Celebrating the One-Year Anniversary of the Passage of Portland’s groundbreaking new Arts Education & Access Fund

Thank you cardOn November 6, 2012, one year ago today, Portland residents overwhelmingly voted to approve a new local $35 income tax to restore arts education to every elementary school in the city’s six school districts, strengthen the non-profit arts community and increase arts access citywide.

Years in the making, the Arts Education & Access Fund is the first local public fund to make targeted investments in both K­12 arts education and the non-profit arts community through a voter ­approved income tax. And one year later, just as the revenue will begin to reach schools and arts programs citywide, there are many remarkable accomplishments to celebrate.

The Arts Education & Access Fund was built around a powerful new strategic partnership and an influential new citizen-led movement. Our success in bringing together the City of Portland, the non-profit arts community and Portland’s six public school districts to establish sustainable new funding for essential arts programs and education has become a model for arts-invested cities nationally. And the citizen-led movement that grew and mobilized to restore arts education for every Portland public school and make the arts accessible city-wide continues to inspire awe with 68 member organizations, 4,200 volunteer hours, 10,000 pledges of support, 35,000 people signed on, 7,454 Facebook Likes and 2,990 Twitter Followers.

While there is much to look forward to with 70 new Arts Tax-funded elementary arts teachers in Portland’s classrooms and the first round of investments in non-profit arts organizations and access programs still to come, the one-year anniversary offers a great opportunity to look back. And celebrate how far we have come. Congratulations Portland!

Screen Shot 2013-11-18 at 2.06.20 PMHonoring the people who made it happen!

In the days leading up to the election, the Schools & Arts Together Campaign reached a fever pitch of support and momentum. Nearly 200 volunteers canvassed tens of thousands of Portland homes, called more than 2,500 voters and bannered the Broadway, Burnside and Hawthorne bridges while more than 5,000 friends joined us on Facebook to get out the vote. When the preliminary election results were reported at 8pm on November 6th, we were not just celebrating the restoration of arts and music to Portland schools and access to art for every resident, we were reveling in the powerful impact of grassroots advocacy and the positive change that it can forge in our community.

Voter turnout on November 6, 2012 was 82% in Multnomah County with 62% of voters (more than 178,000!) voting YES for Measure 26-146 to establish the Arts Education & Access Fun. Founded in 2008 with the establishment of the Creative Advocacy Network (CAN), this movement and the Schools & Arts Together Campaign have become powerful models of advocacy and collaboration.

There were many, many reasons to give thanks last week and more than 178,000 supportive citizens of Portland, working together to bring the arts to life in every classroom and community, were at the top of the list.

Thank you!

Heartfelt Thanks!

In the twelve months since the passage of the Arts Education & Access Fund, CAN has been simply inundated with heartfelt thank you notes, calls and e-mails. On the one-year anniversary of this groundbreaking moment, we fondly remember the inspiring words of the arts and education leaders who helped us to establish this groundbreaking fund  as well as the students, teachers, families and community members who are just beginning to feel the impact of the Arts Tax and share their thanks.

facies lateralis radii http://littlebabycompany.com/buy-phentermine-from-uk.php buy phentermine from uk facies labialis dentis Screen Shot 2013-11-18 at 2.06.10 PMDavid Douglas Superintendent Don Grotting: Thank you for “making a difference in the lives of children throughout Portland.”

http://www.dmassociatesllc.com/buying-xanax-online-illegal.php buying xanax online illegal Earl Boyles Elementary Music Teacher Mari Schay: “I can’t even begin to describe how relieved I am to know there will be consistent funding for music in David Douglas over the next few years.

http://sandiegocgaux.org/division/Div1New/sander2/group4/ klonopin buy uk Portland State University President Wim Wiewel: “I’m proud to have had the opportunity to see this happen, after all-too-many-years.”

fibrinogenolysis buy yellow phentermine fang Wieden+Kennedy Co-Founder Dan Wieden: “So proud of this community and thankful for the vision and hard work essential to pull this off.”

http://www.zeitcam.com/docs/assets/cam3/zeit4/ ordering tramadol from canada Portland Youth Philharmonic Executive Director Kevin A. Lefohn:  Take note Children of Portland”…this vote has “brought the arts back into your lives and into our hearts for years to come!”

buy adipex from canada Portland Elementary Music Teacher Val Barton Ellett: “From an elementary music teacher in Portland, to ALL of YOU… THANK YOU for bringing music and art back to elementary students!!”

http://www.summitlaps.com/dogterra/summit/pack11/then10/ ultram prescriptions online Parkrose Superintendent Karen Fischer Gray: “This work will help children in Portland for many years to come!!”

