Recent class_artsbridge items

The Dancing History Collection: Cultural Dances, Part 1. Chapter 3: India, Krishna Steals the Buttersweets

Mon, 8 May 2006 00:00:00 +0000

The Dancing History Collection provides new source materials for inquiry in dance history and culture, using reconstruction as a methodology for research. The emphasis of the Collection is to enable the performance of representative movement from different places and times, to deepen dance research practice that has relied heavily on viewing dances. The Dancing History Collection: Cultural Dances, Part 1 contains nine dances from six countries: Israel; Vietnam; India; Nigeria; Argentina and Finland. Each chapter includes factual information, descriptions, and an intra-cultural perspective derived from oral interviews of cultural, historical, or stylistic experts.

New understanding can be gained by reconstructing dances, entering them, and identifying what the experience of the dances entails. The Collection provides original Labanotation scores that document cultural dances that have not previously been available in dance score format for reconstruction. Reconstructions...

The Dancing History Collection: Cultural Dances, Part 1. Opening

Mon, 8 May 2006 00:00:00 +0000

The Dancing History Collection: Cultural Dances, Part 1. Chapter 6: Finland, Sakkijarvi Sappu

Mon, 8 May 2006 00:00:00 +0000

The Dancing History Collection: Cultural Dances, Part 1. Chapter 5: Argentina, Viva Jujuy

Mon, 8 May 2006 00:00:00 +0000

The Dancing History Collection: Cultural Dances, Part 1. Closing

Mon, 8 May 2006 00:00:00 +0000

The Dancing History Collection: Cultural Dances, Part 1. Chapter 2: Vietnam, Harvest Dance

Mon, 8 May 2006 00:00:00 +0000

The Dancing History Collection: Cultural Dances, Part 1. Chapter 4: Nigeria, Olokun

Mon, 8 May 2006 00:00:00 +0000

The Dancing History Collection: Cultural Dances, Part 1. Chapter 1: Four Israeli Folk Dances

Wed, 26 Apr 2006 00:00:00 +0000

Designing for the Future: Curriculum Planning for a National Network of Arts Education Partnerships

Wed, 8 Mar 2006 00:00:00 +0000

Sound, research-based educational reform principles suggest that public schools need arts education as a regular component of a comprehensive curriculum that will lead to student success, and that Universities can and should apply t heir vast stores of expertise and personnel on behalf of K-12 improvements in teacher support and child learning. This objective can be accomplished by university-school partnerships using a multifaceted, user-friendly curriculum design based on research and effective practice. A study examined the iterative processes and outcomes of curricular development and project planning for ArtsBridge America, a unique arts education partnership among research universities (n=14) in five states and public schools (267), many of which are underserved, underfunded, and underperforming, according to state and national criteria. The study documents the changes to the planning process based on the results of a comprehensive needs assessment undertaken by researchers...

Cultural Dances and Stories from Around the World: A Discovery of World Cultures through Dance and Drama, Curriculum Designed for Grades K-5

Fri, 14 Oct 2005 00:00:00 +0000

In 2005, the University of Hawaii at Manoa ArtsBridge America program and Friends of Ali’iolani Elementary School allowed an MFA candidate in Youth Theatre Studies to implement a sixty hour creative dance and drama curriculum for kindergarten through fifth grades during the 2004-2005 school year. This fine arts curriculum was designed to address the lack of fine arts instruction within the school and provide students opportunities to partake in arts instruction. If it was not for Friends of Ali’iolani, the school would have had no choice but to continue without fine arts instruction due to lack of state funding. This curriculum represents a collaborative study of how dance and drama enhance curriculum subjects such as math, science, reading, history, language arts, physical education, geography, and writing. “Cultural Dances and Stories From Around The World” was designed to provide children creative opportunities to learn about different world cultures through dance and drama....

How Much Art, and How Often?

Mon, 26 Sep 2005 00:00:00 +0000

The paper presents the argument for four years of arts education, grades two through five, and offers ArtsBridge founding director Keith Fowler's "step rationale" for the sequencing of instruction from Studio Art through Drama. It explains some of the diffuclties encountered and Fowler's solutions for setting up a four-year arts outreach program.

The First Lesson

Thu, 28 Jul 2005 00:00:00 +0000

A lesson plan using visual arts and reading skills to introduce the concept of delodomatic creativity (thinking “in the box” and “out of the box”) to children. Designed for 1st or 2nd graders it can be adapted to all grade levels.

