Laurel Dell’s 5th grade students have been invited to participate in the 2040 San Rafael General Plan planning process. The General Plan expresses the community’s vision of how and where our city will grow and change in the future. It’s an official document and covers topics such as housing, transportation, open space, arts and culture, natural resources, community design, public services, and safety. The intent of the General Plan is to envision how growth will be managed to protect the quality of life and make San Rafael more accessible, equitable, and vibrant for residents, businesses, and visitors.
The Plan is an opportunity for residents and leaders to think about and speak out about what we wish to preserve and what we wish to change. We will be adding youth voices to this process. The Plan will address issues that impact us all—including traffic, jobs, housing affordability, environmental quality, resilience, disaster preparedness, sea level rise, and public services. Once the General Plan is adopted, City Council, local commissions, and city staff use it to make day-to-day decisions about our future.
For the “Real World Challenge” portion of their architectural residency, students will work collaboratively in hands-on in-class studios with architects and planners from Youth in Arts and UC Berkeley’s Y-PLAN. We will build upon the work we did last year for the Resilient by Design Challenge. We will research and make proposals about San Rafael’s future—from a youthful, but informed perspective, with a special focus on selected areas of the city (downtown, canals, open space, etc.) We will incorporate the academic focus on earth systems and apply this research to our recommendations. The students will have an opportunity to present to the General Plan committee members.
The second Sunday in September has been designated by Congress since 2010 as the beginning of National Arts in Education Week. During this time, the field of arts education joins together in communities across the country to tell the story of the impact of the transformative power of the arts in education.
This year, Youth in Arts worked with colleagues to plan a dynamic and multifaceted celebration of National Arts in Education Week spanning the county and offering activities for students, teachers, parents and the general public. Educators and invested community members were invited to celebrate the launch of National Arts Education Week by attending the Kickoff Breakfast for Arts Now Marin with Youth In Arts, Marin County Office of Education, California Alliance for the Arts, Marin Community Foundation, Marin Center, and the rich Arts Community of Marin. Together we celebrated the accomplishments of our young artists and considered new ways to share the arts with more students in our communities. A special thanks goes out to everyone who made this event possible, and to all those who took time away from their important work to come together to consider the future of the arts in Marin County!
Mentor Artist Stephanie Bastos worked with every student at Laurel Dell Elementary School this Spring. Here are her thoughts:
I believe every child deserves quality arts education and schools like Laurel Dell Elementary strive to make it happen. My instruction there included Movement arts focusing on Brazilian Music and Dance that provided a rich experience for a community of mostly immigrant families. As a trilingual teaching artist having spent a lot of time in Brazil and throughout South America, I related to the kids and families by simply sharing my culture. I also have a disability that I do a presentation about for the learners so that they can see that every body can move and create.
The learners experienced a traditional dance class that includes a warm- up, skill building, and performance/ improvisation in small groups or individually. They also got to play drums and sing songs in Portuguese.
Laurel Dell celebrates their community every Spring with the Fiesta Del Sol: families and friends meet for a fun and music-filled day of dance and food. For the culminating event, students presented Samba Reggae choreography, Maculelé folklore- a traditional warrior dance and the beloved Capoeira- a game of movement, acrobatics, and song. I had the honor of entering a community full of love and simplicity that taught me a lot about the possibilities of what quality education looks like for all!
Master Dancer Shahrzad Khorsandi brought company members with her to perform for Hamilton and Venetia Valley Middle Schools. She also provided in-depth classroom workshops for students to share about traditional and modern Persian dance, and the strong connection to the history, language, and geography of Iran.
Thank you to the California Arts Council for making this program possible.
Master Performer Eddie Madril wowed the students at Davidson Middle School as he performed sacred dances and spoke about the importance of understanding Native American history. Eddie, also a professor at San Francisco State University, talked about the Iroquois Confederacy which had operated since the 16th century and was the basis of the American constitution. He invited students up to the stage to learn some of the dances, and Principal Bob Marcucci was even game to join in learning some of the challenging, Hoop Dance.
