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Posts Tagged ‘schools’


Photo: anekoho/shutterstock
As art classes get cut back, Philadelphia foundations are stepping up to protect a vital part of education.

In this time of cutbacks in school arts programs, it is heartening to see some organizations stepping up to the plate. If the trend continues, we may all need to start volunteering in schools — just as scores of parishioners at my church did for an amazing arts and crafts day yesterday. The only problem is, Who has the time for sustained volunteering when government doesn’t do its part?

In Philadelphia, foundations are providing some respite, as Mike Scutari reports at Inside Philanthropy.

“In June of 2013, Philadelphia’s School Reform Commission approved massive cuts in funding in what critics referred to as ‘The Doomsday Budget.’ Cuts included mass faculty layoffs, reduction of materials and athletics programs, and the complete elimination of arts and music programs.

“Four years later, Peter Dobrin, the Philadelphia Inquirer‘s culture writer, surveyed the city’s music education landscape and convincingly argued that funders sufficiently rose to the challenge, pointing to city’s web of innovative music education programs, including:

  • Play On, Philly!, launched in 2013 with seed money from Carole Haas Gravagno and the Lenfest Foundation.
  • The Philadelphia Youth Orchestra’s Tune Up Philly, which receives support from Impact100, a women’s giving collective.
  • AristYear Philadelphia, which will pay 12 arts teaching fellows in area schools with a high percentage of children from low-income families. The Knight Foundation has supported both Artist Year Philadelphia and Play On, Philly!

“Knight is only one of many influential funders active in the city. William Penn Foundation has doubled down on arts education, allocating more than $12 million over the last 4 years …

“The Andrew W. Mellon Foundation, meanwhile, recently awarded more than $2.5 million to a new program called the Philadelphia Music Alliance for Youth.

“Other examples include the Neubauer Family Foundation, which, in tandem with other local organizations, is ‘working to figure out what arts education programs are here already to determine what’s needed’  …

“The city’s financial woes were so calamitous that, funders, most of whom already had extensive footprints in the city, had no choice but to respond en masse. …

“In many cases, we’re not talking about your standard music education programs.

“Play On, Philly!, for example, is billed as ‘music for social change.’ Its 2017 summer programming included anti-child obesity and ‘active play’ programming at neighborhood recreation centers. ,,,

“More than ever, funders tend to support arts experiences that are immersive, experiential, and drive positive social outcomes.

“Now, consider the supporting role of big data in framing the arts as a means for driving social change.

“Play On, Philly!’s pilot collected data to show that students in the program improve their self-perceptions, academic motivation and school attendance, all while learning to play and perform a musical instrument. …

“Funders, increasingly beholden to this ROI [return on investment] mindset, are more inclined to cut checks when backed by compelling data. …

“All involved parties agree that access and equality is the key. Funders, more than ever, intuitively rally around this idea. Breadth is important, as well — ‘the net must be cast wide to capture all the talent out there,’ said Dorbin. Music education shouldn’t be just for future Julliard students.”

More here.

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Photo: Brian Hatton
Amir Brann, social work director of Public School 446 in New York, leads second-graders in an art exercise that helps build collaborative skills.

How many decades have we been saying that schools are asked to do too much? We bemoan the fact that teachers must often act as substitute parents, police officers, advisers on social services, and more — an endless list.

Today some schools have stopped saying that it’s not fair and have decided instead to tackle the hard reality.

Meredith Kolodner writes at the Hechinger Report (a nonprofit, independent news organization focused on inequality and innovation in education), “Three years ago, when Public School 446 opened in a building where two others had failed, it inherited many of the youngest students. Among them was a second-grader who was supposed to be in fourth grade and was reading at a kindergarten level.

“The boy was one of a handful of students who had regular violent outbursts — he threw chairs and hit other kids.

“ ‘He was coming to school with a lot of stress, and he wasn’t being successful academically, so he was acting out,’ said Meghan Dunn, the principal of P.S. 446 in Brownsville. ‘Kids would rather be known as the bad kid than the dumb kid.’

“Dunn was well aware of the building’s troubled history when she agreed to open the new school in 2012, after two previous elementary schools in eight years were closed for poor performance. Dunn knew she’d be working in a community that desperately needs stability: Brownsville has the second-highest rate of student homelessness in Brooklyn and the highest elementary school student absenteeism in the city — 40 percent of its children miss 20 or more days of school per year.

