k-2 boosts test scores & attendance · uci center for learning inthe arts, sciences &...
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UCI Center for Learning in the Arts, Sciences & Sustainability
ArtsBridge America June 2012
In this Issue
Page 1-2 K-2 Boosts Test Scores
& Attendance
Page 3 New UCI Graduate M.S. Program
Page 4 CLASS Spotlight
Page 5-8 A Message from
ArtsBridge America
Page 11 Spotlight Arts Orange
County
!
K-2 Boosts Test Scores & Attendance
Research shows that if children who
speak a language other than English at home are to learn English fast
enough to succeed in school,
practice with oral language is
critical. However, in many urban
classrooms, the opportunities for
one-on-one verbal interaction
between teacher and pupil are
limited by rising class sizes and a
highly structured curriculum.
Theater and dance activities can
help to address this problem by allowing a teacher to model words
and gestures, with many children
responding at once.
Arts integration is especially
effective at the onset of students’
learning a new language—when
children understand more words
than they can produce. Given the
Liane Brouillette, Ph.D.
Co-Director, Center for Learning in the Art, Sciences & Sustainability
chance, children in the primary
grades will exhibit gestures, behaviors, and non-verbal
responses that indicate
understanding of what they’ve
heard. Performing arts activities
allow children to build
vocabulary in a manner that
grows naturally out of their non-
verbal responses.
The K-2 Teaching Artist Project
(TAP), a partnership between the
UCI Center for Learning in the
Arts, Sciences and Sustainability
and the San Diego Unified
School District, is funded by a
grant from the U.S. Dept. of
Education.
continued next page
Communicating Science Page 12
Page 14
UCI Student Teachers
Applauded
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UCI Center for Learning in the Arts, Sciences & Sustainability
ArtsBridge America June 2012
continued from page 1
TAP sends professional teaching artists into
classrooms to coach teachers on how to use arts-based activities effectively with English language
learners (ELLs). The artists visit the classroom of
each participating teacher for 50 minutes each week
for 28 weeks.
At the five San Diego elementary schools that
participated in the program for the first time in 2010-
2011, student scores on the California English Language Development Test (CELDT) increased at
a significantly faster rate than those of students in a
matched set of control schools. In addition, student
attendance on the days that the teaching artists came
to class was found to be significantly higher than on
days without the arts.
Arts advocates have often claimed that well-designed arts programs boost student achievement and
attendance. However, evidence from large-scale
quasi-experimental studies has been difficult to come
by, in part because many arts programs are tailored
to the needs of particular schools and classrooms.
The structure of TAP, with professional teaching
artists co-teaching the same lessons with 47 teachers
in five randomly chosen San Diego Title 1 schools,
provided an unusual level of consistency in the arts
instruction across classrooms. Using the state-
mandated CELDT to measure language development allowed experimental and control
students to be reliably compared across schools.
Lesson plans and videos for the K-2 theater lessons
can be accessed at:
http://www.class.uci.edu/theatre-grades
K-2 dance lessons and videos can be accessed at:
http://www.class.uci.edu/dance-grades
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UCI Center for Learning in the Arts, Sciences & Sustainability
ArtsBridge America June 2012
UCI’s new Graduate M.S. program in Biological
Sciences and Educational Media Design (BSEMD)
is partnering with the Improving Teacher Quality
(ITQ) Grades 3-5 Teaching Artist Program (TAP) to
help provide high quality video production of the
Arts & Science Lessons. Co-Director of the Center
for Learning in the Arts, Sciences and Sustainability
(CLASS), Brad Hughes, is founding director of the
exciting and innovative new BSEMD program and
the collaborations between CLASS and BSEMD are
creating organizational sustainability for both partners and for educational improvement efforts.
BSEMD graduate students benefit through
developing their skills in video production by
helping with the video shoots occurring on location
in San Diego Unified School District (SDUSD)
classrooms. On location in the Grades 3-5
classrooms the training videographers participate in
a professional level multi-camera production under
the direction of Hughes, learning about proper
lighting, white balancing, sound recording, and
techniques of cinematography. Alex Ray, BSEMD
graduate student and credentialed science teacher,
focuses on the ITQ work for his M.S. project,
mastering media production applied to pedagogical research.
In addition to the BSEMD students, UCI’s NSF
Noyce Cal Teach Summer Interns also participate
along with the CLASS interns that work specifically
with the ITQ project. These production events
provide both pedagogical and media training to the
undergraduate Noyce interns, who are considering a
career in teaching by interning at informal science
institutes, such as the Aquarium of the Pacific,
Discovery Science Center, and Crystal Cove
Alliance. After Noyce interns learn introductory
video production methods they apply their skills to
self-produce videos of their intern cohort so that they
can learn from their teaching experiences by
examining the footage and analyzing their
developing pedagogical skills.
