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  • John F. Kennedy Center Announces Any Given Child Indianapolis
  • 2015 Larry Hurt Excellence in Arts Education ARTI Award Winners Announced
  • Arts Council Launches National Partnership with Kennedy Center at Start with Art
  • IPS, Arts Council, Kennedy Center Join to Push Arts Education Via IndyStar
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  • Report Card 10/9/15: Inspirational Community Arts Team Meeting
  • IPS to Benefit from Any Given Child
  • CEO/Board Chairs 10/28/15 Meeting Takes Education Action with Any Given Child Program
  • Report Card 11/6/15: A Vision Quest
  • Report Card 12/4/15: A Vision Defined
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  • Any Given Child on WFYI's No Limits
  • Report Card 1/16/16: Surveying the Field
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  • Any Given Child Indy Parent Forum
  • Crayon & Craft Beer at Mass Avenue Pub on 2/16/16
  • Introducing Voices for Any Given Child Indy
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  • Voices for Any Given Child Indy: Reflecting on the past, hoping for the future
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  • EVENT: March 14 Conversation About Education at Central Library
  • Take the Pledge to Support Any Given Child Indy!
  • Report Card 3/4/16: On the Road to Success; Powerful Work by Community Arts Team
  • Dispatch from the Kennedy Center Exchange, February 16–17
  • Voices for Any Given Child Indy: The Power of Art
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  • Recap: March 14 Conversation About Arts Education
  • Voices for Any Given Child: A Foundation for Lifelong Engagement
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  • Think & Drink: Connect the Dots on May 16 at Sun King Brewery
  • Report Card 4/8/2016: Laying the Groundwork for an Action Plan and Action Strategies
  • Voices for Any Given Child Indy: The Role of Arts Organizations
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  • Voices for Any Given Child Indy: The Arts Are Key to Achievement
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  • EVENT REMINDER: Connect the Dots on May 16
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  • EVENT RECAP: Connect the Dots on May 16 at Sun King Brewery
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  • Report Card 5/20/2016: CAT Team Adopts 2016-2017 Action Plan
  • Voices for Any Given Child Indy: A Collective Impact Approach
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    [caption id="attachment_1267" align="alignleft" width="147"]Ernest Disney-Britton, Direction of Grant Services & Arts Education Arts Council of Indianapolis Ernest Disney-Britton,

    Direction of Grant Services & Arts Education

    Arts Council of Indianapolis[/caption]
    Over the coming years, as we pursue this collective impact approach with the Kennedy Center, there will be numerous opportunities for the community to organize around key leadership in our city, with an emphasis on inclusion and action (no one gets left out of this work).
    My son had just about every opportunity afforded to a child growing up in a middle class family, including every opportunity at home and during school to sing, dance, paint, and express himself creatively. And my spouse and I could not have been prouder during his first semester in college when he took us on a tour of all the places on his campus where he was still experiencing the arts. That early engagement in his youth however also made our son acutely aware that there were thousands of other children who didn't have those same opportunities. Our son knew it wasn't fair, and he also knew there was nothing equal about it. Inequality in arts education is not acceptable, especially when we know the facts that students who are involved in the arts are:
    • 4 times more likely to participate in math and science fairs;
    • 3 times more likely to win an award for school attendance;
    • 4 times more likely to be recognized for academic achievement; and
    • 3 times more likely to be elected to class office.
    And while we also know that students involved in the arts have a drop-out rate that is 5-times lower than their peers, we also know from Americans for the Arts that African American and Hispanic students have less than half the access to arts education than their white peers.
    Are we ready to begin seriously investing with our time, talent, and treasure in those efforts and interventions that will move kids and their families out of despair and into more hopeful, high achieving lives?
    On September 5, 2015, the front-page of the Indianapolis Star read "IPS, Arts Council, Kennedy Center join to push arts education," because a new and exciting opportunity had been announced for all sectors of Indianapolis to come together to address inequities through improved access to arts education. Any Given Child Indianapolis is a collective impact approach that is a national model for how other communities bring all sectors together in a community to address other challenges and opportunities. Over the coming years, as we pursue this collective impact approach with the Kennedy Center, there will be numerous opportunities for the community to organize around key leadership in our city, with an emphasis on inclusion and action (no one gets left out of this work). To learn more or find out how you can get involved, please take the pledge and sign up for e-mail updates.   About the Author Ernest Disney-Britton is the Director of Grant Services and Arts Education of the Arts Council of Indianapolis. Disney-Britton is also the site coordinator for the Arts Council’s Kennedy Center's Any Given Child Indianapolis program.  
    AGCVoices Voices for Any Given Child Indy is an initiative that gives leaders in the Indianapolis community the opportunity to focus on issues in arts education and in the community, as well as their personal investment in the success of Any Given Child Indy. Be on the look out for new posts from community leaders on anygivenchildindy.org.update wp_104_posts set post_content = [caption id="attachment_1267" align="alignleft" width="147"]Ernest Disney-Britton, Direction of Grant Services & Arts Education Arts Council of Indianapolis Ernest Disney-Britton,

    Direction of Grant Services & Arts Education

    Arts Council of Indianapolis[/caption]
    Over the coming years, as we pursue this collective impact approach with the Kennedy Center, there will be numerous opportunities for the community to organize around key leadership in our city, with an emphasis on inclusion and action (no one gets left out of this work).
    My son had just about every opportunity afforded to a child growing up in a middle class family, including every opportunity at home and during school to sing, dance, paint, and express himself creatively. And my spouse and I could not have been prouder during his first semester in college when he took us on a tour of all the places on his campus where he was still experiencing the arts. That early engagement in his youth however also made our son acutely aware that there were thousands of other children who didn't have those same opportunities. Our son knew it wasn't fair, and he also knew there was nothing equal about it. Inequality in arts education is not acceptable, especially when we know the facts that students who are involved in the arts are:
    • 4 times more likely to participate in math and science fairs;
    • 3 times more likely to win an award for school attendance;
    • 4 times more likely to be recognized for academic achievement; and
    • 3 times more likely to be elected to class office.
    And while we also know that students involved in the arts have a drop-out rate that is 5-times lower than their peers, we also know from Americans for the Arts that African American and Hispanic students have less than half the access to arts education than their white peers.
    Are we ready to begin seriously investing with our time, talent, and treasure in those efforts and interventions that will move kids and their families out of despair and into more hopeful, high achieving lives?
    On September 5, 2015, the front-page of the Indianapolis Star read "IPS, Arts Council, Kennedy Center join to push arts education," because a new and exciting opportunity had been announced for all sectors of Indianapolis to come together to address inequities through improved access to arts education. Any Given Child Indianapolis is a collective impact approach that is a national model for how other communities bring all sectors together in a community to address other challenges and opportunities. Over the coming years, as we pursue this collective impact approach with the Kennedy Center, there will be numerous opportunities for the community to organize around key leadership in our city, with an emphasis on inclusion and action (no one gets left out of this work). To learn more or find out how you can get involved, please take the pledge and sign up for e-mail updates.   About the Author Ernest Disney-Britton is the Director of Grant Services and Arts Education of the Arts Council of Indianapolis. Disney-Britton is also the site coordinator for the Arts Council’s Kennedy Center's Any Given Child Indianapolis program.  
    AGCVoices Voices for Any Given Child Indy is an initiative that gives leaders in the Indianapolis community the opportunity to focus on issues in arts education and in the community, as well as their personal investment in the success of Any Given Child Indy. Be on the look out for new posts from community leaders on anygivenchildindy.org. where ID = 1265
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    [caption id="attachment_1267" align="alignleft" width="147"]Ernest Disney-Britton, Direction of Grant Services & Arts Education Arts Council of Indianapolis Ernest Disney-Britton,

    Direction of Grant Services & Arts Education

    Arts Council of Indianapolis[/caption]
    Over the coming years, as we pursue this collective impact approach with the Kennedy Center, there will be numerous opportunities for the community to organize around key leadership in our city, with an emphasis on inclusion and action (no one gets left out of this work).
    My son had just about every opportunity afforded to a child growing up in a middle class family, including every opportunity at home and during school to sing, dance, paint, and express himself creatively. And my spouse and I could not have been prouder during his first semester in college when he took us on a tour of all the places on his campus where he was still experiencing the arts. That early engagement in his youth however also made our son acutely aware that there were thousands of other children who didn't have those same opportunities. Our son knew it wasn't fair, and he also knew there was nothing equal about it. Inequality in arts education is not acceptable, especially when we know the facts that students who are involved in the arts are:
    • 4 times more likely to participate in math and science fairs;
    • 3 times more likely to win an award for school attendance;
    • 4 times more likely to be recognized for academic achievement; and
    • 3 times more likely to be elected to class office.
    And while we also know that students involved in the arts have a drop-out rate that is 5-times lower than their peers, we also know from Americans for the Arts that African American and Hispanic students have less than half the access to arts education than their white peers.
    Are we ready to begin seriously investing with our time, talent, and treasure in those efforts and interventions that will move kids and their families out of despair and into more hopeful, high achieving lives?
    On September 5, 2015, the front-page of the Indianapolis Star read "IPS, Arts Council, Kennedy Center join to push arts education," because a new and exciting opportunity had been announced for all sectors of Indianapolis to come together to address inequities through improved access to arts education. Any Given Child Indianapolis is a collective impact approach that is a national model for how other communities bring all sectors together in a community to address other challenges and opportunities. Over the coming years, as we pursue this collective impact approach with the Kennedy Center, there will be numerous opportunities for the community to organize around key leadership in our city, with an emphasis on inclusion and action (no one gets left out of this work). To learn more or find out how you can get involved, please take the pledge and sign up for e-mail updates.   About the Author Ernest Disney-Britton is the Director of Grant Services and Arts Education of the Arts Council of Indianapolis. Disney-Britton is also the site coordinator for the Arts Council’s Kennedy Center's Any Given Child Indianapolis program.  
    AGCVoices Voices for Any Given Child Indy is an initiative that gives leaders in the Indianapolis community the opportunity to focus on issues in arts education and in the community, as well as their personal investment in the success of Any Given Child Indy. Be on the look out for new posts from community leaders on anygivenchildindy.org.update wp_104_posts set post_content = [caption id="attachment_1267" align="alignleft" width="147"]Ernest Disney-Britton, Direction of Grant Services & Arts Education Arts Council of Indianapolis Ernest Disney-Britton,

    Direction of Grant Services & Arts Education

    Arts Council of Indianapolis[/caption]
    Over the coming years, as we pursue this collective impact approach with the Kennedy Center, there will be numerous opportunities for the community to organize around key leadership in our city, with an emphasis on inclusion and action (no one gets left out of this work).
