, any obstacles they needed to overcome, and what career they wish to pursue. They looked at bridges from around the world and considered how they were designed, taking into account strength and aesthetics. They developed visual images for each, such as books for a career as a librarian and a camera and globe for a future world traveler. The building materials were simple: toothpicks, buttons, Q-tips, paper scraps and other found objects.

“It was really exciting to see students improve from week to week, tackling each project with curiosity,” Cathy said. “It’s important to find as many ways as possible to support young people as they try to find out who they are and who they want to become.”

With the pilot project now in its fourth year, Youth in Arts placed mentor artists or teaching architects in K-5th grade classes at Laurel Dell Elementary School in San Rafael. Each grade’s curriculum builds on the previous year’s skills. As with all our programs, we strive to foster confidence, creativity and compassion in all learners by offering innovative programs and teaching multiple ways. The Architects in Schools program was launched in 2016 with Youth in Arts in collaboration with UC Berkeley’s Y-PLAN/Center for Cities + Schools .

We hope to expand this program to more sites in the future.

Engaging Students through Movement: Why I teach the brain dance

By Mentor Artist Cathy Bowman

This year, I decided to start all of my art classes with a Brain Dance, a series of movements developed by dance educator and author Anne Green Gilbert to wake up the brain and improve focus. Often I see students at the end or beginning of the day, when they are restless or tired.  My five-minute version of the Brain Dance helps reinvigorate them while focusing on re-mapping of brain-body connections.

Inevitably it’s the wiggly students, the ones who need it the most, who are the most resistant. As an introduction activity, the Brain Dance acts as a daily assessment tool for my students. Who is having trouble calming their body or mind? Who has trouble with cross lateral movements? Who confuses left and right? Even, how is their sense of self today? Watching them move gives me valuable information about what skills they may find challenging when it comes to art making or the level of engagement I may need to address.

The dance includes eight patterns of movement, starting and ending with the breath. Deep breathing is essential for all healthy bodies. When children are stressed, it’s no coincidence that they take short, shallow breaths. Starting and ending with belly breaths means more oxygen for young brains. From breath, the Brain Dance moves through the developmental patterns of movement (the movements we take in our first year after birth) to the most integrated pattern, cross-lateral connectivity. Cross-lateral is the pattern that crosses the four quadrants of the body (upper, lower, right, left) which supports higher thinking and even eye tracking used for reading and reading-readiness.

Recently I had a kindergartener who always wore a serious expression. Adrian solemnly watched his classmates do the Brain Dance, week after week, without joining in. On the seventh week, he spontaneously started participating in the warm up with a big smile on his face. Instead of saying “good job” or “well done” (vague) I looked for something specific in Adrian’s movements that I could point out, and others could follow.  He found confidence in his kinesthetic learning that day; and my acknowledgement of his effort (by name) reinforced his effort and ability. He became a positive role model for the rest of the class.

When I started doing the Brain Dance it felt uncomfortable for me, since I see myself as a visual artist rather than a dancer. But as we learn more about how children learn and absorb information in multiple ways, integrating different art forms makes sense. When Laurel Dell 2nd graders visited the YIA Gallery recently, they learned an extended version of the Brain Dance from Youth in Arts’ Executive Director Kristen Jacobson. I picked up some tips as well.

The Brain Dance also helps teachers stay centered and focused.  Who doesn’t need a belly breath during the day? You can learn more about the Brain Dance by viewing this video, Brain Dance, which is a part of Youth in Arts Digital Tool Kit.

Thank you to our very generous donors, sponsors and partners:

Shirl Buss Wins Pam Levine Award

 

 

We are excited to announce that architect Shirl Buss, who has helped develop Youth in Arts’ Architects in Schools program for elementary school children in Marin, has won the 2019 Pamela Levine award!

The Pamela Levine Arts Education Leadership Award was presented at the opening of the Inspire art exhibit at the YIA Gallery. Now in its fifth year, the Inspire exhibit showcases the personal work of teaching artists that was inspired by their work with students. Visual Arts Director Suzanne Joyal presented the award to Shirl on behalf of the Youth in Arts board and staff. The award is given to individuals for exceptional accomplishments in arts education in memory of Youth in Arts’ former Executive Director Pamela Levine.