New UCI Graduate M.S. Program
Brad Hughes, Ph.D.
Co-Director, Center for Learning in the Art, Sciences &
Sustainability
This Noyce Intern program recruits students into the teaching
profession and specifically into the new UCI Cal Teach degree
programs, which offer a STEM discipline along with Credential bachelor’s degree.
Post-production of the video footage is conducted in Hughes’
Science Education Media Lab, where students practice editing
the lessons under the direction of trained ITQ editors. While
these productions provide an excellent training opportunity for
all of the students involved, the videos themselves are extremely
valuable to the SDUSD teachers. Rather than having to rely on
memory or extra funding for outside educators to direct the
innovative Arts/Science lessons, the teachers will be able to
watch high quality videos of lessons being taught in preparation
for their teaching day. These high-resolution videos may also
be projected in classrooms for use as instructional tools,
facilitating increased teaching effectiveness and sustainable
professional development for sharing these valuable teaching resources.
These videos also increase fidelity of the lesson
implementations, so UCI researchers can more accurately
measure the efficacy of the lessons when teachers are able to
implement more similar versions of the lesson plans with their
students. While these goals could potentially be met by hiring
outside video producers, the increased value of the partnerships
involved in these productions is particularly desirable for
CLASS as a prime example of sustainability through efficient
collaborative organization of educational improvement efforts to optimize mutual benefits.
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UCI Center for Learning in the Arts, Sciences & Sustainability
ArtsBridge America June 2012
Dr. Kimberly Bisbee Burge is a member of the Board of
Directors of Arts Orange County with special expertise in
the annual Imagination Celebration Festival. She is a
member of the Advisory Committee for VSA California
and the annual VSA Orange County Festival; VSA is an
international organization that celebrates the artistic
contributions of disabled children, youth and adults.
Further, she serves on the Orange County Museum of Art
Board of Trustees' Education Committee that develops and
implements education programs for local schools, families
and adults; she has helped recruit UCI student interns who
have contributed to these programs for the Museum.
She also co-Directs ArtsBridge America where she planned
and implemented a national meeting at UCI in 2010, and
conducts an annual survey of the ArtsBridge activities in
other universities including, the University of Utah, Utah
State University, BYU, University of Colorado at Denver,
the University of Delaware, and Lawrence University.
She is also a practicing visual artist with showings recently
in Santa Ana, CA and at the Woodstock Opera House in
Woodstock, Illinois.
CLASS Spotlight
CLASS 2012 Video Production Team on
Location in the San Diego Unified
School District
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UCI Center for Learning in the Arts, Sciences & Sustainability
ArtsBridge America June 2012
A Message from ArtsBridge America The past academic year, while economically challenging
for many of our network partners, has nevertheless seen
several exciting ongoing ArtsBridge programs, and plans
for new and renewed programs, that bode well for a
lively academic year in 2012-2013.
What is ArtsBridge America?
Before providing a review of the current status of
ArtsBridge America, it might be informing to provide an
overview for those of you new to the project. ArtsBridge
was born in 1996 at UCI out of the inspiration of then
Dean, Dr. Jill Beck (now President of Lawrence
University). Her vision was to provide a “bridge” to the
community for her arts students, placing these young
“scholars” in classrooms and health care facilities in the
region. Their objectives were to support and augment the
arts experiences of children while conducting their own
research in the ways that arts education enhanced
language arts learning and connected to other core
disciplines. For example, theatre might tie into history,
music with mathematics, dance with social studies, and
visual arts with science. This was a mutually successful
model that has since been adopted by more than twenty
universities throughout California, the USA, and
internationally with partners in the United Kingdom and
Ireland. Importantly, ArtsBridge America provided
inspiration and content support to emerging programs
with the reality that each site would evolve programs that
met their unique needs and interests. For example, in
recent years some programs have chosen to adopt the
Reading in Motion (RIM) curriculum to their work in the
schools. RIM has worked extensively with schools in
Chicago and involves using movement and sound in
language arts learning. The ArtsBridge America network
has held national meetings at UCI and in 2010 RIM
We Want to Hear from You! Thank you for sending updates about your ArtsBridge
programs.
We invite your feedback and comments any time.
conducted training for network partners. There are
preliminary plans underway to hold a national
ArtsBridge America meeting featuring RIM training
during the Spring of 2013 in Utah, where the RIM
approach has met with great success in local schools.
Meanwhile, over the years individual ArtsBridge
America sites have evolved with changes in
leadership, the foci of programs, and economic
pressures. These influences have resulted, on the
one hand, in the reduction of the number of active
programs, while on the other hand, fortunately in the
growth of others. The following is a summary of the
current status of the ArtsBridge America network.