    My son had just about every opportunity afforded to a child growing up in a middle class family, including every opportunity at home and during school to sing, dance, paint, and express himself creatively. And my spouse and I could not have been prouder during his first semester in college when he took us on a tour of all the places on his campus where he was still experiencing the arts. That early engagement in his youth however also made our son acutely aware that there were thousands of other children who didn't have those same opportunities. Our son knew it wasn't fair, and he also knew there was nothing equal about it. Inequality in arts education is not acceptable, especially when we know the facts that students who are involved in the arts are:
    • 4 times more likely to participate in math and science fairs;
    • 3 times more likely to win an award for school attendance;
    • 4 times more likely to be recognized for academic achievement; and
    • 3 times more likely to be elected to class office.
    And while we also know that students involved in the arts have a drop-out rate that is 5-times lower than their peers, we also know from Americans for the Arts that African American and Hispanic students have less than half the access to arts education than their white peers.
    Are we ready to begin seriously investing with our time, talent, and treasure in those efforts and interventions that will move kids and their families out of despair and into more hopeful, high achieving lives?
    On September 5, 2015, the front-page of the Indianapolis Star read "IPS, Arts Council, Kennedy Center join to push arts education," because a new and exciting opportunity had been announced for all sectors of Indianapolis to come together to address inequities through improved access to arts education. Any Given Child Indianapolis is a collective impact approach that is a national model for how other communities bring all sectors together in a community to address other challenges and opportunities. Over the coming years, as we pursue this collective impact approach with the Kennedy Center, there will be numerous opportunities for the community to organize around key leadership in our city, with an emphasis on inclusion and action (no one gets left out of this work). To learn more or find out how you can get involved, please take the pledge and sign up for e-mail updates.   About the Author Ernest Disney-Britton is the Director of Grant Services and Arts Education of the Arts Council of Indianapolis. Disney-Britton is also the site coordinator for the Arts Council’s Kennedy Center's Any Given Child Indianapolis program.  
    AGCVoices Voices for Any Given Child Indy is an initiative that gives leaders in the Indianapolis community the opportunity to focus on issues in arts education and in the community, as well as their personal investment in the success of Any Given Child Indy. Be on the look out for new posts from community leaders on anygivenchildindy.org. where ID = 1265
  • Implementation Phase - Call for Participation
  • Arts in Education Week of Giving is September 11-17
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  • Voices for Any Given Child Indy: Theatrical Experiences Can Improve Reading Skills
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  • Help bring equity to arts education!
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  • RECAP: Arts Integration Conference at the Kennedy Center, June 27-29
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  • #ArtsEdWeekIndy: Week of Giving Participants
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  • Young Actors Theatre
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  • Art With a Heart
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  • ArtMix
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  • Arts for Learning
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  • Asante Children's Theatre
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  • Benjamin Harrison Presidential Site
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    Education ProgramsNational Arts in Education Week of Giving donations will immediately go to work bringing IPS students to visit the Benjamin Harrison Presidential Site (BHPS) for free! Week of Giving gifts will help BHPS offer free field trips to elementary school IPS classrooms, enabling children to learn about the life stories, arts, and culture of America's Hoosier President.   Donate Buttonupdate wp_104_posts set post_content = Education ProgramsNational Arts in Education Week of Giving donations will immediately go to work bringing IPS students to visit the Benjamin Harrison Presidential Site (BHPS) for free! Week of Giving gifts will help BHPS offer free field trips to elementary school IPS classrooms, enabling children to learn about the life stories, arts, and culture of America's Hoosier President.   Donate Button where ID = 1415
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  • Brick Street Poetry
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    image003Brick Street Poetry plans to work with Art With a Heart in the IPS kindergarten classes that are part of their existing program activities to present costumed poetry characters that will accompany a poet for readings in these classes. Poetry helps show students how creatively words can be used, how words can tell an entertaining story and explore a person's thoughts, and how they can be used in both fun and informative ways. Teachers will follow up with thoughts about imagination and words after the poetry visits.   Donate Button  update wp_104_posts set post_content = image003Brick Street Poetry plans to work with Art With a Heart in the IPS kindergarten classes that are part of their existing program activities to present costumed poetry characters that will accompany a poet for readings in these classes. Poetry helps show students how creatively words can be used, how words can tell an entertaining story and explore a person's thoughts, and how they can be used in both fun and informative ways. Teachers will follow up with thoughts about imagination and words after the poetry visits.   Donate Button   where ID = 1418
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  • Clowes Memorial Hall, Butler Arts Center
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  • Dance Kaleidoscope
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  • Eiteljorg Museum of American Indians and Western Art
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  • Indiana Music Education Association
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  • Indiana Repertory Theatre
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  • Indiana State Museum and Historic Sites
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  • Indianapolis Art Center
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  • Indianapolis Chamber Orchestra
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  • Indianapolis Children's Choir
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  • Indianapolis Jazz Foundation and Indy Jazz Fest
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  • Indianapolis Museum of Art
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  • Indianapolis Opera
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  • Indianapolis Symphonic Choir
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  • Indianapolis Symphony Orchestra
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  • Kids Dance Outreach
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  • Kurt Vonnegut Memorial Library
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  • Partnerships for Lawrence
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  • Ronen Chamber Ensemble
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  • Storytelling Arts of Indiana
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  • Voices for Any Given Child Indy: Arts Access is a Social Justice Issue
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    [caption id="attachment_1495" align="alignleft" width="221"] Kathleen Spears, PhD., Community Arts Team Member and Administrative Coordinator, Gary Brackett's Impact Foundation[/caption]  
    Leveling access to and participation in arts and culture is social justice. Any Given Child is social justice. Administrative Coordinator, Gary Brackett's Impact Foundation
    For some, Any Given Child is purely about ensuring access to the arts and arts education for “any given child.” For me, it is about that and more…it is about social justice. Growing up, the only form of art or culture I got to experience was the Gospel Choir at the Missionary Baptist Church I attended every Sunday. What I remember most though, was that the dollar we put in the offering plate meant we would not have milk for that week. Then I remember the soulful and powerful voices soaring high over the organist furiously trying to keep tempo with the women who rocked back and forth and clapped so hard their hands were rough and calloused–that was my art. That was my art world. That was my world. The implications of paying for that art–through our offering contribution–were more memorable than the art itself. And today, that holds true for so many ethnic minority youth. And that is why, to me, Any Given Child equates to social justice. Still today, even decades later, African-American youth suffer disproportionately from poverty, food insecurity, intracultural crime, and low matriculation rates. Decades later, the value of the African-American life is less than the dollar we struggled to place in the offering plate. Many African-Americans still cannot afford the luxury of art. And the luxury of art is significant, if you consider the fact that youth who have access to–this is different from youth who actually participate–art in any form have a higher quality of life. Youth who participate in arts programming have increased focus, increased self-confidence, and increased self-efficacy. Those are all markers that lead to better educational outcomes, which lead to better jobs that help to level the disparity in poverty rates. Leveling those disparities is social justice. Leveling access to and participation in arts and culture is social justice. Any Given Child is social justice. I am passionate about lending whatever ounce of wit, money, energy, time, focus, and thought that this movement will accept because I am passionate about social justice. I want more minorities to experience a world different from mine, a world where art is present and art as a career is an option. One of my sisters is quite a talented visual artist. She would draw pictures that were “picture perfect!” She used to clip those ads in Parade Magazine in the Sunday paper that read “draw this and send it in and you could be an artist,” and she got applications for art school in return. Art school was not an option. In our household, becoming an artist was not an option. We were disadvantaged in a way that only members of a “protected class” would understand. There simply was never a place for art for me or my family or millions like us. If you had time to draw, you had time to help Mrs. Carter two doors down fold her clothes for a dollar…for the offering plate on Sunday. I am passionate about Any Given Child because I want not one more child to have to worry about the implications of paying for art. Instead, I want them to experience art and all the benefits that come with it! That is social justice. That is Any Given Child. About the Author Kathleen N. Spears, PhD, a Pennsylvania native, has been an active member of the Indianapolis community for nearly 8 years. Spears served as president & CEO of the Madame Walker Theatre Center for 18 months after having served the same role at Cancer Support Community Central Indiana for nearly five and a half years.
    AGCVoices Voices for Any Given Child Indy is an initiative that gives leaders in the Indianapolis community the opportunity to focus on issues in arts education and in the community, as well as their personal investment in the success of Any Given Child Indy. Be on the look out for new posts from community leaders on anygivenchildindy.org.update wp_104_posts set post_content = [caption id="attachment_1495" align="alignleft" width="221"] Kathleen Spears, PhD., Community Arts Team Member and Administrative Coordinator, Gary Brackett's Impact Foundation[/caption]  
    Leveling access to and participation in arts and culture is social justice. Any Given Child is social justice. Administrative Coordinator, Gary Brackett's Impact Foundation
    For some, Any Given Child is purely about ensuring access to the arts and arts education for “any given child.” For me, it is about that and more…it is about social justice. Growing up, the only form of art or culture I got to experience was the Gospel Choir at the Missionary Baptist Church I attended every Sunday. What I remember most though, was that the dollar we put in the offering plate meant we would not have milk for that week. Then I remember the soulful and powerful voices soaring high over the organist furiously trying to keep tempo with the women who rocked back and forth and clapped so hard their hands were rough and calloused–that was my art. That was my art world. That was my world. The implications of paying for that art–through our offering contribution–were more memorable than the art itself. And today, that holds true for so many ethnic minority youth. And that is why, to me, Any Given Child equates to social justice. Still today, even decades later, African-American youth suffer disproportionately from poverty, food insecurity, intracultural crime, and low matriculation rates. Decades later, the value of the African-American life is less than the dollar we struggled to place in the offering plate. Many African-Americans still cannot afford the luxury of art. And the luxury of art is significant, if you consider the fact that youth who have access to–this is different from youth who actually participate–art in any form have a higher quality of life. Youth who participate in arts programming have increased focus, increased self-confidence, and increased self-efficacy. Those are all markers that lead to better educational outcomes, which lead to better jobs that help to level the disparity in poverty rates. Leveling those disparities is social justice. Leveling access to and participation in arts and culture is social justice. Any Given Child is social justice. I am passionate about lending whatever ounce of wit, money, energy, time, focus, and thought that this movement will accept because I am passionate about social justice. I want more minorities to experience a world different from mine, a world where art is present and art as a career is an option. One of my sisters is quite a talented visual artist. She would draw pictures that were “picture perfect!” She used to clip those ads in Parade Magazine in the Sunday paper that read “draw this and send it in and you could be an artist,” and she got applications for art school in return. Art school was not an option. In our household, becoming an artist was not an option. We were disadvantaged in a way that only members of a “protected class” would understand. There simply was never a place for art for me or my family or millions like us. If you had time to draw, you had time to help Mrs. Carter two doors down fold her clothes for a dollar…for the offering plate on Sunday. I am passionate about Any Given Child because I want not one more child to have to worry about the implications of paying for art. Instead, I want them to experience art and all the benefits that come with it! That is social justice. That is Any Given Child. About the Author Kathleen N. Spears, PhD, a Pennsylvania native, has been an active member of the Indianapolis community for nearly 8 years. Spears served as president & CEO of the Madame Walker Theatre Center for 18 months after having served the same role at Cancer Support Community Central Indiana for nearly five and a half years.
