Note: This post was submitted by Niki Price, on behalf of the Siletz Bay/Lincoln City S2S management team.

Arts Education Offering #1: Dedicated music instruction 1X week, 1 semester/year

Was this developed through S2S project? Yes

Programming location: In-school

Type of programming: Sequential

What students is offering intended/ available for (Grades, #, any qualifiers/ prerequisites)? K-5

With what intensity is it offered (days & hours by week/month)? 1-2 hours/week

Notes (if additional detail/ explanation needed): Teacher paid by district, materials supported by S2S

Arts Education Offering #2: Mandatory sixth grade band

Was this developed through S2S project? Yes

Programming location: In-school

Type of programming: Sequential

What students is offering intended/ available for (Grades, #, any qualifiers/ prerequisites)? 6

With what intensity is it offered (days & hours by week/month)? Daily for one period (45 minutes)

Notes (if additional detail/ explanation needed): It was elective in 2014-15, became mandatory for 120 6th graders in 2015-16

Arts Education Offering #3: Middle School Band

Was this developed through S2S project? No

Programming location: In-school

Type of programming: Sequential

What students is offering intended/ available for (Grades, #, any qualifiers/ prerequisites)? 7-8

With what intensity is it offered (days & hours by week/month)? Daily for one hour

Notes (if additional detail/ explanation needed): Beginning and intermediate levels, high achievers sometimes asked to join the 9-12 band

Arts Education Offering #4: Middle School Choir

Was this developed through S2S project? No

Programming location: In-school

Type of programming: Sequential

What students is offering intended/ available for (Grades, #, any qualifiers/ prerequisites)? 7-8, elective

With what intensity is it offered (days & hours by week/month)? Daily

Notes (if additional detail/ explanation needed): Introduced in 2015-16

Arts Education Offering #5: Symphonic Band

Was this developed through S2S project? No

Programming location: In-school

Type of programming: Sequential

What students is offering intended/ available for (Grades, #, any qualifiers/ prerequisites)? 9-12, elective

With what intensity is it offered (days & hours by week/month)? Daily, one period

Notes (if additional detail/ explanation needed): All instruments provided free, supported by S2S technology, music, instruments

Arts Education Offering #6: Jazz Band

Was this developed through S2S project? No

Programming location: In-school,Out-of-school

Type of programming: Sequential

What students is offering intended/ available for (Grades, #, any qualifiers/ prerequisites)? Advanced 9-12 musicians, elective

With what intensity is it offered (days & hours by week/month)? Daily rehearsals, outside concerts in the community

Notes (if additional detail/ explanation needed): S2S supports instruments

Arts Education Offering #7: HS Choir

Was this developed through S2S project? No

Programming location: In-school

Type of programming: Sequential,Integration

What students is offering intended/ available for (Grades, #, any qualifiers/ prerequisites)? 9-12, elective

With what intensity is it offered (days & hours by week/month)? Daily

Notes (if additional detail/ explanation needed): 

Arts Education Offering #8: LCCC Outreach Concerts

Was this developed through S2S project? Yes

Programming location: In-school

Type of programming: Exposure

What students is offering intended/ available for (Grades, #, any qualifiers/ prerequisites)? K-12

With what intensity is it offered (days & hours by week/month)? 1X per year, per student on average

Notes (if additional detail/ explanation needed): Supported by S2S and LCCC operational funds

Arts Education Offering #9: SBMF Outreach Programs

Was this developed through S2S project? Yes

Programming location: In-school,Out-of-school

Type of programming: Integration,Exposure

What students is offering intended/ available for (Grades, #, any qualifiers/ prerequisites)? K-12

With what intensity is it offered (days & hours by week/month)? 1X year to varied grades

Notes (if additional detail/ explanation needed): Supported by S2S and SBMF general operations

Arts Education Offering #10: Visual Arts Projects

Was this developed through S2S project? No

Programming location: In-school

Type of programming: Integration

What students is offering intended/ available for (Grades, #, any qualifiers/ prerequisites)? K-6

With what intensity is it offered (days & hours by week/month)? Occasional, teacher-led

Notes (if additional detail/ explanation needed): 

Arts Education Offering #11: HS Visual Art Class

Was this developed through S2S project? No

Programming location: In-school

Type of programming: Sequential

What students is offering intended/ available for (Grades, #, any qualifiers/ prerequisites)? 9-12, elective

With what intensity is it offered (days & hours by week/month)? Daily

Notes (if additional detail/ explanation needed): 

Arts Education Offering #12: MS Visual Art Class

Was this developed through S2S project? No

Programming location: In-school

Type of programming: Sequential

What students is offering intended/ available for (Grades, #, any qualifiers/ prerequisites)? 7-8