Active ArtsBridge America Programs
This spring Co-Director (with President Beck) of
ArtsBridge America, Kimberly Burge, conducted an
informal email survey of ArtsBridge America
network sites reporting programming activity in
2011. The following sites reported active
ArtsBridge programming: the University of
California campuses at San Diego, Santa Cruz, Los
Angeles and Davis; the University of Colorado at
Denver; and the University of Delaware. Also, four
universities in Utah have ArtsBridge: the University
of Utah, Utah State University, Brigham Young
University and Weber State University. Lawrence
University is planning on reinstating its ArtsBridge
program in 2012-2013. Other sites pending replies
are the University of Nevada, Wayne State, and
the University of Central Florida.
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UCI Center for Learning in the Arts, Sciences & Sustainability
ArtsBridge America June 2012
ArtsBridge America
ArtsBridge America Program Highlights
from Spring 2012
"The ArtsBridge program at the University of Delaware
has been hard at work during this academic year
creating several new projects that bring the arts to
students in a setting where they would not normally
receive arts education…"
This observation could be made of all of the
ArtsBridge America network sites. Other sites
with ArtsBridge activity include: Lawrence
University where President Jill Beck is planning
on reinstating its ArtsBridge program in 2012-
2013, and the University of California at Los
Angeles, the University of California at Davis, the
University of Nevada, Wayne State, and the University of Central Florida. Long time
ArtsBridge America administrator Jasmine Yep
monitors ArtsBridge America activities from the
University of Hawaii, where she is pursuing a
doctorate in education. Maureen Burns of the
UCI Center for Learning in the Arts, Sciences and
Sustainability is the ArtsBridge America historian
and the editor of this newsletter. With the
growing interest in ArtsBridge programming and
its central location, Utah is a promising location
for a national meeting in spring 2013. We hope to gather together in the next year to share your
stories.
The extent of programming at reporting sites is
extensive and deserves thorough description,
however that is beyond the scope of this article.
Therefore, the following are brief highlights,
mostly in their own words, from each reporting
site last spring (reports from others are pending).
If your site is not described here we apologize for
the oversight and request that you send an email to [email protected] so that we can include you in
our next newsletter. !
Meanwhile, these are highlights from the past year.
University of California at San Diego, Education
Studies Department
UCSD recruited scholars into undergraduate
coursework in education for their “Partners at
Learning” (PAL) program. UCSD Artsbridge Scholars
were placed in underserved K-12 schools throughout San Diego County and completed a minimum of forty
arts-related field hours (thirty-five hours in the
classroom and 5 hours in the community). These were
carefully crafted, hands-on, standards-based arts
lessons. The statistics are impressive: thirty-two
scholars, conducting one thousand three hundred and
forty contact hours, working with thirty-two teachers,
and seven hundred twenty-nine students.
(Contact: Linda Whiteside, Supervisor and ArtsBridge
Lecturer)
University of California at Santa Cruz, Merrill
College
UCSC sent students in all arts disciplines from media
studies to music into local elementary and middle
schools. Costume Designer Brooke Jennings helped
thirty Middle Schoolers develop their own Project
Runway. Balloon dresses to surfers “voguing” were the
results. Meanwhile four arts students teamed with
Branciforte Middle School eighth graders to make art-
infused social science projects. Art student Nathalie
Fisher taught portraiture as students created a gallery of
notable 19th Century figures. Dancers Tessa Santos
and Terra Cowl choreographed schoolyard games, square dance extravaganzas, Native American and
African American dances for a dance presentation
where five hundred family members joined students. In
individual classrooms, plays directed by Theatre Arts
scholar Sarai Gallegos about Mick Fink, Tom Sawyer,
Dredd Scott and others were presented. History,
literature and the arts melded for the spring culmination
of these multiple projects. Individual projects making
puppets, music, poetry slams and other creative work
rounded out the UCSC ArtsBridge program for 2011-
2012 (see photographs on page 10 below).
(Contact: Kathy Foley, Interim Provost)
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UCI Center for Learning in the Arts, Sciences & Sustainability
ArtsBridge America June 2012
continued from page 6
University of Colorado Denver, College of Arts &
Media
This past fall and spring, five ArtsBridge projects have
propelled incredible art making at Kunsmiller Creative
Arts Academy. Fourteen CAM students and five
CAM faculty have worked with two hundred and thirty 5th, 8th, and 9th grade students. Projects ranged
from an exploration of the physical properties of light,
through the transformation of an entire classroom into
a camera obscura, to an animated journey through the
circulatory and respiratory systems. Projects were
presented during Kunsmiller’s First Friday events.
One is highlighted below in the ArtsBridge Spotlight
as an example of the many creative projects being
developed through the ArstBridge America network.