    AGCVoices Voices for Any Given Child Indy is an initiative that gives leaders in the Indianapolis community the opportunity to focus on issues in arts education and in the community, as well as their personal investment in the success of Any Given Child Indy. Be on the look out for new posts from community leaders on anygivenchildindy.org. where ID = 1493
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    [caption id="attachment_1495" align="alignleft" width="221"] Kathleen Spears, PhD., Community Arts Team Member and Administrative Coordinator, Gary Brackett's Impact Foundation[/caption]  
    Leveling access to and participation in arts and culture is social justice. Any Given Child is social justice. Administrative Coordinator, Gary Brackett's Impact Foundation
    For some, Any Given Child is purely about ensuring access to the arts and arts education for “any given child.” For me, it is about that and more…it is about social justice. Growing up, the only form of art or culture I got to experience was the Gospel Choir at the Missionary Baptist Church I attended every Sunday. What I remember most though, was that the dollar we put in the offering plate meant we would not have milk for that week. Then I remember the soulful and powerful voices soaring high over the organist furiously trying to keep tempo with the women who rocked back and forth and clapped so hard their hands were rough and calloused–that was my art. That was my art world. That was my world. The implications of paying for that art–through our offering contribution–were more memorable than the art itself. And today, that holds true for so many ethnic minority youth. And that is why, to me, Any Given Child equates to social justice. Still today, even decades later, African-American youth suffer disproportionately from poverty, food insecurity, intracultural crime, and low matriculation rates. Decades later, the value of the African-American life is less than the dollar we struggled to place in the offering plate. Many African-Americans still cannot afford the luxury of art. And the luxury of art is significant, if you consider the fact that youth who have access to–this is different from youth who actually participate–art in any form have a higher quality of life. Youth who participate in arts programming have increased focus, increased self-confidence, and increased self-efficacy. Those are all markers that lead to better educational outcomes, which lead to better jobs that help to level the disparity in poverty rates. Leveling those disparities is social justice. Leveling access to and participation in arts and culture is social justice. Any Given Child is social justice. I am passionate about lending whatever ounce of wit, money, energy, time, focus, and thought that this movement will accept because I am passionate about social justice. I want more minorities to experience a world different from mine, a world where art is present and art as a career is an option. One of my sisters is quite a talented visual artist. She would draw pictures that were “picture perfect!” She used to clip those ads in Parade Magazine in the Sunday paper that read “draw this and send it in and you could be an artist,” and she got applications for art school in return. Art school was not an option. In our household, becoming an artist was not an option. We were disadvantaged in a way that only members of a “protected class” would understand. There simply was never a place for art for me or my family or millions like us. If you had time to draw, you had time to help Mrs. Carter two doors down fold her clothes for a dollar…for the offering plate on Sunday. I am passionate about Any Given Child because I want not one more child to have to worry about the implications of paying for art. Instead, I want them to experience art and all the benefits that come with it! That is social justice. That is Any Given Child. About the Author Kathleen N. Spears, PhD, a Pennsylvania native, has been an active member of the Indianapolis community for nearly 8 years. Spears served as president & CEO of the Madame Walker Theatre Center for 18 months after having served the same role at Cancer Support Community Central Indiana for nearly five and a half years.
    AGCVoices Voices for Any Given Child Indy is an initiative that gives leaders in the Indianapolis community the opportunity to focus on issues in arts education and in the community, as well as their personal investment in the success of Any Given Child Indy. Be on the look out for new posts from community leaders on anygivenchildindy.org.update wp_104_posts set post_content = [caption id="attachment_1495" align="alignleft" width="221"] Kathleen Spears, PhD., Community Arts Team Member and Administrative Coordinator, Gary Brackett's Impact Foundation[/caption]  
    Leveling access to and participation in arts and culture is social justice. Any Given Child is social justice. Administrative Coordinator, Gary Brackett's Impact Foundation
    For some, Any Given Child is purely about ensuring access to the arts and arts education for “any given child.” For me, it is about that and more…it is about social justice. Growing up, the only form of art or culture I got to experience was the Gospel Choir at the Missionary Baptist Church I attended every Sunday. What I remember most though, was that the dollar we put in the offering plate meant we would not have milk for that week. Then I remember the soulful and powerful voices soaring high over the organist furiously trying to keep tempo with the women who rocked back and forth and clapped so hard their hands were rough and calloused–that was my art. That was my art world. That was my world. The implications of paying for that art–through our offering contribution–were more memorable than the art itself. And today, that holds true for so many ethnic minority youth. And that is why, to me, Any Given Child equates to social justice. Still today, even decades later, African-American youth suffer disproportionately from poverty, food insecurity, intracultural crime, and low matriculation rates. Decades later, the value of the African-American life is less than the dollar we struggled to place in the offering plate. Many African-Americans still cannot afford the luxury of art. And the luxury of art is significant, if you consider the fact that youth who have access to–this is different from youth who actually participate–art in any form have a higher quality of life. Youth who participate in arts programming have increased focus, increased self-confidence, and increased self-efficacy. Those are all markers that lead to better educational outcomes, which lead to better jobs that help to level the disparity in poverty rates. Leveling those disparities is social justice. Leveling access to and participation in arts and culture is social justice. Any Given Child is social justice. I am passionate about lending whatever ounce of wit, money, energy, time, focus, and thought that this movement will accept because I am passionate about social justice. I want more minorities to experience a world different from mine, a world where art is present and art as a career is an option. One of my sisters is quite a talented visual artist. She would draw pictures that were “picture perfect!” She used to clip those ads in Parade Magazine in the Sunday paper that read “draw this and send it in and you could be an artist,” and she got applications for art school in return. Art school was not an option. In our household, becoming an artist was not an option. We were disadvantaged in a way that only members of a “protected class” would understand. There simply was never a place for art for me or my family or millions like us. If you had time to draw, you had time to help Mrs. Carter two doors down fold her clothes for a dollar…for the offering plate on Sunday. I am passionate about Any Given Child because I want not one more child to have to worry about the implications of paying for art. Instead, I want them to experience art and all the benefits that come with it! That is social justice. That is Any Given Child. About the Author Kathleen N. Spears, PhD, a Pennsylvania native, has been an active member of the Indianapolis community for nearly 8 years. Spears served as president & CEO of the Madame Walker Theatre Center for 18 months after having served the same role at Cancer Support Community Central Indiana for nearly five and a half years.
    AGCVoices Voices for Any Given Child Indy is an initiative that gives leaders in the Indianapolis community the opportunity to focus on issues in arts education and in the community, as well as their personal investment in the success of Any Given Child Indy. Be on the look out for new posts from community leaders on anygivenchildindy.org. where ID = 1493
  • Click to see the list of 2016 #ArtsEdWeekIndy events
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  • #ArtsEdWeekIndy: Schedule of Events
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  • #ArtsEdWeekIndy: Kickoff Celebration
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  • #ArtsEdWeekIndy: Think & Drink - Arts Education Trivia Night
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  • 2016 Larry Hurt Excellence in Arts Education ARTI Award Winners Announced
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    2016 Larry Hurt Excellence in Arts Education ARTI Award Winners Announced At the Arts Council of Indianapolis’ annual Start with Art luncheon on Friday, September 2, two local arts educators were awarded the 2016 Larry Hurt Excellence in Arts Education ARTI Award. The winners are... _mg_3877 Mary Jo Bayliss The Arts Council of Indianapolis awarded the first 2016 Larry Hurt Excellence in Arts Education ARTI Award to Mary Jo Bayliss. A champion for K-12 arts education and a teacher at Christel House Academy South, Mary Jo Bayliss is a teacher whose unwavering dedication and passion for the arts has inspired students to take risks, to expand boundaries, and set lofty but achievable goals. An accomplished and practicing artist herself, her influence on her students’ lives has been transformative.    _mg_3878 Betty Perry Because of her unwavering dedication to ensuring all students have access to music education, the Arts Council of Indianapolis awarded a second 2016 Larry Hurt Excellence in Arts Education ARTI Award to Betty Perry during this year's Start with Art. In 1995, she founded the Metropolitan Youth Orchestra, a youth and family development program that aligns musical and social goals to engage at-risk youth and set them on a course for future success. MYO, now a program of the Indianapolis Symphony Orchestra, serves 220 students and families in the most challenged Indianapolis neighborhoods through music education, mentoring, and support services. Since 2008, an extraordinary 100% of its high school seniors have graduated from high school and transitioned to post-secondary education!update wp_104_posts set post_content = 2016 Larry Hurt Excellence in Arts Education ARTI Award Winners Announced At the Arts Council of Indianapolis’ annual Start with Art luncheon on Friday, September 2, two local arts educators were awarded the 2016 Larry Hurt Excellence in Arts Education ARTI Award. The winners are... _mg_3877 Mary Jo Bayliss The Arts Council of Indianapolis awarded the first 2016 Larry Hurt Excellence in Arts Education ARTI Award to Mary Jo Bayliss. A champion for K-12 arts education and a teacher at Christel House Academy South, Mary Jo Bayliss is a teacher whose unwavering dedication and passion for the arts has inspired students to take risks, to expand boundaries, and set lofty but achievable goals. An accomplished and practicing artist herself, her influence on her students’ lives has been transformative.    _mg_3878 Betty Perry Because of her unwavering dedication to ensuring all students have access to music education, the Arts Council of Indianapolis awarded a second 2016 Larry Hurt Excellence in Arts Education ARTI Award to Betty Perry during this year's Start with Art. In 1995, she founded the Metropolitan Youth Orchestra, a youth and family development program that aligns musical and social goals to engage at-risk youth and set them on a course for future success. MYO, now a program of the Indianapolis Symphony Orchestra, serves 220 students and families in the most challenged Indianapolis neighborhoods through music education, mentoring, and support services. Since 2008, an extraordinary 100% of its high school seniors have graduated from high school and transitioned to post-secondary education! where ID = 1936