NW Children’s Theatre & School Executive Director Judy Kafoury: “We will always be very grateful.”

Portland Public Schools Deputy Chief Financial Officer & Budget Director David Wynde: “A fantastic outcome to the election for schools and the children and families they serve. Hurrah!”

Native American Youth and Family Center Deputy Executive Director and PPS Board Member Matt Morton: “Thank you for support you’ve given to our schools and to engaging communities of color.”

Oregon Community Foundation introduces $32 Million in new Fields Fund Investments to Support Arts and Education

On May 9, 2009, the Oregon Community Foundation announced that it had just recieved the largest single gift in its history and one of the largest single gifts made to any community foundation in the country – $150 million from the estate of  Fred W. Fields to support arts and education.

As the City of Portland weighed the importance of increasing public funding for arts and arts education and went on to pass a groundbreaking ballot measure to increase funding for arts teachers and arts organizations by $12 million annually, OCF’s new Fields Fund begun developing a long-term vision and strategy for infusing education and arts programs throughout the state with a significant new philanthropic funding stream.

In November 2011, the OCF’s Fields Fund released $1.3 million in special one-time grants to 136 non-profits across Oregon that are doing good work in areas that were meaningful to Fred and Suzanne Fields. And this May, the Oregon Community Foundation announced their plan for a five-year, $32-million investment in strategies and programs that will support education and the arts for all Oregonians

“OCF is honored to be the steward of a gift that will annually provide millions of dollars in support for essential education and arts programs in communities across the state,” said Max Williams, OCF president and CEO. “It is really a gift to Oregon, and will continue the generous spirit of giving personified by Fred and Sue Fields.”

In celebration of the generosity of Fred and Sue Fields and in anticipation of the powerful impact that the Oregon Community Foundation will have on arts and education in Oregon through the Fields Fund, we are excited to share the details of OCF’s new Fields Fund initiatives: Creative Heights and Studio to School.

Screen Shot 2013-10-30 at 11.16.26 AMCreative Heights

In recognition of the need for arts and culture organizations to test new ideas and to stretch their creative capacity, the Oregon Community Foundation announces the  Creative Heights Initiative. Through this four-year initiative, OCF will provide grants to help arts and culture organizations take strategic risks in the creation and dissemination of high-quality new works in Oregon, as well as provide unique opportunities for Oregonians to experience innovative arts and culture.

Up to $1 million annually is available in total. OCF is interested in reviewing proposals for a range of funding levels and timelines to best serve the needs of the particular project.  Up to 25 projects will be selected per annual cycle with grants ranging from $10,000 to $125,000 per project.

Screen Shot 2013-10-30 at 11.16.13 AMStudio to School

In order to increase community capacity to deliver on-going arts education, The Oregon Community Foundation announces a new statewide arts education initiative.  Studio to School is a multi-year grant program to support up to 15 collaborative projects between schools and community arts organizations to design and deliver sustainable arts education opportunities that have the potential for replication. Activities can occur both during the school day and in out-of-school time. Through this project, The Oregon Community Foundation aims to increase arts opportunities for underserved youth in grades K-8 and to support communities in strengthening their networks and capacity to offer year-round arts education.

Studio to School Learning Community

Along with grant support for direct programming costs, all grantees must commit to participate in meetings of a learning community around collaborative strategies for supporting high-quality, innovative arts education opportunities for elementary and middle school-aged youth. Meetings will occur two to three times per year and administrators, program managers, and educators will be required to participate. Grantees must also participate in program evaluation and will be eligible for technical assistance related to data collection and other evaluation requirements.

