ArtsBridge America
Project Description
Select One: a Initial Final
ArtsBridge Campus: Example: University of California, Irvine
ArtsBridge Scholar: Example: Rebecca Slavin
Discipline: Example: Dance
Project Plan Title: Example: World Dance Day
Semester and Year: Example: Second, 2002
Faculty Mentor: Example: Jill Beck
Peer Mentor: Example: None
Host School: Example: Heninger Elementary, Santa Ana
Host Teacher: Example: Irene Guzman
Grade Level(s): Example: Second
# of Boys: _ Ex: 12 # of Girls: __ Ex:10 _ # of English Language Learners: _ Ex: 15
Goal Presented by Teacher: How is your project going to assist the teacher’s curriculum
planning? What curriculum areas would he/she like you to address in the classroom? What
goals does the teacher have for integrating the arts with other subjects? How can your arts
discipline address those goals?
Example: Ms. Guzman asked that this ArtsBridge project be linked to state standards in Science, Math and English-Language Arts. Her students are having difficulty preparing for tests and we agreed that cultural dances are a versatile means for linking study in the arts to a variety of academic topics.
Brief Description of Project: What is your overall Big Picture? What are your project goals? What is the ultimate outcome you’d like to see happen from your project? Think BIG.
Example: The World Dances project aims to give children an understanding of the diversity of human expression through movement. By interacting with dance and musical forms from many different cultures, the children will explore and experience a range of motivations, values, styles and techniques that will reveal intercultural differences and similarities.
Assessment: How will you know you have accomplished your project goals? In what ways will
the children be able to show evidence of their understanding of what you’ve taught them?
Example: By the end of the project, the children will have learned cultural dances
that link to other curricula and ultimately assist them in their testing and
interpersonal skills: 1) Science – the children will have a deeper understanding and
appreciation for planting and harvesting due to the direct correlation of Ganh Lua to
their science projects. They will show interest in and compassion for life, in both
human and plant form, by way of caring for their own plants and each other in the
classroom. 2) Math – the children will be more successful in their counting, adding
and subtracting skills by applying what they have learned about formations in both
Los Concheros and Ganh Lua. They will successfully apply techniques they learn
during their dance rehearsals to their math tests. 3) English-Language Arts – the
children will be given several homework assignments that will require them to
journal their thoughts and understandings of the lessons they will be learning. In
addition, the children will be asked to read aloud on related topics. As
the project progresses, it will become apparent that the children will write with more
understanding and read with more accuracy.
Performance: Will there be a culminating performance or exhibition? Will it be seen by others? If so, how many?
Example: The culmination of the World Dance Day will be a performance on the UC Irvine campus in front of over 1000 people, including the other schools that will be involved.
Visual and Performing Arts State Content Standards (for your discipline) met for entire project (list by number): You should try to meet most of the state standards for your arts discipline. These standards can be found on your state’s Department of Education website.
Artistic perception: Example: 1.1, 1.2, 1.3, 1.4, 1.5
Creative expression: Example: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8
Historical/cultural context: Example:3.1, 3.2, 3.3, 3.4
Aesthetic appreciation: Example: 4.1, 4.2, 4.3
Connections, relationships, applications: Example: 5.1, 5.2, 5.3, 5.4
Bridges:
How do you plan to bridge your project to:
1. Other disciplines? Example: By teaching the choreographed movement and the history/cultural traditions of Ganh Lua and Los Concheros, I will link to elements in Science (through seed growth) and Math (through addition/subtraction skills and symbolism) as well as English-Language Arts (through reading, writing and oral communication).
2. The university campus? Example: This culminating project will end with a large-scale performance at UC Irvine. I am hoping to take the children on a tour of the campus that day, as well.
3. Other arts providers or resources? I checked with the Education Department of the Bowers Museum, and found they have an exhibit of artwork from Asia. I told Ms. Guzman about it, and she is planning a class field trip.
4. The community? Example: In addition to the open invitation to World Dance Day at UC Irvine, the children will perform at their own school for their community during the school Spring Festival.
5. Parents? I will ask parents to sew costumes, bring in foods representing their cultural heritage, and volunteer their time on World Dance Day at UC Irvine.
Documentation: How do you plan on documenting your project? Some ideas: videotaping, photographing, journaling, etc. Example: Photographs and video footage of both the rehearsal process and the final performance will be taken. Journals will also be a part of this project.
Technology: How do you plan to integrate technology into your project? Example: Several websites will be given to Ms. Guzman as resources for her to continue linking dance to other curricula throughout the project. I will also use the CD Rom Ganh Lua and Los Concheros to assist with my teaching.