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    2016 Larry Hurt Excellence in Arts Education ARTI Award Winners Announced At the Arts Council of Indianapolis’ annual Start with Art luncheon on Friday, September 2, two local arts educators were awarded the 2016 Larry Hurt Excellence in Arts Education ARTI Award. The winners are... _mg_3877 Mary Jo Bayliss The Arts Council of Indianapolis awarded the first 2016 Larry Hurt Excellence in Arts Education ARTI Award to Mary Jo Bayliss. A champion for K-12 arts education and a teacher at Christel House Academy South, Mary Jo Bayliss is a teacher whose unwavering dedication and passion for the arts has inspired students to take risks, to expand boundaries, and set lofty but achievable goals. An accomplished and practicing artist herself, her influence on her students’ lives has been transformative.    _mg_3878 Betty Perry Because of her unwavering dedication to ensuring all students have access to music education, the Arts Council of Indianapolis awarded a second 2016 Larry Hurt Excellence in Arts Education ARTI Award to Betty Perry during this year's Start with Art. In 1995, she founded the Metropolitan Youth Orchestra, a youth and family development program that aligns musical and social goals to engage at-risk youth and set them on a course for future success. MYO, now a program of the Indianapolis Symphony Orchestra, serves 220 students and families in the most challenged Indianapolis neighborhoods through music education, mentoring, and support services. Since 2008, an extraordinary 100% of its high school seniors have graduated from high school and transitioned to post-secondary education!update wp_104_posts set post_content = 2016 Larry Hurt Excellence in Arts Education ARTI Award Winners Announced At the Arts Council of Indianapolis’ annual Start with Art luncheon on Friday, September 2, two local arts educators were awarded the 2016 Larry Hurt Excellence in Arts Education ARTI Award. The winners are... _mg_3877 Mary Jo Bayliss The Arts Council of Indianapolis awarded the first 2016 Larry Hurt Excellence in Arts Education ARTI Award to Mary Jo Bayliss. A champion for K-12 arts education and a teacher at Christel House Academy South, Mary Jo Bayliss is a teacher whose unwavering dedication and passion for the arts has inspired students to take risks, to expand boundaries, and set lofty but achievable goals. An accomplished and practicing artist herself, her influence on her students’ lives has been transformative.    _mg_3878 Betty Perry Because of her unwavering dedication to ensuring all students have access to music education, the Arts Council of Indianapolis awarded a second 2016 Larry Hurt Excellence in Arts Education ARTI Award to Betty Perry during this year's Start with Art. In 1995, she founded the Metropolitan Youth Orchestra, a youth and family development program that aligns musical and social goals to engage at-risk youth and set them on a course for future success. MYO, now a program of the Indianapolis Symphony Orchestra, serves 220 students and families in the most challenged Indianapolis neighborhoods through music education, mentoring, and support services. Since 2008, an extraordinary 100% of its high school seniors have graduated from high school and transitioned to post-secondary education! where ID = 1936
  • #ArtsEdWeekIndy: Arts Education School Tours
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  • #ArtsEdWeekIndy: A Message from Arts Council President & CEO, Dave Lawrence
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  • #ArtsEdWeekIndy: "I See Potential" by Michael Grady
  • #ArtsEdWeekIndy: 9/12 Kickoff Celebration Recap
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  • #ArtsEdWeekIndy: Notes from the 2016 VSA Intersections Conference
  • #ArtsEdWeekIndy: Gary Brackett on "Why Arts Education is Important"
  • #ArtsEdWeekIndy: Thoughts on Arts Education from Carlos Sosa
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    [caption id="attachment_1837" align="alignleft" width="288"]Carlos Sosa The SosaGroup Creative Renewal Arts Fellow, Round 8 (2013-2014) Carlos Sosa
    The SosaGroup
    Creative Renewal Arts Fellow, Round 8 (2013-2014)[/caption] I frankly find discussions about whether art is important enough to be taught in schools rather unfortunate and somewhat ridiculous. It seems to me that the importance of the arts to education is a no-brainer. However, various educational systems seem to determine otherwise. I was asked to offer my observations concerning this topic, so I have provided a couple of random thoughts here: Art inspires. When I was a child, I perhaps owned a few colored markers, BIC pens and #2 pencils that were the extent of my available art tools. My father used to work at a print shop and so despite the fact that I wasn't well-equipped, I was fortunate to have ample paper on which to sketch and draw. In elementary school, I was encouraged to produce posters for art contests, to act and sing in school plays, and even participate in public speaking. I grew up in an era in which public art was everywhere—especially on subway cars and shop gates. In fact, a whole new genre of art developed around me: hip-hop. Because of the city I lived in, I had ample access to the fine arts. My sisters and my school programs would take me to the MET, MOMA, and occasionally to attend Broadway shows. I was essentially a poor kid, but lucky to have an inspirational world of art all around me. I certainly am a testament to the fact that the arts contributed to my success in school. I use what I learned from my arts experiences to express myself with all kinds of projects from illustrated history timelines to creative writing to musical slideshows (today’s PPT presentations). Effectively, I use what I learned for my arts experiences to become the design professional that I am today. I help inform, communicate, entertain, and educate and I'm proud of the fact that I can do this. Priorities are screwed up. See, I grew up in the 1960s-70s in South Bronx. In those schools today, over 42 percent do not have state-certified arts instructors. It seems that there is a hierarchy of academics in America, and arts education tends to fall pretty low on the totem pole. The lack of arts education in schools is indicative of a larger cultural issue that undercuts arts education seemingly for the sake of higher test scores. Art has well established itself as important in the field of architecture, industrial design, ethnography and graphic design, all of which are vital to technology development, product promotion, entertainment and overall communication. Every salesperson, for example, values a high-quality presentation that has meaningful and interesting visuals and sounds that help them do their job. Corporations and entrepreneurs alike apply and value the arts as it pertains to successful business. Not teaching kids to express their ideas through sketching, art, and performing is simply a mistake. Giving the joy of art to our kids. My wife and I have supplemented our kids’ arts education by providing private piano, sax, guitar and even crocheting lessons. They can use our computer to create animations and augment their photographs. They understand creating in three dimensions by using web-based software and our 3-D printer. They understand how to apply spices to an array of dishes. They draw comic books and produce live-action movies based on hand drawn storyboards. Early indications are showing us that our kids are benefiting from this exposure. They look at their world and imagine ways to improve it. They use the tools and experiences that we provided for them to think, design, render and build those possible improvements. They've learned to tell stories to illustrate points or to shed light on an issue. They’ve designed products as school projects that speak to social justice. They are gettin’ it. Arts integration. I've read about many cases of schools using arts integration methods effectively. The importance of art in child development is well documented. Visual learning helps with language development, decision-making, and motor skills. There are many ways to make school subjects such as history, literature, math and economics interesting through music, dance, film and visual art learning components. Teachers simply need to be innovative enough to merge art concepts with other educational content. Discussing art elements related to school subjects helps to create visuals that help foster understanding. Educators know that different learning models that address visual learning are important and successful. It's important to prioritize art in a manner that is respectful and elevates its importance in society. Anyone can find studies whose results site improvement in language arts and math scores and promote less absenteeism. I find that a school day full of color, interesting images, engaging content, and inspirational music is just going to make the kids want to come back tomorrow. Isn't that the point? About the Author Currently earning his masters in Media Arts and Sciences at IUPUI, Sosa is a veteran graphic designer in Indianapolis. He also has served as adjunct professor in Design for Ivy Tech and Franklin College. He has performed on local stages and organized local art shows for Latino artists. He values Art. He is also an Arts Council of Indianapolis Creative Renewal Fellow (Round 8).update wp_104_posts set post_content = [caption id="attachment_1837" align="alignleft" width="288"]Carlos Sosa The SosaGroup Creative Renewal Arts Fellow, Round 8 (2013-2014) Carlos Sosa
    The SosaGroup
    Creative Renewal Arts Fellow, Round 8 (2013-2014)[/caption] I frankly find discussions about whether art is important enough to be taught in schools rather unfortunate and somewhat ridiculous. It seems to me that the importance of the arts to education is a no-brainer. However, various educational systems seem to determine otherwise. I was asked to offer my observations concerning this topic, so I have provided a couple of random thoughts here: Art inspires. When I was a child, I perhaps owned a few colored markers, BIC pens and #2 pencils that were the extent of my available art tools. My father used to work at a print shop and so despite the fact that I wasn't well-equipped, I was fortunate to have ample paper on which to sketch and draw. In elementary school, I was encouraged to produce posters for art contests, to act and sing in school plays, and even participate in public speaking. I grew up in an era in which public art was everywhere—especially on subway cars and shop gates. In fact, a whole new genre of art developed around me: hip-hop. Because of the city I lived in, I had ample access to the fine arts. My sisters and my school programs would take me to the MET, MOMA, and occasionally to attend Broadway shows. I was essentially a poor kid, but lucky to have an inspirational world of art all around me. I certainly am a testament to the fact that the arts contributed to my success in school. I use what I learned from my arts experiences to express myself with all kinds of projects from illustrated history timelines to creative writing to musical slideshows (today’s PPT presentations). Effectively, I use what I learned for my arts experiences to become the design professional that I am today. I help inform, communicate, entertain, and educate and I'm proud of the fact that I can do this. Priorities are screwed up. See, I grew up in the 1960s-70s in South Bronx. In those schools today, over 42 percent do not have state-certified arts instructors. It seems that there is a hierarchy of academics in America, and arts education tends to fall pretty low on the totem pole. The lack of arts education in schools is indicative of a larger cultural issue that undercuts arts education seemingly for the sake of higher test scores. Art has well established itself as important in the field of architecture, industrial design, ethnography and graphic design, all of which are vital to technology development, product promotion, entertainment and overall communication. Every salesperson, for example, values a high-quality presentation that has meaningful and interesting visuals and sounds that help them do their job. Corporations and entrepreneurs alike apply and value the arts as it pertains to successful business. Not teaching kids to express their ideas through sketching, art, and performing is simply a mistake. Giving the joy of art to our kids. My wife and I have supplemented our kids’ arts education by providing private piano, sax, guitar and even crocheting lessons. They can use our computer to create animations and augment their photographs. They understand creating in three dimensions by using web-based software and our 3-D printer. They understand how to apply spices to an array of dishes. They draw comic books and produce live-action movies based on hand drawn storyboards. Early indications are showing us that our kids are benefiting from this exposure. They look at their world and imagine ways to improve it. They use the tools and experiences that we provided for them to think, design, render and build those possible improvements. They've learned to tell stories to illustrate points or to shed light on an issue. They’ve designed products as school projects that speak to social justice. They are gettin’ it. Arts integration. I've read about many cases of schools using arts integration methods effectively. The importance of art in child development is well documented. Visual learning helps with language development, decision-making, and motor skills. There are many ways to make school subjects such as history, literature, math and economics interesting through music, dance, film and visual art learning components. Teachers simply need to be innovative enough to merge art concepts with other educational content. Discussing art elements related to school subjects helps to create visuals that help foster understanding. Educators know that different learning models that address visual learning are important and successful. It's important to prioritize art in a manner that is respectful and elevates its importance in society. Anyone can find studies whose results site improvement in language arts and math scores and promote less absenteeism. I find that a school day full of color, interesting images, engaging content, and inspirational music is just going to make the kids want to come back tomorrow. Isn't that the point? About the Author Currently earning his masters in Media Arts and Sciences at IUPUI, Sosa is a veteran graphic designer in Indianapolis. He also has served as adjunct professor in Design for Ivy Tech and Franklin College. He has performed on local stages and organized local art shows for Latino artists. He values Art. He is also an Arts Council of Indianapolis Creative Renewal Fellow (Round 8). where ID = 1836
  • #ArtsEdWeekIndy: Any Given Child Indy on WFYI No Limits
  • #ArtsEdWeekIndy: Arts Education Creates Problem Solvers
  • #ArtsEdWeekIndy: A Message from IPS Superintendent Dr. Lewis Ferebee
  • #ArtsEdWeekIndy: Making Art Accessible for Kids
  • #ArtsEdWeekIndy: 2016 RECAP
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  • 2016-2017 Community Report
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  • Check out the Media Room!