(Contacts: David Dynak, Dean and Joann Brennan,
Associate Dean)
The University of Delaware
The ArtsBridge program at the University of Delaware
has been hard at work during this academic year
creating several new projects that bring the arts to
students in a setting where they would not normally receive arts education: the core subjects. Reading,
Writing, and ‘Rithmetic curriculums (and History,
too) have been getting made over by a team of
scholars whose goal is to use their knowledge as artists
(dancers, musicians, and thespians) to enhance
student’s learning experiences. In a fifth grade
classroom at Elk Neck Elementary School in Elkton,
Maryland, a team of scholars created and taught a
series of lessons that integrated transportation, dance,
and drama concepts into the already existing fifth
grade curriculum. The team is made up of Rachel Schotz, a junior English Education Major with a
Theater Studies Minor, Teagan Thomas, a junior
Elementary Education Major with a concentration in
Math, and Paige Glassman, a junior Civil Engineering
Major. Their project is funded by the University
Transportation center so they have made
transportation their main focus, but it is not a part of
the school’s 5th grade curriculum, so they have
creatively incorporated the concepts into lessons on
Natural Disaster Preparation, Cell Structure, and the
Industrial Revolution.
A new scholar, sophomore Elementary Education
Major, Jennifer Ryan, has been starting her project on
teaching a classroom of second graders about
math using dance concepts. Her unit involves
lessons on addition, subtraction, multiplication,
and division. It keeps the students on their toes!(quite literally) using movement to reinforce these
concepts at Kuumba Academy Charter School in
Wilmington, DE.
Jennifer Ferris, a junior History Education and
Music major is teaching her curriculum also at
Kuumba Academy. She has taken the established
Reading in Motion curriculum for first graders that teaches reading and literary concepts
through dance and music, and adapted it for the
older 3rd and 4th grade classrooms. In addition
she has added a history component to the
curriculum making this interdisciplinary set of
lessons plans cover many different areas and
create solid connections for the students.
(Contacts: Dr. Lynnette Overby, Director, Undergraduate Research and Experiential
Learning, & Heather Beach)
Utah State University
In our first five years, USU ArtsBridge has
impacted over 1,400 students in more than 70
classrooms through interdisciplinary, hands-on
arts engagement.
The Utah State University ArtsBridge program
completed its fifth year in 2011-2012. In year five
we reached 219 students in 13 classrooms,
serving 24 in-service teachers and aides, and 26 of
our own USU arts and education student
scholars. We focused our pre-service and in-
service teacher training in the following areas:
1. Reading In Motion in Pre-Kinder,
Kindergarten, extended day Kinder, and Life
Skills classrooms.
2. Legacy Mural Projects at Birch Creek
Elementary School.
3. Arts Ambassador Program at Fast Forward
Charter High School.
4. Traditional ArtsBridge programming - Living
Literature project.
continued next page
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UCI Center for Learning in the Arts, Sciences & Sustainability
ArtsBridge America June 2012
continued from page 7
Perhaps the most eagerly anticipated projects have
been those that involved the RIM program. USU has documented the effectiveness of this program
as reported by scholars, teachers and parents.
(Contact: Holly Conger, ArtsBridge Coordinator
for USU)
The University of Utah, College of Fine Arts
The College of Fine Arts collaborated with local schools exploring a variety of arts projects in
music, dance, visual arts, theatre and film.
Seventy-five scholars participated as teaching
artists, in fifteen schools, with thirty teachers and
six hundred and fifty elementary and middle school
students. Creative projects included multimedia,
film and animations exploring subjects like the
theme of “place” and family holiday traditions.
City planning and history was the theme of another
project. Students built their own animal habitats
and created environmentally friendly backpacks. Others explored the possibilities in “air” with
windsocks and pinwheel constructions. Others
explored poetry through dance and participated in
a production of Romeo and Juliette. Whole
schools celebrated the results of these
collaborations with dramatic productions, film
showings and murals. In September the Director
and two scholars attended a RIM training for the
kindergarten level; these trainings are scheduled to
be held in Utah again in the spring.
(Contact: Kerri Hopkins, ArtsBridge Director).
Brigham Young University
The Arts Bridge Program at Brigham Young
University facilitated side-by-side collaborative
teaching between 16 BYU Art Scholars in Music,
Drama, Dance, Visual and Media Arts and 23 Elementary classroom teachers. The Art Scholars
were mentored by 11 BYU faculty members.
