08-09 Arts Offerings

summary of urban science academy 08-09 Arts program offerings


Note: Most of the following information has been excerpted from the organzation’s websites. For more complete information about the programs feel free to visit the websites listed below.

Studio in a School
www.studioinaschool.org
Studio in a School is an organization that offers 14 session in-school artist residencies in the visual arts. In collaboration with 325 staff, the resident artist introduces students to a variety of art media and techniques such as painting, drawing, printmaking, sculpture, and collage. All STUDIO workshops are led by professional artists, whose own commitment to the arts provides an inspirational guide through the creative process. Following an artist's way of working, students learn to experiment and then make informed choices about materials and techniques, to give thoughtful reflection to what they have created, and to feel pride in sharing their creations with others. STUDIO's artists and administrative staff also will work 325 staff to develop a collaborative relationship. Although currently in contract negotiations, we aim to employ Studio in a School in all grades starting with grades 5 and 6 in the fall term and grades 7 and 8 in the spring term.

Dancing Classrooms
www.dancingclassrooms.com
Available to Mr. Cluff, Ms. Añano, Ms. Marowitz and Ms. De La Rosa’s homerooms. Fall and Winter only. Schedule TBD.
Dancing Classrooms was launched in 1994 as a not-for-profit project of the American Ballroom Theater Company. It is an arts-in-education program teaching ballroom dance to the upper elementary school students of participating schools. As seen in the documentary film Mad Hot Ballroom, Dancing Classrooms is an in-school residency program. While Dancing Classrooms has been hailed as an effective program for teaching social dance, the program provides many other benefits. Dancing Classrooms is about creating an atmosphere which allows students who are typically introverted and reserved, to step out and shine. It focuses physical energies and increases health through the joy of movement. It builds self-esteem and interactive social skills as it improves confidence and children’s ability to relate to others.
Dancing Classrooms uses a curriculum-based teaching approach to achieve social awareness and build self-esteem. Students are taught the vocabulary of various contemporary social dances in a classroom setting. Each class in the series introduces new steps, reinforcing what has been previously learned through practice and repetition.
The program is not just about teaching dance, it’s about teaching pride, confidence and respect. We take the dance that is inherent in students’ bodies and help them to bring it out, not force it in, enabling students to increase their self-esteem as they learn. Dancing Classrooms’ courses culminate in social activities geared toward family members, such as an evening dance for students with their parents, an assembly performance complete with literacy components, or a Ballroom Breakfast.


Manhattan New Music Program
www.mnmp.org
After School Residencies in African Dance, Hip-Hop Dance, Brazilian Percussion, and Painting. Open to all grades. Schedule TBD.
MNMP after school residency programs foster original, student-created artistic work across all artistic disciplines. MNMP programs are available in the areas of music, drama, dance/movement, visual arts and creative writing. Consistent with the New York State Learning Standards for the Arts, as well as the New York City Blueprint for the Arts, MNMP infuses the creative process into everyday curriculum to support student learning. As a whole, programs address skill-based learning, aesthetic comprehension, contextual and cultural understanding, as well as curriculum-integrated instruction. MNMP after school residencies will culminate with a celebration of the African Diaspora.

10 Goals for 08-09

It's July 30, and before I get too close to Opening Day, I'm going to post this list.

I am well aware they they will only be reached by the concerted and deliberate effort of hundreds of people.

1. Reduce the number of Level 1 SpEd Students. By half.
2. Reduce the number of Level 2 RegEd students. By a third.
3. Increase the number of Level 4 students to 24 in ELA, 6 per grade, and increase Math Level 4s by 25%.
4. Better and consciously serve overage kids.
5. Continue development of a coherent curriculum.
6. Improve data collection and, more importantly, its use.
7. Make the Science in USA matter and develop Arts education
8. Create a more vigorous and diverse High School placement program.
9. Measurably improve Professional development, especially through frequent and consciously scheduled observations, intervisitations and feedback.
10. Improve communication at all levels of the organization.

de Castro on Renzulli

Teachers-
This summer I attended a week-long conference/institute (otherwise known as Confratute) hosted by the University of Connecticut and in conjunction with the NYC Middle School Initiative, regarding the implementation of the Renzulli Learning System. Renzulli is an exciting and potent web-based learning tool that we plan on using this academic year. Designed by Joseph Renzulli and the University of Connecticut, the system is the result of years of research on differentiation and school enrichment. I invite you to explore the Renzulli website, http://renzullilearning.com/, to learn a little bit more about the system and begin to consider how we can implement this program at Urban Science Academy. As you explore the system, please consider the following questions:

Do we want to target this system to a specific class/grade/subject? Or do we want Renzulli to be used across the board?
Do we want to schedule in a specific Renzulli period?
Small groups or whole groups?
What support would you need in order to implement the Renzulli system in your class?

Finally here’s a brief, description of Renzulli Learning from their website:

Renzulli Learning is a Web-based learning coach that allows teachers to use differentiated curriculum in the classroom by creating individualized assessment of each child’s interests and preferred methods of engagement learning. It also delivers customized learning experiences to help them think and learn based on their personal strengths. It provides strength-based achievement; assists teachers; and raises student test scores. Renzulli Learning promotes engagement by fostering the love of learning among students. It is comprised of four key components providing a teacher’s assistant that determines how each student likes to learn.
Renzulli Profiler. The profiler allows teachers to receive a comprehensive learning assessment of each student’s motivational makeup in about 45 minutes. The Profiler focuses on goal setting and strength-based life skills development.
Renzulli Differentiation Search Engine. The differentiation search engine matches safe, classroom appropriate online and offline resources to each student’s interest areas and learning styles. Content and concept retention increases dramatically due to the personalized relevance of a topic.
Lesson Planning and Differentiation Tool. This allows teachers and students to work collaboratively on curricular topics, assignments, and projects. Teachers can differentiate and disseminate a lesson for each diverse segment of their classroom in less than 15 minutes.
Total Talent Portfolio. The talent portfolio stores student products and records in an individualized learning environment that tracks student’s progress. It is accessible anytime, anywhere and can transport student information from grade-to-grade, or school-to-school.

Mascots and Mottoes

Three years ago, I proposed that the Mission Statement of our school be "Moving all students towards proficiency."



We are not today the same school we were then.

• Our student body is entirely changed


• Our staff has grown and changed


• Our students' achievements and growth are objective and significant

So I'd like to start this blog -- my first endeavor in this sphere -- by inviting you to discuss and propose changes to our motto.

And then, we can discuss a mascot.