Screen Shot 2013-10-30 at 11.16.06 AMEstablished in 1973 by Portland philanthropist William Swindells Sr., The Oregon Community Foundation was formed as a permanent endowment for community improvement efforts throughout the state. It is now the largest foundation in Oregon, with $1.1 billion in assets. The Foundation works with individuals, families and businesses to create charitable funds to support community causes in which they are interested. Through these funds, OCF disbursed approximately $86 million in grants and scholarships in 2011.

The Case for Arts Education

In her October 12, 2013 New York Times Opinion piece “Is Music the Key to Success?”, author Joanne Lipman sums up the enormous  benefits of a lifelong music education as described by three tremendously accomplished men – Paul Allen, Allen Greenspan and Woody Allen.

Consider the qualities these high achievers say music has sharpened: collaboration, creativity, discipline and the capacity to reconcile conflicting ideas. All are qualities notably absent from public life. Music may not make you a genius, or rich, or even a better person. But it helps train you to think differently, to process different points of view — and most important, to take pleasure in listening.

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Lipman’s piece offers an anecdotal analysis of the link between arts education and access to success in life that is actually quite well supported by innumerable surveys, research and reports that drill down into the provable quantitative impacts of arts education and access on performance in school and in the workforce.

In fact, a 2013 Americans for the Arts publication entitled  “Arts Education Navigator: Facts & Figures” highlights research to support the contention that arts education in schools and arts access in communities has a measurable impact on whether students Stay in School, Succeed in School, Succeed in Work and Succeed in Life. Here are a few of our favorite Arts Education Quick  Facts to bolster your next debate on the importance of arts education.

Students who participate in the arts are:

  • 4 times more likely to have been recognized for academic achievement
  • 3 times as often elected to class office
  • 4 times more likely to participate in a math and science fair
  • 3 times more likely win an award for school attendance

Longitudinal data of 25,000 students demonstrate that involvement in the arts is linked to:

  • Higher academic performance
  • Increased standardized test scores
  • More community service
  • Lower dropout rates

Research shows that students at risk of not successfully completing their high school educations cite their participation in the arts as a reason for staying in school.

Students who take four years of arts and music classes while in high school on average score about 100 points better on their SATs than students who took only one-half year or less.

The average GPA of students who earned arts credits in high schools was 3.17 vs. 2.97 for students who earned low or no arts credits

Low-income students with few or no arts credits are 5 times more likely not to graduate than their peers who earned many arts credits

Low-income students with intensive arts experiences in high school were 3 times more likely than students who lacked to earn a bachelor’s degree. They also were more likely to earn “mostly A’s” in college.

Low-income students were 4 times more likely to participate in student government and school service clubs when they have arts-rich experiences.

For more Facts & Figures or access to scores of studies and reports on the benefits of arts education and access, visit the Creative Advocacy Network’s  Knowledge Bank at  www.theArtsCAN.org.

Arts & Culture coverage will get a much needed boost when  OPB’s State of Wonder debuts November 2nd

Oregon Public Broadcasting announced this month that its new arts and culture radio program, State of Wonder, will debut on OPB Radio November 2 at noon. The weekly program can be heard every Saturday at noon and can be streamed online from opb.org or on mobile devices with the OPB News app.

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A magazine-style show, State of Wonder will feature interviews and reporting on the latest in visual arts, theater, music, literature, culture and more. It will consist of original stories and will also largely draw from content within OPB’s robust arts and culture portfolio including Oregon Art Beat, OPB News,Oregon Experience, KMHD jazz radio and OPB music. Serving as the hub of OPB arts and culture content, State of Wonder will shed light on what is happening within the local arts community and how it connects to the greater region, nation and world.

 

State of Wonder is produced and hosted by April Baer, a seasoned reporter and producer who has been with OPB since 2004. Joining her will be contributing producer Ifanyi Bell, who has worked on a variety of arts and culture stories for OPB as a digital producer for nearly three years.