In addition, Youth in Arts honored students in the Media and Theatre arts classes taught by Mentor Artists, Sophie Cooper and Margaret Hee, with a series of awards. The following were recognized:
Youth in Arts Awards
Cody Lucich Award for Confidence is given to students who exhibit a willingness to take risks and show confidence in their approach to making art. It is given to students who are undaunted in their approach to art-making and utilize innovative ideas to express themselves. Cody Lucich is a filmmaker who works extensively in community-based ‘Native media.’
Carrie Mae Weems Award for Compassion is given to students who are good listeners, who care about other people’s perspectives, and who demonstrate the potential to be a positive community-builder. Carrie Mae Weems is a photographer who also works with text, fabric, audio, digital images, and installation video.
Juana Alicia Award for Creativity is given to students who utilize their imagination to create exciting new ways to showcase their artistic voice. Juana Alicia, is a Bay Area muralist, printmaker, educator, activist and, painter.
Lin-Manuel Miranda Award for Determination is given to students who are hard workers, determined and diligent about learning and making art. Lin-Manuel Miranda is an American composer, lyricist, playwright, and actor best known for creating and starring in the Broadway musicals In the Heights and Hamilton.
Thank you the California Arts Council for supporting this program.
By YIA Sachiko Moran, UCLA World Arts & Culture intern
Staff Miko Lee and Suzanne Joyal recently presented at the Kennedy Center VSA Intersections International conference in Atlanta on the upcoming IEP Arts Lesson Exchange. They introduced the concept to teachers and asked for their feedback and ideas on how to make it meaningful and useful to them and their students.
For years YIA has seen the impact that arts has on all students and particularly students with disabilities. For students with special needs, teachers must make the time to fill out Individualized Evaluation Plans (IEPs). Often times, when creating these plans, arts are left out of the picture.
YIA began working with a small group to create the beginning of an IEP Arts Lesson Exchange. This will be a free searchable database of arts activities for teachers and teaching artists to access in order to reach all types of learners. Through this exchange, YIA hopes that teachers and artists alike can contribute and benefit from one another’s knowledge and skills, making arts education more accessible. YIA knows that there are countless motivated educators that are keen on sharing and learning. The IEP Arts Lesson Exchange will be a platform on which they can do so.
To add your own activities and learn more go here.
Shout out to UCLA World Arts & Culture intern Sachiko Moran who created the rainbow and tested out the online forms.
Students practiced sequencing (before and after), and also reflected on all of our recent work with observational drawing, imaginative monster drawing, horizon lines, landscapes, and color mixing as they worked in teams of 2 or 3 to imagine the adventure a horse might have in Daisy Come Home. We put all of the images together in a book for the classroom, and now they can practice writing to add words to their part of the story. These students participated in the Walker Rezaian Creative Hearts project last year, and we are able to build on all of their prior knowledge.
Daisy Come Home, By Ms. Nunez’ first graders and Suzanne Joyal (A mostly true story).
A long time ago, before there were cars and lights and motors, my great-grandparents Josie and Buggy lived with their horse Daisy on a farm near the ocean. Every day when the weather was good, Buggie would load his tools onto his wagon, harness Daisy to the front, and ride to the dock at the edge of the ocean. He would load his tools onto his rowboat. Before he got in his boat to row to an island, he would pat Daisy on the rump, and say “Daisy Go Home!”
And every day, Daisy would go straight home to Josie. At the end of the day, Josie would pat Daisy on the rump again, and send her back to the dock to bring Buggie home.
Until the day she didn’t come straight home, and went on an adventure all by herself! No one knows what she did. Where would YOU go if you were Daisy?
Following are a few of the imaginings of Ms. Nunez’ students. Daisy changed colors, went to the mountains, ate some apples and blueberries, made some friends, walked through a snow storm, went to Chuckie Cheese’s, got lost in a rainforest, and even met some dinosaurs!
Thank you for your support, California Arts Council!
By Mentor Artist Margaret Hee
Attending Davidson Middle was not easy for me. I moved to CA at age twelve after my parent’s divorce and became caught up with a rebellious crowd. The summer after my 7th grade year my mother stuck me in theatre camp and it quite literally saved me. This past year (a good 17 years later) when Youth in Arts reached out to me about teaching theatre at Davidson I jumped on the opportunity. I hoped that if theatre helped me in my pre teen years, certainly it could help some other young creative minds at Davidson Middle School.