  • October is National Arts & Humanities Month!
  • Voices for Any Given Child Indy: Paying It Forward
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    Do you remember those teachers who made the most significant impact on your life? While every teacher I had helped me on my journey to become an educated person, there are two teachers who inspired me to work harder and to learn more about the world around me. The first teacher in my story is Mr. Reinhardt. Mr. Reinhardt taught my high school’s humanities classes. I had two years of humanities taught by Mr. Reinhardt, the first as a high school freshman and the second as a high school senior. During those two years, our class studied all forms of art: dance, opera, music, painting, sculpture, architecture, film…every form Mr. Reinhardt could find. Often we would study the same subject matter across media and across classes as a form of integrated studies. For instance, I distinctly remember Romeo and Juliet. While reading the Shakespeare play in English class, we studied the ballet with music by Prokfiev, we watched West Side Story by Bernstein and Sondheim, and we listened to Belioz’s Roméo et Juliette. Since I grew up an hour north of Chicago, we also took field trips to some of the greatest cultural institutions in support of our work in the classroom. We saw performances by the Lyric Opera, the Chicago Symphony Orchestra, and the Joffrey Ballet. We visited the Art Institute and the Frank Lloyd Wright Home and Studio. It was through these experiences that I learned how to be a patron of the arts. A seed was planted in me through those classes and field trips that has taken root and is an integral part of who I am.
    Some of you may be saying to yourself, I bet he attended a private school that had more resources, or perhaps he attended the public schools in one of the affluent suburbs of Chicago…I did not. I attended a public school in one of the least affluent suburbs of Chicago. A true working class, blue collar town where my high school demographics were much like here in Indianapolis; where every ethnicity was a minority as there was no one ethnic group that exceeded 40% of the student population.
    How were these opportunities funded? Enter the second teacher in my story. Her name is Mrs. Reinhardt. Yes, in case you were wondering, she and Mr. Reinhardt were married to each other. It was Mrs. Reinhardt who applied and received a $9,350 grant from the National Endowment for the Humanities in 1982 to fund the textbooks and the field trips for our humanities classes. Mr. and Mrs. Reinhardt were an amazing couple who were devoted to their students and to the arts. Every year they traveled to New York City for winter break and spent several evenings at the Café Carlyle where Bobby Short would perform from the Great American Songbook. They had Saturday night tickets to the Chicago Symphony, and on a couple of teachers’ salaries, it was Mr. an Mrs. Reinhardt who filled their apartment with art, including an original Campbell’s Soup Can by Andy Warhol. It was this exposure to and teaching of how to appreciate the arts that has inspired me to give back to Indianapolis through the Arts Council of Indianapolis and Any Given Child Indy. Up until this initiative, I had already done the easy and fun part of being a patron. I subscribe to the Indianapolis Symphony Orchestra and The Cabaret, I have bought art from local artists and attend other shows at the Palladium, the Murat, and Clowes Hall at Butler, but I felt I needed to give more of myself and find ways to support the arts across the city. I was fortunate to be asked to join the board of the Arts Council of Indianapolis where I can give of my time and talents.
    But, I know how a student can have his or her life changed when he or she experiences the arts while in school. I know how that experience can set a student on a trajectory not previously imagined.
    I know how someone can experience the world without leaving his or her city, so I am proud to serve on the Steering Committee for Any Given Child Indy, where I help chair the Budget & Resources Committee. Our charge on this committee is to help determine how we provide the funding and resources needed to realize the vision of this incredibly important initiative for Indianapolis. In some way I hope that I can play the part of Mrs. Reinhardt in this story by helping to find the funding and resources for a thousand Mr. Reinhardts across the Indianapolis Public Schools system. Won’t you please join us in changing our students’ lives through the arts? About the Author [caption id="attachment_72574" align="alignnone" width="252"] Greg Wallis, CFO, Harrison College, Co-Chair, Any Given Child Indy Budget & Resources Committee[/caption] Greg Wallis is the CFO for Harrison College and he proudly serves as a Board member for the Arts Council of Indianapolis and as a co-chair of the Budget & Resources Committee for Any Given Child Indy.
    Voices for Any Given Child Indy is an initiative that gives leaders in the Indianapolis community the opportunity to focus on issues in arts education and in the community, as well as their personal investment in the success of Any Given Child Indy. Be on the look out for new posts from community leaders on anygivenchildindy.org.update wp_104_posts set post_content = Do you remember those teachers who made the most significant impact on your life? While every teacher I had helped me on my journey to become an educated person, there are two teachers who inspired me to work harder and to learn more about the world around me. The first teacher in my story is Mr. Reinhardt. Mr. Reinhardt taught my high school’s humanities classes. I had two years of humanities taught by Mr. Reinhardt, the first as a high school freshman and the second as a high school senior. During those two years, our class studied all forms of art: dance, opera, music, painting, sculpture, architecture, film…every form Mr. Reinhardt could find. Often we would study the same subject matter across media and across classes as a form of integrated studies. For instance, I distinctly remember Romeo and Juliet. While reading the Shakespeare play in English class, we studied the ballet with music by Prokfiev, we watched West Side Story by Bernstein and Sondheim, and we listened to Belioz’s Roméo et Juliette. Since I grew up an hour north of Chicago, we also took field trips to some of the greatest cultural institutions in support of our work in the classroom. We saw performances by the Lyric Opera, the Chicago Symphony Orchestra, and the Joffrey Ballet. We visited the Art Institute and the Frank Lloyd Wright Home and Studio. It was through these experiences that I learned how to be a patron of the arts. A seed was planted in me through those classes and field trips that has taken root and is an integral part of who I am.
    Some of you may be saying to yourself, I bet he attended a private school that had more resources, or perhaps he attended the public schools in one of the affluent suburbs of Chicago…I did not. I attended a public school in one of the least affluent suburbs of Chicago. A true working class, blue collar town where my high school demographics were much like here in Indianapolis; where every ethnicity was a minority as there was no one ethnic group that exceeded 40% of the student population.
    How were these opportunities funded? Enter the second teacher in my story. Her name is Mrs. Reinhardt. Yes, in case you were wondering, she and Mr. Reinhardt were married to each other. It was Mrs. Reinhardt who applied and received a $9,350 grant from the National Endowment for the Humanities in 1982 to fund the textbooks and the field trips for our humanities classes. Mr. and Mrs. Reinhardt were an amazing couple who were devoted to their students and to the arts. Every year they traveled to New York City for winter break and spent several evenings at the Café Carlyle where Bobby Short would perform from the Great American Songbook. They had Saturday night tickets to the Chicago Symphony, and on a couple of teachers’ salaries, it was Mr. an Mrs. Reinhardt who filled their apartment with art, including an original Campbell’s Soup Can by Andy Warhol. It was this exposure to and teaching of how to appreciate the arts that has inspired me to give back to Indianapolis through the Arts Council of Indianapolis and Any Given Child Indy. Up until this initiative, I had already done the easy and fun part of being a patron. I subscribe to the Indianapolis Symphony Orchestra and The Cabaret, I have bought art from local artists and attend other shows at the Palladium, the Murat, and Clowes Hall at Butler, but I felt I needed to give more of myself and find ways to support the arts across the city. I was fortunate to be asked to join the board of the Arts Council of Indianapolis where I can give of my time and talents.
    But, I know how a student can have his or her life changed when he or she experiences the arts while in school. I know how that experience can set a student on a trajectory not previously imagined.
    I know how someone can experience the world without leaving his or her city, so I am proud to serve on the Steering Committee for Any Given Child Indy, where I help chair the Budget & Resources Committee. Our charge on this committee is to help determine how we provide the funding and resources needed to realize the vision of this incredibly important initiative for Indianapolis. In some way I hope that I can play the part of Mrs. Reinhardt in this story by helping to find the funding and resources for a thousand Mr. Reinhardts across the Indianapolis Public Schools system. Won’t you please join us in changing our students’ lives through the arts? About the Author [caption id="attachment_72574" align="alignnone" width="252"] Greg Wallis, CFO, Harrison College, Co-Chair, Any Given Child Indy Budget & Resources Committee[/caption] Greg Wallis is the CFO for Harrison College and he proudly serves as a Board member for the Arts Council of Indianapolis and as a co-chair of the Budget & Resources Committee for Any Given Child Indy.
    Voices for Any Given Child Indy is an initiative that gives leaders in the Indianapolis community the opportunity to focus on issues in arts education and in the community, as well as their personal investment in the success of Any Given Child Indy. Be on the look out for new posts from community leaders on anygivenchildindy.org. where ID = 1960
  • Voices for Any Given Child Indy: Why It’s Important to Support Any Given Teacher Through Any Given Child Indy
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  • REPORT CARD: 10/14/16 STEERING COMMITTEE: Announces Professional Development Opportunity
  • IPS Showcase of Schools–Saturday, November 19
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  • Voices for Any Given Child Indy: The Arts Give Students a Voice
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  • IPS Student Performances during Mistletoe Music Festival
  • REPORT CARD: 11/11/16 STEERING COMMITTEE: Adopting a Vision Framework
  • Voices for Any Given Child Indy: Challenging Times and Arts Education
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  • RECAP: 2016 Mistletoe Music Festival Student Performances at the Indianapolis Artsgarden
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  • REPORT CARD: 12/9/16 STEERING COMMITTEE: Building Momentum
  • How will you be an advocate for arts education in 2017?
  • Workshop Reflection from Kennedy Center Teaching Artist, Stuart Stotts
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  • Voices for Any Given Child Indy: "THIS I BELIEVE!"
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  • Two IPS Teachers Selected to Attend Kennedy Center Arts Integration Conference in June 2017
  • REFLECTION: Any Given Child Exchange in Washington, D.C.