 

“We interpret ‘State of Wonder’ as the moment when you can’t tear yourself away. Maybe it’s the book that kept you up late, the exhibition that left you speechless, the record that wormed its way into your head or the game you couldn’t put down, said April Baer, OPB. “There are plenty of algorithms out there that can steer you toward something new. But we wanted to make room for stories that also tell you how artists and creatives are getting their work in front of you.”

 

Baer and Bell, along with other OPB arts and culture reporters, will serve as curators of premium arts and culture stories each week for State of Wonder. Moving beyond traditional arts event calendar listings, they will bring to life the week’s show-stopping stories, ideas, and must-see happenings. They will have frank conversations about the economic, social and political currents shaping the creative economy. Equally important, they will showcase what is being created in local communities and how individuals are digesting these creations.

 

While the show itself will have a playful, lighthearted and sometimes irreverent feel, State of Wonder will be extremely pointed, curious and informative.

 

State of Wonder has launched both a new Facebook fan page and Twitter page where listeners and followers can check in on what will be discussed on upcoming shows, learn about local artists and creators, see upcoming events and find out more about what’s happening in the arts community. Beginning in this month, State of Wonder will be posting audio segments on Facebook from a variety of pilot shows previously recorded. In this clip, the April Baer talks about the current state of the arts tax, goes into a classroom to explore how the arts help children learn, visits an Andy Warhol exhibit at a tribal museum in Pendleton, and teases a story about “Star Wars in verse.”

 

Kudos to OPB for increasing their coverage of Arts and Culture in Oregon. November 2nd cannot come soon enough!

 

Revisiting Act for Art:  The Creative Action Plan for the Portland Metropolitan Region

For decades, regional arts leaders and elected officials have worked to increase Portland’s creative capacity with the understanding that the arts shape neighborhoods, improve K-12 education, boost economic development and enhance livability. In 2008, a  region-wide Creative Capacity Project engaged more than 1,500 citizens in an assessment of the region’s strengths and weaknesses when it comes to culture, creativity and the arts. The result was a comprehensive Creative Action Plan called Act for Art which has served as both a road map and a call to action since it was published in 2009.

As the genesis of the Creative Advocacy Network and the initial rallying cry for Portland’s groundbreaking new Arts Education & Access Fund, Act for Art remains a touchstone for the realization of the true creative and cultural capacity of our region. As 2013 comes to a close and revenue from Portland’s new public fund for the Arts begins to have an impact, it is time to revisit the goals and action items set forth in Act for Art.

Here’s where we said we would be by 2014:

 

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A:  Establish a dedicated, sustainable public funding mechanism that generates $15-20 million per year region-wide.

B:   Increase total private sector giving to the arts by 10-25% and Generate $1 million or more annually through Work for Art

C:  Finalize recommendations for investing public dollars in venues and facilities.

 

 

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A:  Increase in free and reduced cost arts experiences and cultural activities

B:  Dedicate more public funds to support proven arts education programs

C:  Increase in national and international media visibility and cultural tourism

 

 

 

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A:  New strategies for helping artists achieve savings on housing and other basic living expenses

B:  Comprehensive technology solution(s) to help facilitate artist networking

C:  Measurable increase in earned revenue for artists and arts organizations

Join us for the Oregon Arts Summit on October 7th!

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If we believe the arts are key to establishing and maintaining vibrant communities, what does engagement look like? How are we connecting with communities? How can we work together when so much is at stake?

On October 7th, join us at the Oregon Arts Summit to Re-Think Engagement: to examine how audiences and arts organizations have repositioned their relationships; look at the power of the arts to engage students and transform learning; and learn about communities—in Oregon and across the nation—that have used arts and artists to create ‘place.’

This year’s Summit will include a track of three arts education break-outs with national and Oregon speakers and experts. Powerful and compelling artists will present and perform their work. Topics like creative place making will be addressed by plenary speakers and in smaller groups.

How and what have we learned from our audiences? How have different ways of engagement taken our work to new or different places or communities?

How are we creating context for new and authentic relationships?