University of Oregon ArtsBridge Art Project: Buckhead Restoration and Service Learning Project

Fri, 10 Jun 2005 00:00:00 +0000

Curriculum designed for middle school students to foster an appreciation of the Buckhead Wildlife Area through the study of art, science, environmental studies, social sciences, and history, with the incorporation of arts education. Culminating student projects will include interpretive signage for the Buckhead Wildlife Area, production of a collaborative class sculpture, and individual portfolios of drawing, photography, and poetry. Objectives include utilizing the environment to create individual and collective works of art, fostering an understanding of how artists interpret and use the natural environment in their artwork, and actively engaging students in developing a foundation in art processes, interpretation and critique.

Mapping the Beat: A History and Geography through Music Curriculum at the University of California San Diego, ArtsBridge America Program - Ancient Civilizations for 6th Grade

Fri, 10 Jun 2005 00:00:00 +0000

In 2002, the University of California San Diego ArtsBridge America program initiated a project, funded by the National Geographic Society Education Foundation, that was designed to address the lack of standards-based geography content and culture-based arts instruction within San Diego elementary schools. Representatives from host ArtsBridge institutions identified the following factors contributing to this deficiency: • a perceived lack of arts and geography competence amongst elementary educators; • limited knowledge of arts and geography lesson planning resources and educational standards; • increased pressure to prepare pupils for standardized testing that does not include geography or art topics; • and district mandates that limit time spent on topics other than literacy and math. This curriculum represents a Geography through Music curriculum developed by ArtsBridge with funding from the National Geographic Society Education Foundation. Mapping the Beat was...

Mapping the Beat: A History and Geography through Music Curriculum at the University of California San Diego, ArtsBridge America Program - United States History from 1776-1865 for 5th Grade

Fri, 10 Jun 2005 00:00:00 +0000

Bridging the Gap: A Teaching Guide for ArtsBridge Scholars

Thu, 9 Jun 2005 00:00:00 +0000

This manual for ArtsBridge scholars began as a record of a panel discussion held on October 10, 1997, fo¬cused on prepar¬ing lesson plans, engaging elementary school pupils in arts projects, involving supervis¬ing teachers, and, in general, advising Arts¬Bridge scholars to cope with stress, share their vision and passion for their work, and become effective teach¬ers of their arts.

Sections include: working with your teacher; how to include a reluctant teacher; lesson planning; maintaining pupils’ interest; working with different grade levels. Appendices include sample lesson plans and instructions for administering pre- and post-tests.

ArtsBridge to the Yavapi Children: A Desert Ecology Unit in Visual Art

Thu, 9 Jun 2005 00:00:00 +0000

Dr. Mary Stokrocki, Professor at Arizona State University and faculty mentor, worked with art scholar-teacher Laura Hales who was one of her graduate students, to offer an art class to Yavapi third graders at the Hmañ 'Shawa Elementary School, Fort McDowell Yavapai Nation, Fountain Hills, Arizona. The 10-week program was based on the theme “Our Place in the World”(www.artsednet.getty.edu) and included exploratory art criticism, art history, and creating art components. The program began with a prequestionnaire and a pre-drawing of what they like to do, oil pastel and watercolor resist, and ended in a clay relief. Earlier, Hales introduced third-grade students to an art inquiry discussion based on a painting of a girl by Navajo artist Shonto Begay (Clover & Jim, 1997). They learned about the concepts of foreground, middle ground, background and center of interest. Students also learned that “art is making something special!”

How Colleges Can Work With Schools

Thu, 9 Jun 2005 00:00:00 +0000

Reform efforts in public elementary and secondary schools are taking either of two directions: increased state control and accountability through high-stakes tests or market-style competition through tuition vouchers and school choice. Yet many of the most influential reform efforts in the past decade have been those that recognized the larger universe to which public schools belong. For example, the University of California ArtsBridge program brings university arts students into K-12 classrooms where the arts have been eliminated as a result of budget cuts. ArtsBridge both supports university students in the arts through scholarships and provides hands-on arts instruction for K-12 students. Arts instruction is targeted to local needs and often ties to other content areas. If universities were to count outreach activities more heavily in promotion and tenure reviews, university faculty might play a strong role in re-energizing K-12 education.

The Dances of Early California in Santa Barbara

Thu, 9 Jun 2005 00:00:00 +0000

The dances of early California are social figure dances that took place during informal parties (fiestas) popular in Santa Barbara since the 1820s. This research documents three of the most popular dances through reconstruction, video filming and production, musical and costume specification, descriptions of historical style and choreography, and notation of movement and floor patterns. A general history of these dances within the Rancho Period of California history (1828-1868) is presented. Specifically, details concerning their performance, social connection, and importance to the Santa Barbara community are explored. The primary research of dance reconstruction is supported by readings on the general nature and history of early California dance. Further exploration includes extensive interviews and examination of official archives and personal collections from Santa Barbara. The purpose of this research is to preserve and perpetuate a significant aspect of California cultural...