Arts Education Offering #1: Band

Was this developed through S2S project? Yes

Programming location: In-school daily class

Type of programming: Integration

What students is offering intended/ available for? Grades 6-8, 40 students.  Established 2014-15 and ongoing.

With what intensity is it offered? Daily student elective

Notes: The current music teacher is teaching this class during his prep period.  We have been searching for an additional band instructor for nearly two years but none have applied.

Arts Education Offering #2: Guitar

Was this developed through S2S project? Yes

Programming location: Out-of-school, co-curricular

Type of programming: Sequential

What students is offering intended/available for? Grades 6-12.  Two classes: Beginners, 16 students.  Advanced, 4 students.  Established 2014-15 and ongoing.

With what intensity is it offered? Wednesdays weekly, one hour per class.

 

Arts Education Offering #3: Choir

Was this developed through S2S project? No

Programming location: In-school daily class

Type of programming:  Sequential

What students is offering intended/available for? Grades 6-12.  Beginning and Advanced Choirs

With what intensity is it offered?  Daily school electives.

 

Arts Education Offering #4:  Drama

Was this developed through S2S project?  Yes

Programming location: Out-of-school, co-curricular

Type of programming:  Exposure, Integration

What students is offering intended/available for? Grades 6-8, 35 students.  Established 2014-15 and ongoing.

With what intensity is it offered?  M, Tu, Th – one hour after school, February through May, 2015.  A musical is planned for January through May, 2016.

 

Arts Education Offering #5:  Digital Photography

Was this developed through S2S project? Yes

Programming location: Out-of-school, co-curricular

Type of programming:  Exposure, Integration

What students is offering intended/available for? Grades 6-8, 10 students

With what intensity is it offered? Mondays, one hour after school, October, 2015 through May, 2016.

 

Arts Education Offering #6: Art

Was this developed through S2S project? No

Programming location: In-school daily class

Type of programming:  Exposure, Integration

What students is offering intended/available for? Grades 6-8

With what intensity is it offered? Daily school elective

Notes: The Studio Project supported 10 hours summer professional development, three Artists-in-Residence, and supplies.

Arts Education Offering #7:  Dance

Was this developed through S2S project? Yes

Programming location: In-school

Type of programming:  Exposure, Integration

What students is offering intended/available for? Grades 6-8

With what intensity is it offered? Two-week unit in daily PE elective

Notes:  Dance studio community mentor is assisting two PE teachers in integrating basic dance principles into classroom units.

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 Studio committee believes that the co-curricular Guitar class has likely been the most impactful activity to date for a variety of reasons.
Surveying students indicated a strong desire for a guitar class. Providing it called for developing a co-curricular structure of instruction since there was no time available during the school day. This co-curricular blueprint provided the means to also add exploratory experiences in drama, photography, and dance. It also gave students not interested in co-curricular sports other options to pursue after school with like-minded peers.
Locating a professional instructor led us to communicating and building productive relationships with a variety of community arts organizations. These relationships continue to grow, providing valuable support for our project.
Attending an after school class requires personal commitment and responsibility, initiative, independence and follow through from students. The high number of students who have committed to guitar and other after school activities has resulted in high student involvement for minimal cost, increasing the likelihood for sustainability of these activities in the future.

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

As we began our project we became aware of the need to provide our students with exposure to a variety of performing arts experiences. When initially questioned about what they would like to see us offer, most were puzzled about what activities might be included as “performing arts.”
After restoring Beginning Band to the school curriculum, we turned our attention to offering a variety of arts activity opportunities for students. These included whole school performance assemblies, adding band, supplementing class instruction (art and PE, so far), and adding a variety of co-curricular clubs. Through this effort, we have concentrated on activities that provide what we believe are components of a quality performing arts program – opportunities for exposure, skill building, performance, and an understanding of measures of quality in the arts.
We selected activities based on student, staff and community interest and resources and have expanded our support of interest strands into elementary K-5 and high school 9-12 grades. We are also in the process of working with the City of La Pine to help the mayor and his staff establish and launch a city-supported Arts Council whose mission is to define and support the cultural arts profile of this recently chartered city.

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

The interests of students, staff and parents at La Pine Middle School were surveyed to write the grant and to prioritize initial activities. On an ongoing basis staff and committee members are communicating with students and program mentors to assess what strategies are most successful and what support is needed to increase that success or to address issues that develop.
The first annual Evening of the Art, in April, 2015, represented the first public presentation of our activities. Over 100 community members were invited to watch student presentations, hear about the purpose, history and structure of the grant, and offer feedback and support. Since then formal and informal presentations have been made to the Bend-La Pine School Board, City of La Pine officials and community members. Community arts organizational leaders have been consulted and have collaborated with us to provide professional development for our staff and mentors. The LPMS principal has also accessed online Science, Technology, Engineering, Arts, and Math (STEAM) instructional inservice for her staff to ensure that arts instruction is integrated into the school day.
A key goal for this year is to identify a name representing the core theme and goal of our project to attract more visibility and ongoing support as a broader-based community project.