How are the arts engaging schools and community? How are communities engaging with schools in and through the arts?

Engaging communities—rural and urban—around creative place making—what’s in place to make it happen?

Advocacy—How do we engage others in bringing vision to action?

Sold out the past four years, our annual one-day Summit has become known as the place where individuals and teams of staff and board come together for provocative learning exchanges that spark new insights and connections to their work. This year will be no different.

Learn more and Register Today!

Registration is limited and just $85 a person. Oregon residents traveling more than 160 miles one way to attend the Summit are eligible for a registration waiver. 10% discount for groups of two or more. Substitute teacher stipends are available.

 

Updates Underway on National Standards for Arts Education: State Arts Action Network Drives Advocacy to Adopt New Standards in all 50 States

Americans for the Arts, the nation’s leading nonprofit organization for advancing the arts and arts education, has joined the National Coalition for Core Arts Standards (NCCAS) leadership team revising the national voluntary learning standards for dance, media arts, music, theatre, and visual arts for grades preK-12. In addition, Americans for the Arts will assume a leadership role in advocating for all 50 states to adopt the standards.

“As America’s education system moves toward increased accountability measures, it is imperative that the arts have current standards as well as assessment and evaluation models that can inform best practice for teaching and learning,” said Robert L. Lynch, president and CEO of Americans for the Arts.

“If we don’t update the standards to meet the needs of current educational priorities, the arts risk being marginalized in American schools, limiting our young people’s access and opportunity to a full and balanced education.”

When the standards were drafted in 1994, Americans for the Arts led the initial advocacy effort in all 50 states to adopt them. The organization will collaborate with NCCAS leadership in a similar capacity, this time activating its State Arts Action Network—which consists of arts education leaders in all 50 states—to drive state-level advocacy efforts to endorse, adopt and adapt the 2014 National Core Arts Standards as the recognized model of quality arts education throughout the United States.

“I am excited to continue our work to advance arts education in state policy and further strengthen the arts as a strategy in the education reform efforts taking place across the country,” noted Lynch.

Lynn Tuttle, President of the State Education Agency Directors of Arts Education (SEADAE) and an NCCAS leadership team member, said she was delighted that Americans for the Arts has become a partner in the standards project. “NCCAS is thrilled that Americans for the Arts has joined the coalition. Currently, 48 states have adopted arts standards. Their support is an important boost to the new standards’ credibility and will strengthen our effort to gain widespread endorsement and adoption in the states.”

Americans for the Arts is the latest organization to join the broad coalition of stakeholders developing the new standards. The group hopes to create a product that will reflect and encompass the most current research in the arts education field, national and international developments in education, and policy directions, including Common Core State Standards and the drive to develop 21st century skills.

Other NCCAS leadership organizations include the American Alliance for Theatre and Education, The College Board, National Art Education Association, National Dance Education Organization, Educational Theatre Association, National Association for Music Education, State Education Agency Directors of Arts Education, Young Audiences and arts educational leaders in the field of media arts.

The new standards will be released in March, 2014. A review of the draft K-8 standards was completed in July; NCCAS will be issuing a call for public review of the draft high school standards on September 30. Interested individuals should visit the coalition’s website at nccas.wikispaces.com or the NCCAS Facebook page at facebook.com/NationalCoalitionForCoreArtsStandards to learn how they can participate in the review process, and for other information about the project.

Three local non-profits bring art to life in local classrooms, one paintbrush at a time

As Portland public elementary schools welcome back nearly 70 arts and music teachers now funded by the Arts Education & Access Fund, classrooms that have been collecting dust must now be restocked with arts supplies. And while many schools have small budgets available for the basics, community support is often an essential ingredient for a flourishing K-5 arts program.

While community-based non-profits play many essential roles in our public schools, from providing after school programs to offering artist residencies, three local organizations have stepped up to help our schools, teachers and students get their back-to-school shopping done. These organizations have filled Portland’s classrooms with literally tons of paper and paint, ribbon and clay, markers and crayons.  The Dreaming Zebra Foundation, Schoolhouse Supplies and SCRAP have all played a critical role in restoring arts education to Portland schools this Fall by making donated arts supplies available at low or no cost.