Approximately 690 students received quality arts
experiences in their classroom due to these
collaborative projects. Scholars and teachers met
for a brainstorming session at BYU in the Fall of
2011 and then returned for a Final Celebration in
March 2012. At the Final Celebration participants,
both teachers and student artists, presented their experiences and projects integrating art and
curriculum in the classroom. Art Scholars also
documented their projects and experiences on
blogs that are listed on our website at
http://education.byu.edu/arts/arts_bridge/
(Contact: Cally Flox, BYU A.R.T.S. Partnership
Program Director)
Weber State University (a new site in Utah)
The big news for WSU, related to ArtsBridge, is
that we proposed and then passed campus-wide,
‘WSU ArtsBridge’ curriculum. It is now officially
on the “books,” so to speak. We- [the Fine Arts
Education areas: Dance, Music, Theater, and Visual Arts in the College of Arts and Humanities
and the entire College of Education] are in the
process of recruiting student scholars to pilot our
program this coming academic year. We are
seeking students from across campus and are
emphasizing collaborative projects. For us, as it
is such a new program and we build its visibility,
one of our bigger challenges is to get the word out
among students and faculty alike.
(Contact: Kathleen Stevenson, Professor of Art,
DOVA/Department of Visual Arts)
In Closing
There are so many truly moving and inspiring
stories to tell about the experiences of ArtsBridge
scholars and the students they connect with in
special, even life-changing, ways as they help develop awareness of the beauty and
expressiveness of the arts to the schools. In
closing we want to share the following story that
was provided by David and Joann at the
University of Colorado at Denver about a project
that involved a scholar and a young music
student.
continued next page
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UCI Center for Learning in the Arts, Sciences & Sustainability
ArtsBridge America June 2012
Singer Songwriter
A Project at Kunsmiller Creative Arts Academy in
Conjunction with ArtsBridge at the University of
Colorado at Denver, College of Arts and Media Teacher: Sara Burton, Grades 8 & 9
CAM Faculty Mentor: Owen Kortz
Music and Entertainment Industry Studies
Instructor ArtsBridge Scholars: Ben Rogers & Kaia
Nutting
Names of Kunsmiller students in project: Angel,
Adrian, Athena, Barry, Choung, Dillon, Matt, Zach
Project Description
For the project, Kaia and Ben worked with
eight advanced students from Sara Burton’s
guitar class that she selected. The project was
designed to give each student an opportunity to write their own song. Workshops delivered by
CAM ArtsBridge Scholars focused on using
their “voice” to tell stories, understanding
simple chord progressions and the elements of
a song, as well as finding inspiration in
mediums such as photography and
imagination. The project culminated in a final
performance where each student (with support
from Ben and Kaia) could share their original
songs.
Quote from CAM ArtsBridge Scholar Kaia Nutting
“I spent a lot of time working with Cheong, a
quiet Asian boy who was almost too shy to speak one-on-one with me. Ben and I were the
most inspired when on our first day, we asked
each of them, “If you had one message you
could share with the world, what would it be?”
And the feeblest voice in the group said,
“Speak up.” The whole time, Ben and I wanted
to encourage him to speak up and use his voice
and hoped music would be the medium to
accomplish that. When we starting meeting
one-on-one with students to go over their
songs, he was one of the first students to
finish his song.
Immediately, his melody was catchy and he had a
full page of lyrics, so I helped him set it to chords
and brought it home to work on a backup track on my computer. I did not get to show him what I had
done until I came back the following semester, but
hearing from other’s how Cheong beamed when I
played and sang his song for the final concert, I feel
that somehow, all of the work was worth it, even if
just for him. I encouraged Cheong that he is a
strong writer and his first song was impressive and
creative; who knows where he will go from here or
how he will remember that moment. Maybe he will
go on to write more songs, or maybe he will never
try it again, but he had an experience of feeling validated before his peers.”
Cheong’s Original Song
Looking at the starry sky, I wish that you would be
That light shining upon me
How I wonder where you are right now
And if you are with somebody else
I think back on all the times - the times we used to
share
It hurts so deep inside me
I am at the movie cinema by myself
I sit and cry alone
That someone I love right now is far away
So far away, my tears will not stop flowing
Tomorrow, I know there is still hope for me
(So I lay) myself to sleep and bid you good night
I still, I still, I love you I'm waiting, waiting forever
I still, I still, I love you
And I'm never gonna stop
HEY!
In the middle of my sleep, a dream makes me relive
The memory of that one day
I recall our conversation You were not totally honest with me
Even though you held me so, told me you won't let
go
I was your one and only
continued next page
ArtsBridge Spotlight
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UCI Center for Learning in the Arts, Sciences & Sustainability
ArtsBridge America June 2012
Center for Learning in the Arts, Sciences &
Sustainability (CLASS)
University of California, Irvine
Bio Sci III, Rooms 2654/2656
Irvine, CA 92697-1480
PHONE (949) 824-2528 or 824-2418
WEB SITE www.class.uci.edu
BLOG http://blogs.uci.edu/clat
Dr. Liane Brouillette, Co-Director
Dr. Brad Hughes, Co-Director
Dr. Kimberly Burge
Director of Outreach
Co-Director, ArtsBridge America
Dr. Maureen Burns, Manager
continued from page 9
You along with all your promises Disappear away into the night
I will search for you until the end of time
I will search for you for all of eternity
So I sleep and when I open up my eyes I just want to feel your presence in the morning
I lost, I lost, I lost you
You're making, making my music
I lost, I lost, I lost you
Will we never meet again?