A lot has changed since I attended Davidson: it is a much safer environment with a plethora of resources. I had the opportunity to teach 180 ELD students across 5 classes 3 days a week and what I came to realize is that students really want to be heard. My initial approach was to teach theatre in the way I know best: with warm up, games, generative theatre exercises and rehearsal. Within a week it became clear that the students were not remotely interested in what I was offering. Given that they did not know me and I did not know them, I began having group conversations focused on their interests and concerns. Many of the students felt a lot of pressure in their academic classes and relished the opportunity to simply “free draw” or voice their opinions about what was happening in the world.
Instead of forcing self conscious students to act in from of one another, we created stories and utilized shadow puppets as a mode of performance. They all responded to visual art, so with the help of Suzanne Joyal the students created their own individual Italian Street Paintings inspired by the prompt “We Dream of a World”. As noted before I led several group discussions and from these I compiled a group narrative monologue and then taught the students how to do voice-over recording to document the piece.
The highlight of the semester was when I brought a group of students from Redwood High School to present a production I had directed them in. Following the performance the Redwood students played games with the Davidson students and taught them movement exercises and stage combat.
This was ultimately the most challenging teaching experience I have had, but rewarding on many levels. Upon reflection at the end of the semester the students commented the following:
What brought us joy
I enjoyed everything we did. Love you Ms. Margaret!
I enjoyed the Italian Street Painting
I enjoyed the Redwood High School students and the teachers
The movies we watched
The theatre games!
Taking pictures with the cameras
Using shadow puppets
Having some freedom!
Making a poster using magazines
Working on projects with friends
Meeting new people
What we learned
Art can make you happy
How to tell stories through creativity
How to not be shy
I learned how to be responsible, respectful and most importantly to laugh!
I learned about foreshadowing
How to take photos and how to edit
How to create shadow puppets. That was fun!
Picture is texture
I learned how to communicate with others
I learned cooperation, friendship and being respectful
How to take pictures from different angles
I learned about balance in pictures
I learned that we should all have equal rights
I learned about different light and shade in pictures
To be creative
How to play the game BANG
This year I learned that you should treat others the way you want to be treated because it does not feel good when people say bad things to you
By Mentor Artist Cathy Bowman
For the past year, Oak Hill students have been exploring painting and sculpture. We ended the year with a student exhibit that featured several exciting projects. The display featured masks, paintings, drawings and two collaborative works based on the number paintings of artist Jasper Johns. It was important for students to get a chance to survey their own work as well as the art made by their friends. It was hard not to touch the art!
One of the projects the students liked best was using tape to separate space on pieces of canvas. The artists applied oil pastels and paint; once dry, they removed the tape. Some students enjoyed pulling off the tape more than painting! There were surprises of color and lines everywhere, and decisions to be made about whether to leave parts of the canvas bare. We finished off the project by using letter stencils. The artists were very creative and used the stencils randomly, rather than spelling out recognizable words or names.
Another popular project was making sculptures based on the work of Alberto Giacometti. Students began by making wire forms and then covering them with foil and clay. Once the clay dried, the sculptures were painted. Some students made human forms while others created animals.
By Mentor Artist Cathy Bowman
Recently I worked with a team of San Rafael High School students as part of Italian Street Painting Marin. During a five-day workshop, artists learned to design, grid and create a chalk painting. The festival draws artists from all over the world, and this year’s theme –The Wonders of Space and Time – gave us a lot to think about.
“Space is the void of warmth and an engulfing darkness that is both terrifying and mystical at once,” wrote one of the YIA artists. “When I imagine space, I think of planets, stars and black holes. I think of the mysticality of space and the wonders it offers.”
While many artists painted important scientific figures, such as Stephen Hawking, our team created a montage of images. They called the piece, “Beautiful Chaos.” The painting showed space in the center. Around the edges, vines and roots of trees took over parts of earth polluted with items such as an old car, a discarded can and cigarette butts. A big challenge was decided what colors to use – and working in the heat! Students were flexible and generous with each other, making changes when necessary and helping each other along the way.
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