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Dreaming Zebra‘s Community Art Recycling Program provides access to art and music supplies for thousands of children, schools, art therapy programs and community organizations throughout the United States. In 2012, Dreaming Zebra provided free art supplies, musical instruments, and public art experiences to more than 50,000 young artists — children who otherwise might not have experienced the joys and benefits of an art education.

Schoolhouse Supplies is an award-winning nonprofit that supports public education in Portland by giving students and teachers free classroom supplies. They operate Oregon’s only volunteer-run Free Store for Teachers, which is stocked with supplies donated by the community. The Free Store for Teachers is a resource for all Portland Public Schools teachers, including alternative and charter programs; community members can also volunteer here to earn additional shopping vouchers for teachers and education non-profits outside of PPS. Store hours are Tuesday-Thursday 1-7 pm; click here for a complete shopping calendar, or visit http://schoolhousesupplies.org/ for more information.

SCRAP‘s mission is to inspire creative reuse and environmentally sustainable behavior by providing educational programs and affordable materials to the community. SCRAP was founded in 1998 by a group of teachers who wanted to find a home for their leftover classroom materials. They brought these materials to A Teacher’s Space, a resource center for Portland Public School teachers, and left them on a table for others to use. In 1999, an innovative teacher named Joan Grimm got together with a handful of her peers and received a grant from DEQ to open a small creative reuse center for the community. SCRAP was born.

Arts Integration transforms learning in Portland classrooms through The Right Brain Initiative

Recently, the Regional Arts & Culture Council’s Right Brain Initiative published a School by School report on the arts integration programming that they brought to life for Portland area students during the 2012-13 school year. Serving 11,500 students K-8 classrooms across six school districts, The Right Brain Initiative coordinated 206 artist residencies in three counties. Each residency was collaboratively designed by Right Brain teaching artists and school staff to integrate the arts into standard subjects like science, math, language arts and social studies.

Arts integration is widely recognized as a critical component of a complete arts education, complimenting (but not replacing) the certified arts instructors in Portland schools now funded by Portland’s Arts Education & Access Fund. The Right Brain Initiative is an excellent example of what is possible when artists, arts organizations and schools come together to teach our children. Arts education investments like these will only grow as RACC develops a new Access Grant program for schools and non-profits with additional funds from the Arts Education & Access Fund.

Here is an overview of Right Brain’s activities in ten Portland schools last year:

Beach School with Obo Addy Legacy Project:  PreK, Kindergarten and 2nd grade students explored pattern, rhythm and the meaning of stories while learning Ghanaian drumming with the Obo Addy Legacy Project.  Students learned both traditional songs and also how to create their own solos.

Beach School with Carla Wilson:  Three 1st grade classrooms at Beach School worked with Carla Wilson of Young Audiences to create a musical score based on selections from Scott Foresman. All students participated in analyzing the literature, creating and performing a musical score.

Beach School with Northwest Children’s Theater and School:  3rd, 4th and 5th grade students worked with Northwest Children’s Theater and School to create plays, while focusing on the character development of each of their roles.  Some plays explored imaginative worlds, while others explored various cultures around the world.

Beach School with Earth Arts NW:  Collaborating with Robin Chilstrom of Earth Arts NW, 5th grade students created 3D masks of Northwest animals (ravens, beavers, or salmon) from 2D materials using lines, shapes and patterns that they felt reflected them.

Beach School with Portland Art Museum:  Grades 6-8 participated in the Portland Art Museum’s Object Stories project.  Using narrative writing and storytelling, students explored objects of personal significance as well as objects of art during two visits to the museum.  While at the museum, students recorded oral stories about their personal objects in the museum’s Object Stories’ booth.

Beach School with Caitlin Shelman:  6th, 7th and 8th grade students in Beach’s language immersion program learned the art form of silk screening in a residency taught in Spanish by visual teaching artist Caitlin Shelman. Students learned about the use of visual messaging in creating propaganda and then created their own silk screen designs to represent these concepts.