“The neighborhood is the poorest in Brooklyn and also has one of the highest rates of psychiatric hospitalizations and incarcerated residents in the city. …

“So Dunn decided to try something different when she opened the school three years ago. She assumed many students would arrive with lots of physical and emotional needs, and structured the school to handle their issues in ways that regular public schools can’t. It took extra money from [Partnership With Children] and a small army of social workers, and the results are promising. The percentage of students reading at grade level climbed to 41 percent last spring, up from 32 percent the previous year, according to a widely used literacy benchmark. The number of disciplinary incidents during the same time period dropped by more than a third. …

“The struggling second-grader was immediately matched with a social worker who began seeing him individually and also met with his parents to help connect them to an outside evaluation of the boy’s possible learning issues. (Problems like ADHD and dyslexia must be diagnosed by a doctor.) To help shift his behavior, the social worker told him to write down every time he walked away from a conflict. After he avoided a fight five times, he got 15 extra minutes of basketball.

“Dunn also assigned him 30 minutes a day of one-on-one literacy help, which allowed him to improve his reading. …

“ ‘We work a lot with kids to be able to ask for what they need,’ said Dunn. ‘So kids know if you need anything, you just have to ask for an adult … if you don’t have a winter coat, we’ll find you one. When kids are acting out, a lot of time it’s because they don’t know how to communicate what they need.’ ”

More here.

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Photo: Craig Barritt/Getty Images for Sing For Hope
Jon Batiste performing on June 5 at the 6th Annual Sing for Hope Pianos Kickoff Event at 28 Liberty Plaza in Lower Manhattan. You may know Batiste from Stephen Colbert’s Late Show.

Many of the artists, musicians, and theater people who live and work in New York City believe in the importance of bringing the arts to children in underserved schools. And they are turning their beliefs into action by supporting Sing for Hope.

On June 5, Sing for Hope sent out a press release on the unveiling of 60 new artist-designed pianos destined to go to public schools after a summer on the streets.

“Late Show with Stephen Colbert bandleader and Sing for Hope Board Member Jon Batiste kicked off the performances at 12 noon, followed by a special performance of Bach’s Prelude in C performed by 45 pianists simultaneously on 30 Sing for Hope Pianos. Other performances included renowned pianist Michael Fennelly, who played Gershwin’s ‘Rhapsody in Blue.’

“Each year, Sing for Hope selects local and international artists to create unique piano artworks that are placed in parks and other public spaces for anyone and everyone to play. This year, through a special partnership with the New York City Department of Education, Sing for Hope will place all of the Sing for Hope Pianos in permanent homes in NYC public schools after the pianos’ time on the streets, benefiting an estimated 15,000 New York City school children. …

“This summer marks the placement of the 400th Sing for Hope Piano to date, making NYC host to more street pianos than any other city in the world. …

“In time for the big reveal of the 2017 Sing for Hope Pianos, the world’s first-ever mobile app for street piano discovery and engagement is now available. The app helps people to discover, visit and play the pianos – and then share their experiences via social media. Now in its third year, the app will allow people to take curated tours of the pianos, discover special concerts by artists and performers taking place at the pianos, and sign up to give their own pop-up performances on the pianos. The app, designed and developed by Craver Inc., is free to download and available in the App Store.”

More here.

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Photo: Atlanta Black Star

CBS News recently had a story on how a Baltimore school and its children are benefiting from meditation.

“During the morning rush,” CBS reports, “Robert W. Coleman Elementary School is as bustling as any other school. But after the buses arrive and the kids pour in, the usual classroom chatter comes to a complete stop.

“The students here learn to seek their inner peace. Every day begins with what the school calls a ‘mindful moment’ – a 15-minute blend of yoga and meditation.

“It’s not what you’d expect from a school in West Baltimore, but it’s the dream of two brothers from right here in the neighborhood, reports CBS News correspondent Tony Dokoupil.

“Twice a day, more than 300 students take part in the ‘Mindful Moments’ program. They learn to breathe, stretch and block out distractions.

“Principal Carillian Thompson said this has made a ‘huge difference.’ … ‘We’ve had zero suspensions,’ Thompson said.

“When students fight or misbehave at Coleman, they aren’t sent to the principal’s office. Instead, they are sent to the ‘mindful me’ room, where they’re taught to resolve conflicts peacefully and teach each other what they’ve learned.

“ ‘When I was breathing, all the things that’s been happening, I passed that on — all the problems, I passed that on and worried about… what’s more important,’ Sierra said.

“The program is the vision of Ali and Atman Smith, who grew up nearby in one of Baltimore’s most volatile neighborhoods.

“ ‘There’s violence going on in the neighborhoods, there’s drug abuse in the neighborhoods, so it’s just, there’s all these things just getting dumped on these kids and they need a way to kind of deal with it,’ said Ali Smith, co-founder of Holistic Life Foundation. …

“ ‘We’re teaching kids at a young age to try to really make a change in our community as far as how conflicts are resolved,’ said Atman Smith.”

More at CBS News, here.

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Photo: Suzanne Kreiter/Globe Staff
A stage in the back of a U-Haul (paid for in part by Fresh Sound Foundation) allows the Grammy Award-winning Parker Quartet to perform anywhere.