NO!!
That someone I love right now is far away
So far away, my tears will not stop flowing
Tomorrow, I know there is still hope for me
So I lay myself to sleep and bid you good night
That someone I love right now is far away
So far away, my tears will not stop flowing
So I sleep and when I open up my eyes
I just want to feel your presence in the morning
I still, I still, I love you
I'm waiting, waiting forever
I still, I still, I love you And I'm never gonna stop
I still, I still, I love you
I'm waiting, waiting forever
I still, I still, I love you
And I will see you again
Yeah!!!
ArtsBridge Photographs from UC Santa Cruz
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UCI Center for Learning in the Arts, Sciences & Sustainability
ArtsBridge America June 2012
Spotlight by Richard Stein, Arts Orange County Executive Director
Arts Orange County partnered with El
Centro Cultural de Mexico, a Santa Ana-based all-
volunteer community arts organization, to present a
free one day festival within the 2012 Imagination
Celebration. Entitled “Día del Niño” (Day of the
Child), and based upon the traditional Latin-
American holiday that celebrates the value of children, the festival took place in Santa Ana’s Birch
Park and featured performances and workshops by
guest artists, community performances as well as
offered participatory arts experiences. The festival
was preceded by a month of interactive workshops
in the community staged by El Centro and other
community arts partners. This event was part of a
two-year project to influence a high level of
engagement and value of the arts in the city of Santa
Ana, supported by The James Irvine Foundation.
The Event content was designed to be highly
participatory serving the following outcomes:
• Participant sees themselves as creative and
capable of meaningful participation regardless
of skill level
• Participant understands what is involved in the
creative process and wants to experience more
of the same
• Participant experiences a sense of self-
satisfaction and can articulate what aspects
appealed to them i.e. working with others,
trying something new, etc.
• Participant wants to know where to go to learn
the skills of creating their own art
• Participant feels that their experience
successfully captured the tradition of the “Day
of the Child” in a meaningful and important
way
• Participants embrace the message that children
have important rights, which include being
given opportunities to develop their natural
creativity.
More than 1,000 attended the event on Sunday, April
2012 in Birch Park, Santa Ana. Seventeen performing
arts presentations and fifteen hands-on visual arts
workshops were presented throughout the day.
In order to measure whether we achieved our
outcomes, ten UC Irvine students assisted Arts OC
with face-to-face exit interviews exit interviews with
attendees in English and Spanish, and nearly 200
attendees participated in these. Highlights of the
survey include:
! Many families either practiced arts inside
the home or sought it out in their
community, doing so an average of 4 times
per year.
! 58% were surprised by an activity and
experienced a new arts encounter at the
event
! 77% wished to find out about more
activities like this in their community, gave
their contact information and made
suggestions for next year.
! Many participants mentioned that they were
impressed with all the activities for children
and that community events were often the
way that their family celebrated this
traditional holiday.
! Survey participants were 88.1 % Latino and
70% were parents between the ages of 25
and 40.
! Two-thirds of the participants responded to
the survey in Spanish.
Survey results will now be used to help plan and
expand the next, “Día del Niño” on April 28, 2013.
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UCI Center for Learning in the Arts, Sciences & Sustainability
ArtsBridge America June 2012
The UCI Center for Learning in the Arts, Sciences, and
Sustainability and the Newkirk Center for Science and Society cosponsored their first workshop on
“Communicating Science” on May 3. Featured speaker
Dennis Meredith, author of Explaining Research, focused
on helping research scientists explain their work to the
general public in a manner that non-scientists could
readily understand, but that also did justice to the
complexity of the issues involved.
Meredith pointed out that humans are primates and all
primates have certain characteristics that must be taken
into consideration. When not intensely engaged in an
activity, we tend to be easily distracted. So, lacking
effective visual images, the minds of audience members
tend to wander. What's more, verbal presentation need to
be simpler than research papers because people can read
words at twice the rate a person can speak.
Scientists addressing the general public might consider
adopting a style akin to that of television news anchors. A
well-known saying among TV reporters is: “Say cow, see
cow.” Key images are shown, but without putting
unnecessary text on the screen. Also, an image of a cow
tends to be more effective than an anonymous herd.
When the audience is busy reading text on-screen, they
are engaging with the text, nor the speaker. Whereas, if
there is an image on the screen, that doesn’t interfere with
the processing of words (we can process both
simultaneously). Therefore it does not distract. Simple
bullets on a slide also do not distract because they can be
read at a glance. Plus, using bullets allows a presentation
to evolve to fit the audience.