  • Teacher Feature: Eliza Blaker School 55 Visual Art Teacher, Heather Boelke
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  • REPORT CARD: 3/15/17 – Wrapping Up the 2016-2017 School Year
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  • Teacher Feature: Edison School of the Arts School 47 Music Teacher, Amber Price
  • REPORT CARD: 4/14/17 Steering Committee Meeting
  • Any Given Child Indy Launches Communications Toolkit
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  • REPORT CARD: 5/12/17 Steering Committee Meeting
  • REPORT CARD: 6/9/17 Steering Committee Meeting
  • Indiana Arts Education Network June Update
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    On Tuesday, June 27, over 30 members of the Indiana Arts Education Network convened at Ball State University during Music for All’s Summer Symposium. The Indiana Arts Education Network is a broad cross-section of Indiana organizations, teachers, and leaders who are committed to working to insure that every Indiana student has reliable access to a well-rounded education that includes music and  the arts. Ernest and I attended the meeting to learn more about the arts education advocacy efforts that are taking place outside of Any Given Child Indy. To learn more about the purpose of the Indiana Arts Education Network click here. The network has been busy discussing the long-term vision for music and arts education as mandated by the Every Student Succeeds Act (ESSA) and working to meet with policymakers on both local and national levels. Network members gave updates about ESSA and recent meetings with Patrick McAlister (Indiana Department of Education) and PJ McGrew (Indiana State Board of Education), during which they discussed the importance of a well-rounded education including the arts. Discussions during the meeting also focused around advocacy and continuing the network’s strategic plan, with next steps being for members to connect with local and national key influencers and report back at the Network's next meeting in August. [caption id="attachment_2256" align="alignright" width="225"] Jauvon Gilliam presenting his lecture for educators titled “The Importance of You: How Four Years in Your Class Can Influence a Lifetime".[/caption] Following the meeting, members were invited to sit in on various different sessions being held at Music for All’s Summer Symposium, a summer camp with over 1,700 attendees including high school students, teachers, and band/orchestra directors. Ernest and I were lucky enough to catch the end of a lecture for educators titled “The Importance of You: How Four Years in Your Class Can Influence a Lifetime” by Jauvon Gilliam, National Symphony Orchestra Timpanist (and Indiana native).update wp_104_posts set post_content = On Tuesday, June 27, over 30 members of the Indiana Arts Education Network convened at Ball State University during Music for All’s Summer Symposium. The Indiana Arts Education Network is a broad cross-section of Indiana organizations, teachers, and leaders who are committed to working to insure that every Indiana student has reliable access to a well-rounded education that includes music and  the arts. Ernest and I attended the meeting to learn more about the arts education advocacy efforts that are taking place outside of Any Given Child Indy. To learn more about the purpose of the Indiana Arts Education Network click here. The network has been busy discussing the long-term vision for music and arts education as mandated by the Every Student Succeeds Act (ESSA) and working to meet with policymakers on both local and national levels. Network members gave updates about ESSA and recent meetings with Patrick McAlister (Indiana Department of Education) and PJ McGrew (Indiana State Board of Education), during which they discussed the importance of a well-rounded education including the arts. Discussions during the meeting also focused around advocacy and continuing the network’s strategic plan, with next steps being for members to connect with local and national key influencers and report back at the Network's next meeting in August. [caption id="attachment_2256" align="alignright" width="225"] Jauvon Gilliam presenting his lecture for educators titled “The Importance of You: How Four Years in Your Class Can Influence a Lifetime".[/caption] Following the meeting, members were invited to sit in on various different sessions being held at Music for All’s Summer Symposium, a summer camp with over 1,700 attendees including high school students, teachers, and band/orchestra directors. Ernest and I were lucky enough to catch the end of a lecture for educators titled “The Importance of You: How Four Years in Your Class Can Influence a Lifetime” by Jauvon Gilliam, National Symphony Orchestra Timpanist (and Indiana native). where ID = 2254
  • Voices for Any Given Child Indy: Meaningful Content + Enriching Experiences = Lifelong Learners
  • Local Nonprofit Led by Students Donates to Any Given Child Indy
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  • REPORT CARD: 7/14/17 Steering Committee Meeting
  • Voices for Any Given Child Indy: "Tell me, and I will forget. Show me, and I will remember."
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    [caption id="attachment_2315" align="alignleft" width="183"] Amber Price, art teacher at Edison School for the Arts, attended "The Sound of Music" while in Washington, DC for the Annual Arts Integration Conference.[/caption] There’s an Old Chinese proverb that says, “Tell me and I will forget. Show me and I will remember. Involve me and I will understand. Step back and I will act.” I’ve used this proverb before to explain the Orff Schulwerk approach to teaching elementary music that I use in my classroom; and to me, it also applies to arts integration. In June, I was given a wonderful opportunity to attend the Kennedy Center’s Annual Arts Integration Conference in Washington, DC. This conference gave me a better understanding of what arts integration is, and it gave me strategies on how to incorporate arts integration into the classroom. The experience was absolutely incredible! As an attendee, I was involved in and experienced lessons first hand, which made the conference very enjoyable. I wasn't just sitting in a chair listening to someone talk, I was going through actual lessons that the master teacher had used with children. I was up dancing and creating tableaus with other teachers; I was sitting on the floor having discussions with other teachers and administrators; and I was participating and creating just as a child would in an arts-integrated classroom lesson. I attended sessions that combined Dance and Math, Theater and Reading, and a session on documentation of arts integration, making connections, and spreading arts integration throughout the school. The presenters of each session were mater arts integration specialists who, where extremely knowledgeable, and engaging teachers. I also met an amazing network of teachers who share the same passion for teaching children and the arts as I do. There were attendees from all over the United States, and even some from Mexico and Puerto Rico. I spoke with other teachers from schools who are just starting out with arts integration like my school, as well as teachers from schools who have been implementing arts integration for years. What is amazing about this conference is that it doesn’t matter what level of arts integration you, or your school is on, there are so many amazing ideas that can be taken away from this conference. One of the highlights of my experience was getting to see the “Sound of Music” musical on stage at the Kennedy Center Opera House. I am so thankful for the Any Given Child initiative for investing so much into arts education for children, and for giving me the opportunity to attend this conference. It was such a wonderful and memorable learning experience, and I can’t wait to share what I learned with other staff members at my school.update wp_104_posts set post_content = [caption id="attachment_2315" align="alignleft" width="183"] Amber Price, art teacher at Edison School for the Arts, attended "The Sound of Music" while in Washington, DC for the Annual Arts Integration Conference.[/caption] There’s an Old Chinese proverb that says, “Tell me and I will forget. Show me and I will remember. Involve me and I will understand. Step back and I will act.” I’ve used this proverb before to explain the Orff Schulwerk approach to teaching elementary music that I use in my classroom; and to me, it also applies to arts integration. In June, I was given a wonderful opportunity to attend the Kennedy Center’s Annual Arts Integration Conference in Washington, DC. This conference gave me a better understanding of what arts integration is, and it gave me strategies on how to incorporate arts integration into the classroom. The experience was absolutely incredible! As an attendee, I was involved in and experienced lessons first hand, which made the conference very enjoyable. I wasn't just sitting in a chair listening to someone talk, I was going through actual lessons that the master teacher had used with children. I was up dancing and creating tableaus with other teachers; I was sitting on the floor having discussions with other teachers and administrators; and I was participating and creating just as a child would in an arts-integrated classroom lesson. I attended sessions that combined Dance and Math, Theater and Reading, and a session on documentation of arts integration, making connections, and spreading arts integration throughout the school. The presenters of each session were mater arts integration specialists who, where extremely knowledgeable, and engaging teachers. I also met an amazing network of teachers who share the same passion for teaching children and the arts as I do. There were attendees from all over the United States, and even some from Mexico and Puerto Rico. I spoke with other teachers from schools who are just starting out with arts integration like my school, as well as teachers from schools who have been implementing arts integration for years. What is amazing about this conference is that it doesn’t matter what level of arts integration you, or your school is on, there are so many amazing ideas that can be taken away from this conference. One of the highlights of my experience was getting to see the “Sound of Music” musical on stage at the Kennedy Center Opera House. I am so thankful for the Any Given Child initiative for investing so much into arts education for children, and for giving me the opportunity to attend this conference. It was such a wonderful and memorable learning experience, and I can’t wait to share what I learned with other staff members at my school. where ID = 2313
  • Voices for Any Given Child Indy: New Site Coordinator
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    [caption id="attachment_2351" align="alignleft" width="300"] Leesa Jing, Arts Council of Indianapolis Grant Services & Education Partnerships Coordinator[/caption] Back in May, I joined the Arts Council of Indianapolis as the Grant Services & Education Partnerships Coordinator, thus becoming one of the new Site Coordinators for Any Given Child Indy. As someone who grew up in the arts, I could not have been more ecstatic to receive an offer to join the Arts Council staff just four days before my graduation from Butler University. At Butler, I studied arts administration and mathematics while being a member of the Butler University Dance Team, serving as a Butler Student Ambassador at the Admissions Office, and participating in numerous other campus organizations. I also volunteered with Art With a Heart and completed internships with the National Panhellenic Conference, Arts for Learning, Asante Children's Theatre, and the Indianapolis Symphony Orchestra. One of my most valuable experiences from the past four years was having the opportunity to study in Europe for three months, during which I explored the arts and cultures of Italy, France, the Netherlands, Belgium, and Ireland. While my education and experiences at Butler University greatly prepared me for my current role with the Arts Council and Any Given Child Indy, nothing quite prepared me like my own personal arts experience. Since the age of four, the arts have been a huge part of my life. I grew up in the Suzuki Violin Program, and I continued playing the violin at Butler. Private lessons, youth orchestra rehearsals, and school performances kept me busy throughout my childhood. Around the same time I began playing the violin, I also began taking dance classes. I quickly fell in love, and thus I began my 12 years as a competitive dancer. I can't imagine my childhood without the constant support of the arts; which is why I strongly believe that Any Given Child Indy is a necessity for today's youth who may not have the opportunity to experience the benefits of the arts. Violin and dance strongly shaped who I am today. I whole-heartedly believe that the arts, especially music, played a huge role in my love for math. Though many people don't see the connection between the two, the math that I learned through my violin lessons and dance classes (such as counting, rhythm, etc.) gave me a foundation for the subject long before I started school. Had it not been for my arts education growing up, I would not have found myself wanting to go to Butler because of the impressive Arts Administration and Mathematics programs, and I definitely would not have ended up passionately advocating for the arts, artists, and arts education in a city three hours away from my hometown.update wp_104_posts set post_content = [caption id="attachment_2351" align="alignleft" width="300"] Leesa Jing, Arts Council of Indianapolis Grant Services & Education Partnerships Coordinator[/caption] Back in May, I joined the Arts Council of Indianapolis as the Grant Services & Education Partnerships Coordinator, thus becoming one of the new Site Coordinators for Any Given Child Indy. As someone who grew up in the arts, I could not have been more ecstatic to receive an offer to join the Arts Council staff just four days before my graduation from Butler University. At Butler, I studied