With what intensity is it offered (days & hours by week/month)? Daily, elective

Notes (if additional detail/ explanation needed): 

Arts Education Offering #13: Spring Musical

Was this developed through S2S project? No

Programming location: In-school,Out-of-school

Type of programming: Sequential

What students is offering intended/ available for (Grades, #, any qualifiers/ prerequisites)? 7-12, extracurricular activity

With what intensity is it offered (days & hours by week/month)? Daily after school Feb-May

Notes (if additional detail/ explanation needed): 

Arts Education Offering #14: MS Drama Class

Was this developed through S2S project? No

Programming location: In-school

Type of programming: Sequential

What students is offering intended/ available for (Grades, #, any qualifiers/ prerequisites)? 7-8

With what intensity is it offered (days & hours by week/month)? Daily, elective

Notes (if additional detail/ explanation needed): 

Arts Education Offering #15: TheatreWorks Children’s Musical

Was this developed through S2S project? No

Programming location: Out-of-school

Type of programming: Exposure

What students is offering intended/ available for (Grades, #, any qualifiers/ prerequisites)? K-6 depending on the title

With what intensity is it offered (days & hours by week/month)? 1X a year at the Lincoln City Cultural Center

Notes (if additional detail/ explanation needed): Supported by S2S as well as other grant sources

Arts Education Offering #16: Literature to Life stage productions

Was this developed through S2S project? No

Programming location: Out-of-school

Type of programming: Exposure

What students is offering intended/ available for (Grades, #, any qualifiers/ prerequisites)? Grades 8-12 depending on the title, for literature classes and advanced students

With what intensity is it offered (days & hours by week/month)? 1X a year

Notes (if additional detail/ explanation needed): 

 


What arts education offering that is new as a result of your Studio to School project do you think has been most impactful to date – either for students, teachers, or your school community more generally? Why do you think that is?

Our committee is very excited about the impact of offering Sixth Grade band, which we helped to re-introduce in the fall of 2014. In the first period of each day, the sixth graders walk or bus across the campus to Taft 7-12, where they are taught by a team of two teachers and several instructional assistants. They choose an instrument and are taught to play it, while also learning the discipline expectations and culture of the middle-high school. This fall, we expanded the program, previously an elective, to a mandatory part of every sixth grader’s day. The team now intakes, organizes and teaches 120 sixth graders each morning. Our committee pays for the instructional assistants and all the instruments, while the district pays for the full time teachers and the transportation. The sixth graders had their first holiday concert in December, and the high school commons was packed to absolute capacity. We believe that by making this program mandatory, we are reaching an important group of students, those who might not choose band (or whose parents might not choose it) but who may like it and wish to pursue it when they get to middle school. The instrument loan program removes all financial barriers, so the experience of learning to read and play music is available to everyone. We are already seeing improvement in our middle school band and choir programs, thanks to the first sixth grade band cohort of 2014-15. We expect that to continue, strengthening every musical offering throughout the school.

How are you working to connect these various offerings to make arts education more coordinated or comprehensive through your Studio to School project?

Our committee includes our project lead and evaluation liaison, as well as the principals of our three area schools — Oceanlake Elementary School (K-2), Taft Elementary School (3-6) and Taft 7-12 (combined middle and high school) – and our two full-time music teachers. That means that every arts-oriented program that takes place in our schools is probably known to the committee, and can be coordinated to its best advantage. Some events are automatically integrated, because they are designed to be that way. Sound of Nature, Sound of Art, for example, combines chamber music, environmental education and visual art production, and “The Noisy Intermission” helps third graders learn about the instruments of the orchestra by listening to a composition and creating an illustrated book. Other examples are the Taft 7-12 musical, an extracurricular activity which our S2S project supports through upgraded sound and light equipment, and the TheatreWorks musical, which integrates literacy, drama, music and spectacle. We would like for our efforts to be more coordinated and comprehensive than they are, so that there were fewer redundancies and more offerings reaching more students, and we will continue to strive toward that goal.

How are you working to ensure that these offerings are responsive to the needs and interests of your community?

We are expanding our presence in the school community, which in our small town reaches a large percentage of the community at large. We have created rack cards and banners, and have had a booth at the fall conferences and open house events, and an entry in our city’s 50th anniversary parade. There’s also a Year Two online survey, which we will be using to measure our connection to our parents and community members. We hope that these efforts will make us better known in our community, and that we will know them and their needs more comprehensively. Our committee also relies upon the input of our principals and teachers, who work with the students and parents every day. We meet once a month, and change our action plan based on the needs of the students.