“As a teaching artist, when we meet a kid, they’re a whole entire person. They have experiences and not all those experiences are pleasant, so coming to the classroom with that mindset and knowing that they carry baggage with them as do we… it’s about approaching them with compassion but also recognizing that they’re more than just their trauma.” Jackie Adonis, Arts for Learning Virginia Teaching Artist
When Jackie and A4L’s Valerie Davis worked in Hampton City Schools’ classrooms this spring, they came equipped with two years of intensive training focused on student well-being and trauma-conscious, healing-informed teaching. Their residencies were part of a five-year, multi-state initiative developed by Young Audiences/Arts for Learning (National) called Responsive Arts in Education (RAISE). The program takes teaching artists and puts them in the classroom with educators to help integrate the arts into the curriculum.
“Young people are hardwired for the arts. Arts integration training and these strategies align perfectly with learning goals for all subjects. We appreciate the efforts of Heather Goode, principal of Moton Early Childhood Center, and Dr. Tiffany Geddie-Suggs, principal of Armstrong School for the Arts, for providing unique opportunities like this in HCS,” said Kelly Dee, HCS visual and performing arts curriculum leader.
In twice-weekly sessions, Jackie Adonis worked side-by-side with Armstrong’s Nancy Eason, a second-grade teacher. The two developed lesson plans together, and Jackie established relationships with children in the class.
“The best part was watching each student’s character development over time,” Jackie said. “Seeing their progress was absolutely breathtaking. I saw shy students get out of their shell.”
Jackie demonstrated ways to integrate different aspects of theater in the classroom. Kids voted and chose a book to make into a play, which Jackie adapted and students performed in front of a large audience at an A4L community engagement night.
“We Don’t Eat Our Classmates” featured T-Rex characters and a theme of friendship. Children created the sets and costumes, with one student sewing the dinosaur tails and another student composing music for two sections of the play. Students who chose to be on stage memorized their lines, with only the narrator using a printed script.
The RAISE experience for Jackie was “more than just a play or playing some theater games with them when I was in the classroom. We were reinforcing literacy. We want to build strong learners,” she said. “We were also helping the kids explore. They get to try something new; they get to challenge themselves to go out of their comfort zones. How do they know what they’re good at unless they try something different?”
The community engagement night also highlighted Jackie in a different role, sharing her Filipino culture by teaching kids and family members Itik Itik, Dance of the Duck. Three other A4L artists— Ashley Ault, Dai Poole, and Gary Garlic—also presented rotating workshops for an estimated 250 in attendance. Click here to view pictures of the evening by J.B. Digital Photography that are free to download: https://bit.ly/RAISEArmstrongphotos
At Moton Early Childhood Center, A4L’s Valerie Davis worked twice-weekly this spring with a group of 20 four- and five-year-old children.
“I love working with the little ones,” Valerie said. “They’re like sponges and they absorb so much. I got to teach them some songs and some different ways of saying hello and goodbye in a different language. And they loved that. They eat that up. So, to see them absorb the story and then be able to give it back to me the same way I gave it to them is incredible.”
She said she always brought her drum to class, calling music the “catalyst” for engagement with these early learners.
“I’ve had students where the teacher has said the student doesn’t really participate in different activities, but when I come in, by that second day, the student who was very quiet, very shy is eager to tap that drum and to do the songs.”
Arts for Learning also hosted a community engagement night for Moton Early Childhood Center, with rotating A4L workshops by Jackie, Gary Garlic, Dai Poole, and Amanda Wallace. Click here to view and download free photos: https://bit.ly/RAISEMotonPhotos
For Valerie, implementing RAISE techniques in the classroom is more difficult when she’s there for a single session, as opposed to the longer-term residency at Moton. For Jackie, a Virginia Beach resident, the biggest challenge of her RAISE residency was a more pragmatic one that many of us can relate to: “The traffic driving to and from the Peninsula. But honestly, once I was in the classroom, everything was smooth sailing.”
Many thanks to our RAISE partner, Hampton City Schools, for their tremendous support. Plans are still being formulated for Arts for Learning’s final year of RAISE, which is described as “a five-year, multi-state project designed to address the current, urgent needs of young learners through forging a new model of development and partnership for teaching artists and school support teams, who work together on in-depth, customized, trauma-informed and culturally responsive-sustaining arts in education residencies. The project is funded by the U.S. Department of Education.”
We appreciate Young Audiences/Arts for Learning’s support and guidance throughout RAISE, which has included site visits for selected staff members to New Orleans and Denver, lesson plan swapping, and discussions of implementation related to evaluation and best practices.
During the twice-weekly, six-week residency, students learned introductory concepts of theater arts, including character development, improv, and stage awareness, while exploring personal strengths and creative expression.
Cradock students presented “Middle School Challenges” at the showcase. Teaching artist
At the conclusion of the Community Creators in STEAM residency in Newport News, we talked with students about their experiences. Words that came up repeatedly were “teamwork,” “friends,” “fun,” and “help.”
“The fifth-grade students at McIntosh Elementary School along with residency steward and teaching artists have spent the last nine weeks using the artistic and engineering design process to address a social issue in their community.
It was also important to the students that art was displayed around the house to give a sense of comfort and ownership. Throughout this project the students made intentional design choices from the color of the walls to the design layout. They wanted those facing this insecurity to feel welcomed.