arts administration and mathematics while being a member of the Butler University Dance Team, serving as a Butler Student Ambassador at the Admissions Office, and participating in numerous other campus organizations. I also volunteered with Art With a Heart and completed internships with the National Panhellenic Conference, Arts for Learning, Asante Children's Theatre, and the Indianapolis Symphony Orchestra. One of my most valuable experiences from the past four years was having the opportunity to study in Europe for three months, during which I explored the arts and cultures of Italy, France, the Netherlands, Belgium, and Ireland. While my education and experiences at Butler University greatly prepared me for my current role with the Arts Council and Any Given Child Indy, nothing quite prepared me like my own personal arts experience. Since the age of four, the arts have been a huge part of my life. I grew up in the Suzuki Violin Program, and I continued playing the violin at Butler. Private lessons, youth orchestra rehearsals, and school performances kept me busy throughout my childhood. Around the same time I began playing the violin, I also began taking dance classes. I quickly fell in love, and thus I began my 12 years as a competitive dancer. I can't imagine my childhood without the constant support of the arts; which is why I strongly believe that Any Given Child Indy is a necessity for today's youth who may not have the opportunity to experience the benefits of the arts. Violin and dance strongly shaped who I am today. I whole-heartedly believe that the arts, especially music, played a huge role in my love for math. Though many people don't see the connection between the two, the math that I learned through my violin lessons and dance classes (such as counting, rhythm, etc.) gave me a foundation for the subject long before I started school. Had it not been for my arts education growing up, I would not have found myself wanting to go to Butler because of the impressive Arts Administration and Mathematics programs, and I definitely would not have ended up passionately advocating for the arts, artists, and arts education in a city three hours away from my hometown. where ID = 2344
  • REPORT CARD: 8/11/17 Steering Committee Meeting
  • National #ArtsEdWeek 2017 - Indianapolis Events Calendar
  • 2017 Larry Hurt Excellence in Arts Education ARTI Award Winners Announced
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    In honor of the upcoming National Arts in Education Week, two outstanding educators were honored with the Larry Hurt Excellence in Arts Education ARTI. The awards were presented at the Arts Council of Indianapolis' 2017 Start With Art Luncheon on September 1. The 2017 Arts Education ARTI Award winners are Jeremy Mallov and Margarita Garcia, elementary school art teachers in Lawrence Township. Jeremy Mallov, Amy Beverland Elementary Jeremy Mallov is an elementary school art educator who utilizes his gifts as both a talented artist and highly effective teacher to make a positive impact on children. He facilitates learning through a detailed and structured art curriculum encompassing creativity, art appreciation, and art history and he creates cross-curricular learning opportunities by collaborating with classroom teachers. Beyond the typical drawing, molding clay, painting, and other art activities, Jeremy encourages students to use non-traditional materials and even junk to create unique art sculptures that decorate the hallways of the school. In the nomination, his principal said, “He is more than an arts educator. He is a valuable member of the culture and climate at Amy Beverland Elementary. He is a creative artist, an empowering educator, and a role model in our learning community.” Margarita Garcia, Forest Glen Elementary School Margarita Garcia has been an elementary school art teacher at Forest Glen Elementary School for two years. In that short time, she has managed to transform the look of the school through displays of student artwork, making the environment much more child-centered and inviting. She is an advocate for her students and works each and every day to ensure the best success for each of them. She meets students outside of class, runs clubs afterschool, teaches art to staff, spends time educating parents, and much more. The principal of Forest Glen said, “Her positive outlook on life along with her ability to find ways to work harmoniously with administrators and teachers make her an asset to Forest Glen. I can’t really find words to describe her abilities, creativity, and dedication to teaching art to children. She is an exemplar of integrity, service, and leadership and an inspiration to all students.”update wp_104_posts set post_content = In honor of the upcoming National Arts in Education Week, two outstanding educators were honored with the Larry Hurt Excellence in Arts Education ARTI. The awards were presented at the Arts Council of Indianapolis' 2017 Start With Art Luncheon on September 1. The 2017 Arts Education ARTI Award winners are Jeremy Mallov and Margarita Garcia, elementary school art teachers in Lawrence Township. Jeremy Mallov, Amy Beverland Elementary Jeremy Mallov is an elementary school art educator who utilizes his gifts as both a talented artist and highly effective teacher to make a positive impact on children. He facilitates learning through a detailed and structured art curriculum encompassing creativity, art appreciation, and art history and he creates cross-curricular learning opportunities by collaborating with classroom teachers. Beyond the typical drawing, molding clay, painting, and other art activities, Jeremy encourages students to use non-traditional materials and even junk to create unique art sculptures that decorate the hallways of the school. In the nomination, his principal said, “He is more than an arts educator. He is a valuable member of the culture and climate at Amy Beverland Elementary. He is a creative artist, an empowering educator, and a role model in our learning community.” Margarita Garcia, Forest Glen Elementary School Margarita Garcia has been an elementary school art teacher at Forest Glen Elementary School for two years. In that short time, she has managed to transform the look of the school through displays of student artwork, making the environment much more child-centered and inviting. She is an advocate for her students and works each and every day to ensure the best success for each of them. She meets students outside of class, runs clubs afterschool, teaches art to staff, spends time educating parents, and much more. The principal of Forest Glen said, “Her positive outlook on life along with her ability to find ways to work harmoniously with administrators and teachers make her an asset to Forest Glen. I can’t really find words to describe her abilities, creativity, and dedication to teaching art to children. She is an exemplar of integrity, service, and leadership and an inspiration to all students.” where ID = 2405
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    In honor of the upcoming National Arts in Education Week, two outstanding educators were honored with the Larry Hurt Excellence in Arts Education ARTI. The awards were presented at the Arts Council of Indianapolis' 2017 Start With Art Luncheon on September 1. The 2017 Arts Education ARTI Award winners are Jeremy Mallov and Margarita Garcia, elementary school art teachers in Lawrence Township. Jeremy Mallov, Amy Beverland Elementary Jeremy Mallov is an elementary school art educator who utilizes his gifts as both a talented artist and highly effective teacher to make a positive impact on children. He facilitates learning through a detailed and structured art curriculum encompassing creativity, art appreciation, and art history and he creates cross-curricular learning opportunities by collaborating with classroom teachers. Beyond the typical drawing, molding clay, painting, and other art activities, Jeremy encourages students to use non-traditional materials and even junk to create unique art sculptures that decorate the hallways of the school. In the nomination, his principal said, “He is more than an arts educator. He is a valuable member of the culture and climate at Amy Beverland Elementary. He is a creative artist, an empowering educator, and a role model in our learning community.” Margarita Garcia, Forest Glen Elementary School Margarita Garcia has been an elementary school art teacher at Forest Glen Elementary School for two years. In that short time, she has managed to transform the look of the school through displays of student artwork, making the environment much more child-centered and inviting. She is an advocate for her students and works each and every day to ensure the best success for each of them. She meets students outside of class, runs clubs afterschool, teaches art to staff, spends time educating parents, and much more. The principal of Forest Glen said, “Her positive outlook on life along with her ability to find ways to work harmoniously with administrators and teachers make her an asset to Forest Glen. I can’t really find words to describe her abilities, creativity, and dedication to teaching art to children. She is an exemplar of integrity, service, and leadership and an inspiration to all students.”update wp_104_posts set post_content = In honor of the upcoming National Arts in Education Week, two outstanding educators were honored with the Larry Hurt Excellence in Arts Education ARTI. The awards were presented at the Arts Council of Indianapolis' 2017 Start With Art Luncheon on September 1. The 2017 Arts Education ARTI Award winners are Jeremy Mallov and Margarita Garcia, elementary school art teachers in Lawrence Township. Jeremy Mallov, Amy Beverland Elementary Jeremy Mallov is an elementary school art educator who utilizes his gifts as both a talented artist and highly effective teacher to make a positive impact on children. He facilitates learning through a detailed and structured art curriculum encompassing creativity, art appreciation, and art history and he creates cross-curricular learning opportunities by collaborating with classroom teachers. Beyond the typical drawing, molding clay, painting, and other art activities, Jeremy encourages students to use non-traditional materials and even junk to create unique art sculptures that decorate the hallways of the school. In the nomination, his principal said, “He is more than an arts educator. He is a valuable member of the culture and climate at Amy Beverland Elementary. He is a creative artist, an empowering educator, and a role model in our learning community.” Margarita Garcia, Forest Glen Elementary School Margarita Garcia has been an elementary school art teacher at Forest Glen Elementary School for two years. In that short time, she has managed to transform the look of the school through displays of student artwork, making the environment much more child-centered and inviting. She is an advocate for her students and works each and every day to ensure the best success for each of them. She meets students outside of class, runs clubs afterschool, teaches art to staff, spends time educating parents, and much more. The principal of Forest Glen said, “Her positive outlook on life along with her ability to find ways to work harmoniously with administrators and teachers make her an asset to Forest Glen. I can’t really find words to describe her abilities, creativity, and dedication to teaching art to children. She is an exemplar of integrity, service, and leadership and an inspiration to all students.” where ID = 2405
  • First Round of Any Given Child Indy Schools Announced
  • Indy Arts Educators Meet During #ArtsEdWeek
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    The Indy Arts Educator Network, a group of local arts educators, met during National Arts in Education Week to share updates about their arts organizations' education efforts. Representatives from Arts for Learning, Butler Arts Center, Indiana Historical Society, Nickel Plate Arts, Paige's Music, Indianapolis Public Schools, and the Arts Council of Indianapolis were all in attendance. The meeting took place at Edison School of the Arts, one of the nine Any Given Child Indy schools. After a presentation about Edison School of the Arts by principal Nathan Tuttle and updates from each arts educator, the group went on a guided tour of the school. The tour featured the school's professional dance room and black box theatre; vast visual arts, instrumental music, and vocal music rooms; and even the school's chickens and learning farm. Seeing the work of the magnet arts school first-hand was a great experience for arts educators during National Arts in Education Week!   [caption id="attachment_2468" align="alignleft" width="300"] Arts in Education Week decorations at Edison School of the Arts.[/caption] [caption id="attachment_2467" align="alignright" width="300"] Principal Nathan Tuttle gives local arts educators a tour of Edison School of the Arts.[/caption]update wp_104_posts set post_content = The Indy Arts Educator Network, a group of local arts educators, met during National Arts in Education Week to share updates about their arts organizations' education efforts. Representatives from Arts for Learning, Butler Arts Center, Indiana Historical Society, Nickel Plate Arts, Paige's Music, Indianapolis Public Schools, and the Arts Council of Indianapolis were all in attendance. The meeting took place at Edison School of the Arts, one of the nine Any Given Child Indy schools. After a presentation about Edison School of the Arts by principal Nathan Tuttle and updates from each arts educator, the group went on a guided tour of the school. The tour featured the school's professional dance room and black box theatre; vast visual arts, instrumental music, and vocal music rooms; and even the school's chickens and learning farm. Seeing the work of the magnet arts school first-hand was a great experience for arts educators during National Arts in Education Week!   [caption id="attachment_2468" align="alignleft" width="300"] Arts in Education Week decorations at Edison School of the Arts.[/caption] [caption id="attachment_2467" align="alignright" width="300"] Principal Nathan Tuttle gives local arts educators a tour of Edison School of the Arts.[/caption] where ID = 2464