I have had the pleasure of working with Shirl for the past four years, when she began teaching architecture at Laurel Dell. I have learned so much from her,” Suzanne said in an address to Shirl. “She clearly embodies Youth in Arts’ goals for learners: Creativity, Compassion and Confidence through arts learning. It is clear to all who work with you, Shirl, that you love what you do, and you love your students.” Suzanne continued. “The respect you have for creatives of all sizes is clear in every interaction you have with people.”

Shirl is a designer, planner and educator whose work focuses on children, youth and the built environment. She holds a masters in Early Childhood Development and an M.Arch and Ph.D from the UCLA Graduate School of Architecture and Urban Planning. Shirl is the Y-PLAN Elementary Director at the Center for Cities + Schools at UC Berkeley. At Laurel Dell Elementary School in San Rafael, she is a key member of a team of Youth in Arts Mentor Artists teaching design and build skills to 3rd, 4th, and 5th graders.

More than 60 people turned out for the celebration, many of them friends and colleagues who work with Buss in the East Bay. Also in attendance was Youth in Arts Executive Director Kristen Jacobson and Pepe Gonzalez, principal of Laurel Dell and Short elementary schools.

“If you guys saw the artwork that these kids have created – 3 Dimensional, to scale, not to scale … it’s everything that the Common Core was supposed to be,” Pepe said. “These kids are living it and breathing it and doing it every day.”

Suzanne also read comments from Laurel Dell students who have studied with Shirl: 

“Dear Ms. Buss, you taught me and my class how to speak in public, also how to be a creative scholar. You gave me the opportunity to think about my future chances,” wrote one student. 

Another wrote: “Dear Ms. Buss, you taught me to never give up. You make me happy.” 

Some students talked about how much Ms.Buss inspired them when they made model tree houses.

“Dear Ms. Buss, thank you for teaching me to be creative and bringing my imagination to another level,” one student wrote. “You are like a bird in the sky teaching kids to use their imagination.”

The Inspire exhibit is on display through Jan. 17 at the YIA Gallery, located at 917 C St. in the beautiful Downtown San Rafael Arts District. Regular gallery hours are Monday through Friday, 11 am. to 4 p.m. The Art Lab is always open when we are: children and grown-ups can come in and make art for free.

Exploring Feelings through Making Self Portraits

Creating self-portraits is a challenging – but important – way to explore feelings and emotions.

At Laurel Dell Elementary School in San Rafael, first graders started their self portrait journey by looking in the mirror and making different faces. In the first week, they drew five expressions: happy, sad, angry, surprised and scared. We made the faces together, then individually while looking in the mirror.

It was important to give students time to really look at themselves without the distraction of pencils and paper on the table. We felt the bones in our cheeks and noses and noticed details like eyebrows and hair. How is my hair different from yours? Students labeled each face they drew, practicing skills they use in academic subjects making diagrams.

The next week, we drew our own faces in pencil, using the whole page. Then we used black Sharpies on the best lines and added colored pencils. It was a great project to do before moving to our newly rebuilt old school around the corner after the holiday break.

This project was the end of a 12-week residency with Mentor Artist Cathy Bowman exploring how to make and keep friends and social-emotional skills. Self portraits by kindergarten and first graders will be on display at the YIA Gallery on April 10 as part of the annual Walker Rezaian Creative HeArts exhibition, now in its sixth year. The show celebrates the life of 5-year-old Walker Rezaian and his love of the arts and is part of a program funded by the Rezaian family.

Mixing Skin Tones

How do I make brown? How many different shades of brown can I make? Second graders at Short and Laurel Dell elementary schools practiced mixing colors using only the primaries red, yellow and blue plus white.