Hayhurst School with Tears of Joy:  With Tears of Joy, Kindergarten-2nd grade students at Hayhurst created puppets based on a world folk tale, and then wrote an original line for their puppet based on their understanding of the story. They performed the adapted folk tale with their puppets in front of their peers and family members.

Hayhurst School with BodyVox:  Students from the 3rd-5th grades explored movement with BodyVox, and integrated dance with other core curriculum. Groups of students collaborated together to choreograph dances and perform an original dance expressing an idea or concept they were currently studying.

James John School with Amy Steel and Alice Hill:  Kindergarten through 5th grade students worked with Amy Steel and Alice Hill to create a mixed-media mural and installation that reflected social studies content appropriate for each grade level. For example, 3rd graders connected visual art to the study of their neighborhood.

King School with Julie Keefe:  King Kindergarten through 5th grade students explored photography with teaching artist Julie Keefe. Kindergartners used photography to share personal comparisons to animals, using the text Quick as a Cricket as an inspiration.  The 1st and 2nd graders expanded upon their IB unit about neighborhoods, exploring the roles they each play in their neighborhood, what they enjoy in their neighborhood and through interviews with local community members (including former King students) a better sense of the dynamic make-up of their own local neighborhood.  The 3rd, 4th and 5th grade students used photography as a springboard to figurative writing.

King School with Portland Art Museum:  Grades 6-8 participated in the Portland Art Museum’s Object Stories project.  Using narrative writing and storytelling, students explored objects of personal significance as well as objects of art during two visits to the museum.  While at the museum, students recorded oral stories about their personal objects in the museum’s Object Stories’ booth.

Lewis School with Jan Abramovitz:  At Lewis, Kindergarten-2nd graders worked with movement specialist Jan Abramovitz on a residency designed to give students and teachers strategies for focus.

Lewis School with Northwest Children’s Theater and School:  Grades 3rd-5th worked with Northwest Children’s Theatre to integrate literacy and social studies content with theater games and the dramatic arts.  Each grade level had a different focus: third graders wrote and performed their own myths; fourth grade focused on specific Pacific Northwest Native American legends; and fifth grade wrote scripts that coincided with their study of Early America.

Markham School with Oregon Ballet Theatre:  While working with Oregon Ballet Theatre, Kindergarten through 2nd grade students at Markham explored body control, space, time/musicality, communication, collaboration and problem solving through dance movement.

Markham School with Oregon Children’s Theatre: Read, Write and Act:  3rd-5th grade students worked with Oregon Children’s Theatre and their Read, Write and Act program to write a script based on their understanding of a story and then performed a staged reading of their script for their peers.

Sitton School with Sarah Ferguson:  All Sitton students worked with Young Audiences teaching artist Sarah Ferguson to explore using clay and collaborating to create a mural that reflects their study of geography, world cultures and flora/fauna.

Vestal School with Karie Oakes:  Karie Oakes, of Young Audiences, worked with Vestal’s Kindergarten through 4th grade classes, a multi-age Lifeskills classroom, and an 8th grade to create various ceramics projects that were linked to core subjects throughout the various levels. Students also used writing to help connect the dots between their individual clay pieces and their integrated curriculum.

Vestal School with Sarah Nagy:  4th through 8th grade students worked with Young Audiences media artist Sarah Nagy to create group claymation films that reflected their sense of identity and personal interests. Through this process, students learned about themselves as individuals, but also how they fit into the larger community of their classroom and school.

Whitman School with Portland Taiko:  Whitman’s Kindergarten through 3rd grade students learned about Japanese Taiko drumming and the three core values of Portland Taiko—respect, cooperation, and perseverance.  Students reflected in journals throughout the residency, furthering their understanding of the concepts and context learned while drumming.

Whitman School with Northwest Film Center:  4th and 5th grade students worked with Art Specialist Keri Piehl and the NW Film Center on a filming project entitled “Mapping Me, Mapping You.”  This semester-long, innovative residency began with students considering their personal histories and how to represent them in all 2-D forms: pencil drawings, watercolor, and ink. From there, students created “personal geographies” and filmed their history as a short film. Students learned stop-animation techniques and worked in pairs to create their own films. The project concluded with students learning interviewing techniques and interviewing each other about their hopes and dreams.