In addition, Meredith noted that a speaker can serve as a
very effective “visual.” Steve jobs was always energetic
on-stage, used props, gestured. He also wore dark clothes
so that his face and hands stood out. Others will have a
different style. Yet, Meredith did offer a few general rules:
• Buy a remote, so you don’t have to stand at the podium.
• Practice your presentation so you don’t have to use notes.
• Use a portable microphone.
• When you are making a new point, move to
another part of the stage.
• Be enthusiastic.
• Gesture informatively. (The bigger the stage,
bigger the gesture.)
• Describe a discovery moment.
• Tell a story about someone involved in the
research. Or tell a personal story.
Why stories? When people hear stories, parts of brain are activated that correspond to muscles
and senses involved in the action in the story.
This makes hearing the story memorable. The
more a speaker evokes the senses, the more
involved the listener will be. Suspense also helps
to keep an audience’s attention. Two techniques
for introducing suspense are: 1) start a story at
the beginning of the article, but don’t tell reader
how it ended till end of article; 2) ask a question
and do no answer it till later.
On May 17th a follow-up session was held in
which UCI graduate students had the
opportunity to have a 3 to 5 minute poster
presentation professionally videotaped by
students from the MS program in Biological
Sciences and Educational Media Design. The
student presenters received a free video of their presentation in a format that could be easily
uploaded to websites such as YouTube and
SciVee.
Plans are underway to continue the
“Communicating Science” series next year.
Communicating Science
Liane Brouillette, Ph.D.
Co-Director, Center for Learning in the Art, Sciences & Sustainability
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UCI Center for Learning in the Arts, Sciences & Sustainability
ArtsBridge America June 2012
Learning in the Arts and Sciences Book Series
Continuing to help expand open access to scholarly publications, CLASS has published two books in a new
online monograph series through services provided by the California Digital Library. The newest book is a work
by Sue Cronmiller called The Poets of El Sol. It engagingly describes the UCI Poetry Academy’s work at El Sol
elementary school. Amy Shimshon-Santo edited the first book-length work entitled Art = Education: Connecting
Learning Communities in Los Angeles. In it, arts educators discuss critical pedagogy in the arts, honor youth
creativity, and share successful teaching and learning strategies in architecture, art, dance, design, and world
music. The work is openly accessible from the Center’s eScholarship site. The UC Press provided an option to purchase print versions of these books through the UC Press, but this program is transitioning to a different
publisher for print on demand. Among the advantages of this hybrid publishing program are: global
dissemination and reach, Google optimization for discoverability, author retention of copyright, and perpetual
access & preservation.
The Center’s other eScholarship publications have already reaped these benefits with working papers, post prints,
and the peer-reviewed Journal for Learning through the Arts. The Center is also pleased to announce the publication
of Volume 8, Issue 1, 2012. This issue features articles on the medical humanities.
Call for JLtA Articles
Manuscripts are currently being accepted for the next issue
of the Journal for Learning through the Arts. THE
SUBMISSION DEADLINE IS SEPTEMBER 1, 2012. See
the eScholarship web site for guidelines or to submit a manuscript for consideration for publication.
Journal for Learning through the Arts is a peer-reviewed, online
journal focused on disseminating current theory, research,
practice, and thinking on arts integration in schools and
communities. The Journal provides a forum for discussing
all aspects of learning that integrate the visual and
performing arts within K-12, community, or higher education settings.
Submissions are invited from university faculty, researchers,
teaching artists, and K-12 school district personnel who
have explored the link between learning and the arts
through deliberate and disciplined integration of the arts (1)
across arts disciplines, (2) with other academic content
areas, and/or (3) into community-based educational programs. Manuscripts may be submitted online any time.
Articles discuss theory and practice, highlight current
research, and review teaching and professional materials of
interest to language arts educators. Articles should provide
important insights into--or suggest provocative questions
about--arts integration and learning. Proposals for Book
Reviews on current, recent, and classic works on arts integration and learning are also welcome.
Manuscripts should be in English and prepared in
accordance with the format recommended in the Publication
Manual of the American Psychological Association.
Authors are invited from outside of the United States.
Manuscripts are reviewed anonymously by at least two
members of the Peer Review Board.
The Journal is sponsored by the Center for Learning in the Arts, Sciences and Sustainability.
Queries? Contact: Maureen Burns ([email protected])
Production Editor or Dr. Liane Brouillette ([email protected]) Managing Editor.