We worked with tempera paint, waxy black markers and mat board. First we traced our own hands and the hands of our table mates, overlapping to create interesting shapes. We mixed different browns carefully and painted in each area. It was fun to see how purple and yellow make a brown that is different from the brown that blue and orange makes. We used donated mat board instead of paper to give students a velvety and durable service on which to work. Mat board is especially helpful with children with learning differences as it offers a strong sensory response, and won’t crumple with lots of paint.

Working with Youth in Arts Mentor Artist Cathy Bowman, we have been exploring identity and our role in our communities and neighborhoods. The lesson followed a multi-week project in which students created richly detailed murals using collage papers, pastels and glue. In each class, we designed and envisioned our dream neighborhood after looking at artists Romare Bearden, Faith Ringgold and others.

Thank you to Lo Forti Fine Prints in San Anselmo for the generous donation of mat board.

Compassion and Confidence through Collaboration at Magnolia Park School

Concluding an Arts Unite Us residency at Magnolia Park School, Youth in Arts Mentor Artist Julia James and her students used their last day together to finish a collaborative painting they had been working on for over six weeks. The project began early on in the residency as students experimented with various tools and materials. Over the ten-week program, oil pastels, tempera paint, watercolors, rollers and different tools were used to make new textures and colors.

The first few layers of the painting demonstrated some of the early skill-building that students participated in. As we learned more about what materials were available and how to use them, we built upon our initial work using adaptive mark-making tools. Each week we practiced fine a gross-motor movement and built fine arts skills in color mixing, paint application, and decision-making.

On the last day of class, we gathered together to reflect on the artwork and come up with a title based on what we saw in our painting. We discussed the colors we had chosen, and thought collectively about what our artwork made us think about, and how it made us feel. During our conversation and throughout the residency, we worked on building our social emotional core competencies by exercising our sharing, listening, decision-making and collaboration skills.

Together, we decided that our classroom painting would be called, “The Story of the Leaf”. Can you see it too?

 

This program was made possible thanks to the generous support of our partners.

 

STEAM Field Trip to the YIA Gallery: Circles are Systems!

We love to connect with students in the Youth in Arts Gallery! The YIA Gallery is one of the few in the nation devoted solely to showcasing art by children.

Olive Elementary School kindergarten and first grade students visited the YIA Gallery recently for a field trip that explored shapes, systems and machines. Their teacher Emma Donovan had participated in this summer’s STEAM institute with Youth in Arts, the Marin County Office of Education and other experts. She wanted her students to have an experience connected to what she learned in the STEAM Institute.

“Our free field trips are a wonderful opportunity to tie classroom curriculum to arts learning,” said Youth in Arts’ Development Director Kelsey Rieger. “This experience was focused on STEAM with embodied learning teaching.”

Kelsey was joined by Visual Arts Director Suzanne Joyal and Mentor Artist Cathy Bowman. We took the students on a gallery walk to look at the child-created works in the gallery, followed by the Brain Dance to warm up. We talked about circles we could make sitting down, and circles we could see in the art. We made circles with our elbows and noses. In the YIA Studio, we sat in a big circle and learned about systems and machines, first by pushing a giant purple ball back and forth at different speeds. We noticed that a ball can’t move by itself. While holding hands, we also sent energy around the room with a silent squeeze. It took concentration and practice to not lose the squeeze.

The final exercise was a fun way to talk about machines. Students were proud to show what they knew about different kinds of machines, and what those machines could do. Suzanne started the exercise by making a machine motion and sound.  As she continued, the next volunteer joined her to make a sound and motion that connected to hers. More students joined in, each making a different sound and motion. In the end, we had a large human-made machine with noises and motions working together.

We talked about where our machines lived and what they could do. One group made a machine that made snowflakes and lived in the ocean; another imaginary machine  handled climate change in the desert.  We concluded the field trip by creating a machine which included everyone and was made of familiar sounds and motions: a train.

Field trips are 45 minutes and always feature an age-appropriate hands-on arts activity. Children also learn techniques for looking at and talking about art. For more information, contact Youth in Arts’ Program Director, Kelsey Rieger: kelsey@youthinarts.org or at (415) 457-4878 x110.

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