Woodlawn School with Oregon Symphony:  Woodlawn Pre-Kindergarten through 2nd grade students attended four performances by Oregon Symphony musicians and then participated in storytime back in the classroom with musicians from the orchestra.  Students learned musical skills such as rhythm, melody and pattern, gained a greater exposure to music and connected their musical understanding to math, reading, writing and other cultural experiences.

Woodlawn School with Portland Taiko:  3rd and 5th grade students built on the skills they learned last year during this second year of a residency with Portland Taiko.  Their learning this year was focused on developing students’ confidence and ability to perform in front of an audience.

Woodlawn School with Rick Meyers:  4th grade students learned resourcefulness and creativity while experimenting with string, music and dance with Rick Meyers of Young Audiences.  Connecting with their study of the Oregon Trail, students demonstrated an understanding of the different experience of recreation while on the trail vs. recreation and entertainment option available to them today.

Woodlawn School with Oregon Children’s Theatre:  The 6th, 7th and 8th graders at Woodlawn learned about theatrical speaking skills through Oregon Children’s Theatre’s Loud and Clear program.  Students took these presentation skills and used them to enhance the speeches that are part of their language arts work samples.

The vision of The Right Brain Initiative is to achieve a measurable impact on learning by integrating the community’s arts and cultural resources into the education of every K-8 student in the region’s school districts. The Initiative is a collaboration among educators, parents, artists, local governments, business leaders, and donors who are working to achieve this vision in an equitable, systemic, and sustainable way. RACC serves as managing partner of the program.

To watch or read Right Brain’s inspiring Manifesto or learn more about the Right Brain Initiative activities at school districts across the region including Corbett, Gresham-Barlow, Hillsboro, North Clackamas, Oregon Trail and PPS, click here. To learn more about bringing Right Brain to your child’s school, e-mail the Right Brain Initiative Outreach Specialist, Rebecca Burrell.

The Arts are Back in Schools!

Next week, some 34,700 students will return to 85 Portland public elementary schools across the city. Whether they are in Kindergarten or 5th grade, in a school district on the eastside or westside, attend a struggling school or a flourishing one, all of these students will now enjoy access to an arts education.

This year, for the first time, Portland’s Arts Education & Access Fund will cover the cost of one certified arts instructor for every 500 K-5 students in our city and require every Portland school district to offer weekly arts instruction to every elementary school student.

This investment of Arts Tax dollars will make a tremendous impact on Portland’s schools and students in the coming year. And, while the most powerful indicators of the success of Portland’s Arts Education & Access Fund will be increases in student attendance, engagement, test scores and graduation rates, it is exciting and important to quantify the immediate impact on our schools.

Here is an overview of the teaching positions that will be funded for the 2013-14 school year with Arts Tax revenue.

Screen Shot 2013-08-27 at 11.45.15 AMFor 15 schools and nearly 6,000 students (all in the Portland Public Schools district), this funding will mean that students who had no access to certified arts instruction last year will now enjoy arts classes every week.

Screen Shot 2013-08-27 at 11.45.26 AMFor 34 schools and 14,626 students in the Centennial, Reynolds, Parkrose and PPS districts, this funding will mean a significant increase in the ratio of arts teachers to students and will shift the arts from a periodic activity to a regular part of the weekly curriculum.

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For the 9 schools and 4,889 students in the David Douglas School District, these funds will guarantee continued access to a nationally recognized music education program.

Screen Shot 2013-08-27 at 11.45.49 AMFinally, Portland’s public elementary schools will exceed at least one national benchmark with this year’s hirings. That is the percentage of elementary schools offering some access to instruction in art, music, dance or drama.

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Your support of the Creative Advocacy Network was instrumental in the development and passage of the Arts Education & Access Fund. Thank you for your interest and investment in bringing the arts to life for every Portland school and community.