Summer Program Report
Academic Secondary Enrichment
Camp Fine Arts
Student: Imaginary Student
Dates: June 15-19, 2009
Teacher: Roland Cardenas, Robert Pierson, Jane Rundquist (TVIs)
Teaching Assistant: Clint Stout
Overview of Academic Secondary Enrichment Program
The Academic Secondary Enrichment (ASE) classes are for older students in academic settings. These students work hard in school to learn core curriculum subjects in settings with their sighted peers. In TSBVI summer programs, they have the opportunity to practice their academic skills within meaningful, high-interest activities, and to learn and practice skills related to the Expanded Core Curriculum for Blind and Visually Impaired Students (ECC), such as skills of independent living, recreation and leisure skills, career education, technology, social interaction skills and self-determination.
Each ASE class has a unique theme, and students participate in a wide variety of activities related to the theme of their class. During these activities, students may also enjoy experiences related to the ECC, such as using public transportation, food shopping and preparation, managing and organizing one’s living area, getting places on time, planning and evaluating a project, keeping up with belongings, using technology for various purposes including research, and applying math and literacy skills within activities (e.g., making a budget, and creating and using lists and other plans). An additional benefit of the program is the opportunity to interact with other students with visual impairments. For many, talking with other students about the challenges they face at home and school may both alleviate feelings of isolation and increase self-confidence.
The ASE classes that were taught during the summer of 2009 were: Astronomy, Camp Fine Arts, Getting There (mobility and travel in the community), It’s My Life (self-determination), Adaptive Tools and Technology for Accessible Mathematics, Middle School Enrichment, Radio Station Management, Physical Education (one section was offered for SBOE credit), Restaurant Management, Rock Band, Taste of Independence, and Writers’ Workshop.
Description of Class: Camp FIne Arts
Students in Camp Fine Arts participated in a wide variety of performance related activities, which can be recreational, leisure, and/or vocational pursuits throughout adult life. They all practiced skills which required choice making and independence, such as getting ready and being on time to workshops
and rehearsals, planning individual and group projects, and working with others collaboratively while advocating for their ideas and needs within the group. Students also had opportunities to explore areas of fine arts that they might have already been interested in but hadn’t had a chance to investigate. Some students may never have wanted to try out a violin or a guitar, but discovered they enjoyed the experience. Some were willing to be invited out of their comfort zones, and they realized they could have fun and be successful doing something new. As always, friendships happened through working together, and the opportunity to interact with other students with visual impairments reminded them that they were not alone in the challenges faced in their lives.
Activities
On Sunday afternoon, the students, teachers and residential staff gathered to get to know one another and share ideas for the following Friday's performance. After that, each day began with everyone participating in physical warm up exercises. This included music, body awareness, breathing exercises, and dance movements. The students concluded each school day with a full group meeting during which everyone contributed to a summary of the work so far, plans for the next day's work and visions of the final performance. Teen Talk groups (described in a separate document) met for an hour Monday through Thursday afternoons.
On Monday, the students were divided into four groups, each of which rotated through exploratory sections of music, drumming and dance, art, and creative writing. Through these rotations, each student was able to explore an area of creative expression and find out where their talents and interests lay. Several of the students found they had a natural affinity for an area they'd never before explored. By the end of the day, many groups had already come up with ideas for their final performance.
On Tuesday and Wednesday the students rehearsed in performance groups and continued work on their collaborative music, dance, and songwriting projects. On Thursday the students ran through their entire show several times and pinned down areas that needed extra attention. Friday was devoted to dress rehearsals and the final performance. Camp Fine Arts was concluded with a reception and cast party during which students, families and staff visited with one another and celebrated the students' successes.
Breakout Sessions:
Creative Writing and Songwriting: Robert Pierson (TSVI), Clint Stout (TA)
Each student participated in a creative writing workshop on Monday and Tuesday. First, students were asked to free-write on a variety of open-ended prompts. Sentences such as “I used to think…” or “If I could change something, I would ...” encouraged them to open up to the creative process. This focus on ideas that were both meaningful and personal helped the students see writing as a positive means of self expression rather than an unpleasant school-mandated assignment. Several of the students went on to expand these initial ideas--both individually and in collaboration with others--into stories, poems, and original lyrics for songs they performed on Friday. The students responded to these writing prompts using a variety of technology including Braille note-takers and computers equipped with ZoomText, JAWS and Windows applications. The purposes of this breakout session included exposure to the creative writing process, increasing fluency of creative ideas, and exposure to technology and adaptations for people with visual impairments.
Drumming and Dance: Roland Cardenas (TVI)
The students in Camp Fine Arts participated in a variety of drumming activities. These included hand drumming and drumming with sticks. Techniques for producing different sounds were practiced. Students participated in group drumming activities where they were able to practice different roles. Roles for interaction were defined. One role was to provide the foundation by establishing a basic beat. A second role was to respond intuitively to the foundation. Dynamics, syncopation, and rhythms were explored. The activities caused students to listen to each other and themselves.
Some students were interested in stick drumming. They received basic instruction in holding sticks properly and learning a few basic rudiments. Some also received instruction in playing a full set of drums. Their skill levels were determined and new techniques were demonstrated and practiced. In many instances students taught each other.
Students interested in dance brought favorite tunes to class. They shared ideas for movement and dance. Free-form dancing was introduced by one student. Those not interested in dance were allowed to participate in making the music more danceable by adding percussion and rhythm.
This was a cohesive group of students who grew to support each other, regardless of skill and talent.
Visual Arts: Denise Elliott-Jones (TVI)
Students had the opportunity to express themselves through visual arts--drawing, painting, and photography. Approximately half of the students chose to work for at least an hour per day with Ms. Jones in the art room. Several students produced drawings, paintings, and decorative items, which were displayed at the Friday performance. The students grew to be supportive of each others’ efforts in producing art. Student-taken photos of the various activities were shown as a slide show for the final performance.
Music: Jane Rundquist (TVI)
This group of Camp Fine Arts students had very eclectic musical tastes, and definite ideas about what they wanted to pursue musically during our week together. Students divided into small groups on Monday, with each group spending about an hour in the music room. Some students chose to explore instruments they had never tried before, while others were adamant about what they wished to do. However, most of the students became more open to trying new instruments and activities as the week progressed, surprising themselves with what they were able to do musically in a short time.
Students worked collaboratively in singing, guitar and bass playing, keyboard playing, and with various other instruments such as the marimba, violin, small accordion, and other percussion instruments. They determined what pieces they wanted to perform early in the week. Some were original pieces, with the lyrics having been worked on in writing sessions with Mr. Pierson and Mr. Stout. The students were very good about using their time to practice their chosen instruments and songs. They were very open to working with each other, and all of our students were supportive and respectful of each other’s musical efforts. They also demonstrated curiosity, patience, good senses of humor, and a willingness to listen to others (including the teacher). This particular group of students was one of the nicest with which I have ever had the privilege to work.
Individual Student Comments
Imaginary was eager to participate in all aspects of Camp Fine Arts. Music and dance were her primary interests. She wrote, arranged, and sang an original song. She also danced for the program on Friday. She contributed fine ideas for the group's culminating performance program. Imaginary made friends with everyone involved and worked well with the staff. Imaginary was proficient with the computer, requiring no assistance with opening, saving, or editing documents, or using the internet to research. She was a real joy to have in Camp Fine Arts.
Sincerely,
Roland Cardenas, Teacher of Students with Visual Impairments
Robert Pierson, Teacher of Students with Visual Impairments
Jane Rundquist, Teacher of Students with Visual Impairments
Clint Stout, Teaching Assistant