Classical musicians who believe their music will bring a blessing to whoever hears it have been presenting in offbeat locales in the Greater Boston area. Tomorrow, too. Malcolm Gay has the story at the Boston Globe.

“The 17-foot U-Haul truck sat parked in an empty field, ringed by trees. With the touch of a button, a roof-mounted winch whirred into action, unspooling cable as a fan-shaped stage lowered like a drawbridge from the rear. The U-Haul’s modified rear doors acted as a band shell, flanking the stage to project sound, and a custom-made sail, supported by deep-sea fishing rods, projected as a visor from above.

“Fifteen minutes later and the vehicle, dubbed the Music Haul, was a fully functioning stage — a 21st-century gypsy caravan that will bring live performances to the streets and schools of Greater Boston, Sunday through Tuesday.

“ ‘It really is more boat than truck,’ said Catherine Stephan, executive director of the Yellow Barn music center. ‘We got to know RV dealerships really well.’ …

“ ‘It’s supposed to be as close to magic as possible,’ said architect John Rossi, one of the traveling venue’s principal designers. …

“Its creators say the Music Haul’s main mission is to bring world-class concert performances to the most unlikely of places: schools, underserved neighborhoods, hospitals, perhaps even prisons.

” ‘We exist in the world as musicians that is in a way so finely controlled and tuned,’ said Yellow Barn’s artistic director, Seth Knopp. ‘Music Haul removes some of the ceremony, which can be a barrier for people who are not often exposed to that world. There’s an element of taking something out of its accustomed place and allowing it to take people by surprise.’ ”

What a good thought! Reminds me how you can suddenly start seeing the pictures on your walls again if you move them to a new location in the house.

Read more about this enchanting initiative here.

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She’s a mild-mannered school teacher in Pakistan — unless education for girls is threatened, and then, watch out! She’s the Burka Avenger!

Salman Masood and Declan Walsh have the story at the NY Times: “Cartoon fans in Pakistan have been excited by the arrival of the country’s first caped crusader, in the form of a female superhero who flies through the air, battling villains using pens and books.

“The heroine, Burka Avenger, is certainly an unusual role model for female empowerment in Pakistan: a woman who uses martial arts to battle colorful villains …

“But the cartoon, in which a demure schoolteacher, Jiya, transforms into the action heroine by donning a burqa, or traditional cloak, has also triggered an awkward debate about her costume.

“ ‘Is it right to take the burqa and make it look “cool” for children, to brainwash girls into thinking that a burqa gives you power instead of taking it away from you?” asked the novelist and commentator Bina Shah in a blog post.

“The criticism has not overshadowed the broader welcome that Burka Avenger, which aired [in Islamabad] for the first time on Sunday evening, has received. With slick computer animation, fast-paced action and flashes of humor that even adults can appreciate, the character could offer Pakistanis a new cultural icon akin to Wonder Woman in the United States.”

And she is generating some thoughtful discussions about the role of girls and women and the importance of education for girls.  The show’s maker, pop star Aaron Haroon Rashid, points out that the burka is merely the heroine’s disguise.

(An excellent disguise indeed, used effectively by the playwright Tony Kushner in Homebody/Kabul, about a Western woman who leaves home and disappears in Afghanistan.)

Read more about the cartoon show here.

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Building energy savings into school design means more money for education.

At Yes! Magazine, Erin L. McCoy describes what planners did for the rural Richardsville Elementary School near Bowling Green, Kentucky.

“When Richardsville opened its doors in fall 2010, it was the first net zero school in the nation, meaning that the school produces more energy on-site than it uses in a year.

“Solar tubes piping sunlight directly into classrooms eliminate much of the school’s demand for electric light, while a combination of geothermal and solar power cut down on the rest of the energy bill. Concrete floors treated with a soy-based stain don’t need buffing. The kitchen, which in most schools contributes to 20 percent of the energy bill, houses a combi-oven that cooks healthier meals and eliminates frying. This means an exhaust fan doesn’t pipe the school’s temperature-controlled air to the outdoors all day long.

“Meanwhile, ‘green screens’ in the front hall track the school’s energy usage so kids can see the impact of turning off a light in real time.

“These and other innovations make Richardsville better than net zero. It actually earns about $2,000 a month selling excess energy to the Tennessee Valley Authority. …

“Three factors are essential to making a green school work: First, you need the participation of the community and the local power company; second, you can’t forget that a school is a dynamic learning environment; and third, you need to speak the language of money.

“Since the economic recession began in 2008, school districts have suffered. Local tax bases were shaken as property values plummeted, and states have cut back on funding to districts, which were pushed to cut funds wherever they were able. Addressing energy use made a lot of financial sense.”

More.

Photograph: Michael Heinz/The Journal & Courier/AP/File
Students gather on the first day of school at Wyandotte Elementary School near Lafayette, Ind., in 2011. Wyandotte is one of many US schools that have made cutting energy use a priority.

 

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