14 14
UCI Center for Learning in the Arts, Sciences & Sustainability
ArtsBridge America June 2012
VSA California of Orange County, the organization on arts and disability, presented the 36th Annual VSA Festival,
“We Love California,” on Saturday, April 21, 2012, at Westfield MainPlace, Santa Ana. A day filled with performances,
demonstrations, participatory workshops, and a 1,000 piece art exhibit could not have been the success it was, without the
Student Teacher Volunteers from University California Irvine.
For many years, VSA Orange County has recognized the value of UCI’s outstanding student volunteers. An effective
volunteer must be efficient, motivated, productive, and accountable for their work. This can be said for each UCI volunteer
who was assigned to assist with hands-on workshops. The response from the workshop leaders was that of praise and grateful
hearts to have an extra pair of hands assisting VSA participants assemble California Quails, kites and surfboards, wearable art,
abalone necklaces, yucca paint brushes to paint Indian petroglyph, photo magnets, bubble art, arrowheads at the California
Gold Rush Display and many other creative activities. We know that these volunteer experiences benefited the UCI students
as well as the artists with disabilities and the community visitors.
The following is a representative excerpt from comments made by a UCI student teacher volunteer:
“I was assigned to the Wire Jewelry Making Table. My table was staffed by an Art teacher who taught at the high school and
college level – her specialty was therapeutic art. There was also a man who appeared to have a mild learning disability at our
table. In the time that I was there, we invited children to come to our table and create rings and bracelets from wire and pipe
cleaners. The art teacher volunteer told people what was going on but never solicited any type of financial or volunteer
support. The event was simply to raise awareness about how the arts are a universal language for all and how the arts can
affect the abilities with persons with disabilities. They seek to change society’s attitudes toward people with disabilities. The
volunteer experience opened my eyes to how capable – and focused – persons with disabilities are and how they have a range
of abilities in several forms of the arts – just like persons without disabilities.” (Lisa Berry)
VSA, the international organization on arts and disability, was founded in 1974 by Ambassador Jean Kennedy Smith
to provide arts and education opportunities for people with disabilities and to increase access to the arts for all. With over 52
international affiliates and a network of national affiliates, VSA is changing perceptions about people with disabilities around
the world. Each year, over 7 million people of all ages and abilities participate in VSA programs, in every aspect of the arts –
from visual arts, performing arts, to the literary arts. VSA is an affiliate of the John F. Kennedy Center for the Performing Arts
in Washington, D.C.
From a single day festival in 1977, sponsored by the Orange County Department of Education, on the campus of
Santa Ana College, the beginning of VSA programs emerged statewide. Since those early beginnings, Orange County has
developed new programs and expansion through collaboration with schools, organizations, and service providers. When
Imagination Celebration was launched in 1985, the local VSA Festival became an event of the month-long celebration.
Today, the Imagination Celebration is presented by Arts Orange County, the countywide arts council, and the Orange County
Department of Education.
UCI student teacher participation in this event has been sustained since the mid-1990s by Phyllis Berenbeim of the
Orange County Department of Education and Dr. Kimberly Burge, Director of Outreach for the UCI Center for Learning in
the Arts, Science and Sustainability. For more information about VSA please contact Dr. Burge, [email protected].
UCI Student Teachers Applauded for Volunteer Service by Kim Burge and Phyllis Berenbeim
15 15
UCI Center for Learning in the Arts, Sciences & Sustainability
ArtsBridge America June 2012
New Journal Issue:
Volume 8, Issue 1, 2012
Visit the CLASS Web site at
www.class.uci.edu
Please visit the CLASS Web site frequently as it is
being redesigned and updated with information
about our latest collaborative projects, research
activities, and program initiatives. Additionally, our
site provides K-12 teachers and teaching artists with access to interdisciplinary visual and performing
arts lesson plans and videos of their
implementation.
We plan on continuing to provide online visitors
with dramatic improvements in navigation,
appearance and accessibility, not to mention
additional educational resources. Video lessons will
include streaming videos of three sets of lessons for
grades K-2 from the Teaching Artist Project developed by the Visual and Performing Arts
(VAPA) Department, San Diego Unified School
District. The site was designed by the JDLS
Informatics Team, with support from faculty from
the UCI Donald Bren School of Information and
Computer Sciences. Sincere thanks to Michelle
Rodriguez, who is currently updating and
maintaining the CLASS website.
The Center also has a blog where ongoing information about programs and services can be obtained at http://sites.uci.edu/clat/.
8
The current issue of the Journal for Learning through
the Arts explores the future of the Humanities and
Arts in Medical Education. Johanna Shapiro
edited the issue with Jo Marie Reilly and the
former provides a thought-provoking introduction. Twelve articles follow grouped by the themes of
performing arts, narrative and storytelling,
teaching and learning through the arts, and
multimedia approaches.
All new and past issues of the Journal for Learning
through the Arts are available online at http://escholarship.org/uc/clta_lta