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    The Indy Arts Educator Network, a group of local arts educators, met during National Arts in Education Week to share updates about their arts organizations' education efforts. Representatives from Arts for Learning, Butler Arts Center, Indiana Historical Society, Nickel Plate Arts, Paige's Music, Indianapolis Public Schools, and the Arts Council of Indianapolis were all in attendance. The meeting took place at Edison School of the Arts, one of the nine Any Given Child Indy schools. After a presentation about Edison School of the Arts by principal Nathan Tuttle and updates from each arts educator, the group went on a guided tour of the school. The tour featured the school's professional dance room and black box theatre; vast visual arts, instrumental music, and vocal music rooms; and even the school's chickens and learning farm. Seeing the work of the magnet arts school first-hand was a great experience for arts educators during National Arts in Education Week!   [caption id="attachment_2468" align="alignleft" width="300"] Arts in Education Week decorations at Edison School of the Arts.[/caption] [caption id="attachment_2467" align="alignright" width="300"] Principal Nathan Tuttle gives local arts educators a tour of Edison School of the Arts.[/caption]update wp_104_posts set post_content = The Indy Arts Educator Network, a group of local arts educators, met during National Arts in Education Week to share updates about their arts organizations' education efforts. Representatives from Arts for Learning, Butler Arts Center, Indiana Historical Society, Nickel Plate Arts, Paige's Music, Indianapolis Public Schools, and the Arts Council of Indianapolis were all in attendance. The meeting took place at Edison School of the Arts, one of the nine Any Given Child Indy schools. After a presentation about Edison School of the Arts by principal Nathan Tuttle and updates from each arts educator, the group went on a guided tour of the school. The tour featured the school's professional dance room and black box theatre; vast visual arts, instrumental music, and vocal music rooms; and even the school's chickens and learning farm. Seeing the work of the magnet arts school first-hand was a great experience for arts educators during National Arts in Education Week!   [caption id="attachment_2468" align="alignleft" width="300"] Arts in Education Week decorations at Edison School of the Arts.[/caption] [caption id="attachment_2467" align="alignright" width="300"] Principal Nathan Tuttle gives local arts educators a tour of Edison School of the Arts.[/caption] where ID = 2464
  • #ArtsEdWeek: Art Breaks Down Barriers and Brings People Closer
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    I always ask myself, "Why did I study art"? I should've followed my father's advice and become a nutritionist...I'd be skinny and have money! However, life has brought me to where I am today, an intermediary position between learning, creativity and the individual. Wow! That's definitely a handful! I also won't pose the question over what is Art, because Art is life itself, and it's so hard as art educators to get other mortals to understand the magnitude of that word. For arts educators like ourselves, artistic education carries a tremendous amount of weight. It's teaching our students that art is what perseveres over time, the indispensable parts of our culture, the patrimonies of humanity, the beautiful and the ugly, mediums of experimentation, the mess and the cleanup, balance and aesthetic...and so much more. I began to teach 32 years ago in my island of Puerto Rico. I'm a mosaic artist and a painter, but I love seeing the look of curiosity on a child's face when I give them the opportunity to experiment and reflect over what they are about to commence. I don't have the words to describe that satisfaction. I settled down in Indiana in voluntary exile still loving and missing my homeland, my family, my friends, my fellow artists and my students. What convinced me to make this radical change from the heat of the tropics to the cold winters with a visible changing of the seasons, was a desire for cultural diversity assuming the concept that art is universal and that through art, barriers are dropped and people become closer. Throughout my professional career as an educator, my students have validated for me the important role that art plays in education and the sensibility that it can create thanks to the history hidden behind its works. The impact that art has on the daily lives of students burdened by so much stress, exhaustion, social issues, family crises, emotional breakdowns, etc., is absolutely necessary for the healthy formation of individuals who will one day form a key part of our society. For now, I want to conclude with the words once spoken by Pablo Picasso, "If I don't have red, I use blue". I refuse to give up on arts education. There is always something new to teach and learn, something to tell, and something to paint. I give it my all. About the Author [caption id="attachment_2481" align="alignleft" width="199"] Margarita Garcia, Forest Glen Elementary School[/caption] Margarita Garcia is an art teacher at Forest Glen Glen Elementary School. She is also a 2017 Larry Hurt Excellence in Arts Education ARTI Award Winner.update wp_104_posts set post_content = I always ask myself, "Why did I study art"? I should've followed my father's advice and become a nutritionist...I'd be skinny and have money! However, life has brought me to where I am today, an intermediary position between learning, creativity and the individual. Wow! That's definitely a handful! I also won't pose the question over what is Art, because Art is life itself, and it's so hard as art educators to get other mortals to understand the magnitude of that word. For arts educators like ourselves, artistic education carries a tremendous amount of weight. It's teaching our students that art is what perseveres over time, the indispensable parts of our culture, the patrimonies of humanity, the beautiful and the ugly, mediums of experimentation, the mess and the cleanup, balance and aesthetic...and so much more. I began to teach 32 years ago in my island of Puerto Rico. I'm a mosaic artist and a painter, but I love seeing the look of curiosity on a child's face when I give them the opportunity to experiment and reflect over what they are about to commence. I don't have the words to describe that satisfaction. I settled down in Indiana in voluntary exile still loving and missing my homeland, my family, my friends, my fellow artists and my students. What convinced me to make this radical change from the heat of the tropics to the cold winters with a visible changing of the seasons, was a desire for cultural diversity assuming the concept that art is universal and that through art, barriers are dropped and people become closer. Throughout my professional career as an educator, my students have validated for me the important role that art plays in education and the sensibility that it can create thanks to the history hidden behind its works. The impact that art has on the daily lives of students burdened by so much stress, exhaustion, social issues, family crises, emotional breakdowns, etc., is absolutely necessary for the healthy formation of individuals who will one day form a key part of our society. For now, I want to conclude with the words once spoken by Pablo Picasso, "If I don't have red, I use blue". I refuse to give up on arts education. There is always something new to teach and learn, something to tell, and something to paint. I give it my all. About the Author [caption id="attachment_2481" align="alignleft" width="199"] Margarita Garcia, Forest Glen Elementary School[/caption] Margarita Garcia is an art teacher at Forest Glen Glen Elementary School. She is also a 2017 Larry Hurt Excellence in Arts Education ARTI Award Winner. where ID = 2480
  • #ArtsEdWeek: An Art Teacher's Journey From Clueless to Innovative
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    “What do you think, you are just going to be sitting there and a milkshake will fall in your lap?   ……Or a mars bar?”, said Professor Bill Itter, with his eyes bulging out with the excitement of a mad scientist. He was teaching us color theory at IU in 1999 and imploring us to work at our craft; to take it as seriously as he does. This was a lesson that took a little longer for me to learn in the craft of art teaching. When I first started out, I was convinced I was going to be a high school teacher. I worked a couple maternity leaves in high school and middle school, but I ended up at an elementary school; which turned out to be the absolute best thing for me. When I first started I was clueless as to what the younger kids were capable of, having the first graders color in coloring sheets and making crafty cut and glue projects for the older grades. The longer I worked with the younger kids, the more I realized they could truly accomplish. I experimented and learned and practiced and documented, and my lessons evolved. I began to start every day with a 5 minute life drawing; I would collect things: one day it would be an old toy, the next day it would be a pinecone or a thistle or an old pair of sunglasses; and the students would draw from life, adding shading and details. I began to treat it with the same seriousness my IU drawing professors did. In college (and in life) I had a love of art history. I began to teach the 6-year-olds how to analyze works of art. Every day after the life-drawing time, we discussed an “artist in the spotlight." A famous work of art poster was presented, and the kids spotted clues in the paintings, made connections to what was happening in history at the time, and began to learn to see the elements in the art as metaphors and symbolism. A dark cloud in the sky became a metaphor for how the artist felt worried about the future; a blue mountain became a symbol for the artist’s sadness. I also began to group the students' projects into in-depth units of study. Seeing how good first graders were at abstraction, I designed a unit of study on 20th century and modern artists, eventually changing it to 20th century African American artists when I realized how non-inclusive traditional art curriculums were. Second graders spend the entire year on world cultures and international arts, from the Tibetan Mandalas to the Aboriginal Australians animal portraits to the Kenyan Adire Eleko cloths. Third graders spend the year learning about the connections between art and the natural world; making space paintings, animal sculptures and Andy Goldsworthy outdoor nature sculptures. Fourth graders learn color theory (I’m still teaching some of those college projects I learned in Prof. Itter’s class, especially the Dis-be-Leaf, where the students have to match the exact colors and textures of an autumn leaf). Fifth graders' projects revolve around expression: how to put meaning into a clay pot or how to put expression into an animal picture. Sixth graders at my school have a theme of “outside the box”. We make junk art sculptures inspired by the work of Sayaka Ganz (another wonderful IU alum), cassette tape portraits inspired by the work of Erica Iris Simmons, and we put on our own Juncanoo festival where students design their own costumes, choreograph their own dance moves, and play their own music (all the special area teachers work on this project in tandem). About the Author [caption id="attachment_2490" align="alignleft" width="220"] Jeremy Mallov, Amy Beverland Elementary[/caption] I love discovering new artists. I love watching ideas click in the minds of the young kids. And I love art. I continue to be a professional artist, specializing in Impressionist landscape paintings, http://jeremymallovfineart.blogspot.com; but I really enjoy stretching the boundaries of what art can be, from origami to ceramics, to Michael Grab rock balancing to graffiti and street art. I love how the arts are blossoming in Indianapolis, and I am humbled to be recognized by the Arts Council as a 2017 ARTI Award Winner.update wp_104_posts set post_content = “What do you think, you are just going to be sitting there and a milkshake will fall in your lap?   ……Or a mars bar?”, said Professor Bill Itter, with his eyes bulging out with the excitement of a mad scientist. He was teaching us color theory at IU in 1999 and imploring us to work at our craft; to take it as seriously as he does. This was a lesson that took a little longer for me to learn in the craft of art teaching. When I first started out, I was convinced I was going to be a high school teacher. I worked a couple maternity leaves in high school and middle school, but I ended up at an elementary school; which turned out to be the absolute best thing for me. When I first started I was clueless as to what the younger kids were capable of, having the first graders color in coloring sheets and making crafty cut and glue projects for the older grades. The longer I worked with the younger kids, the more I realized they could truly accomplish. I experimented and learned and practiced and documented, and my lessons evolved. I began to start every day with a 5 minute life drawing; I would collect things: one day it would be an old toy, the next day it would be a pinecone or a thistle or an old pair of sunglasses; and the students would draw from life, adding shading and details. I began to treat it with the same seriousness my IU drawing professors did. In college (and in life) I had a love of art history. I began to teach the 6-year-olds how to analyze works of art. Every day after the life-drawing time, we discussed an “artist in the spotlight." A famous work of art poster was presented, and the kids spotted clues in the paintings, made connections to what was happening in history at the time, and began to learn to see the elements in the art as metaphors and symbolism. A dark cloud in the sky became a metaphor for how the artist felt worried about the future; a blue mountain became a symbol for the artist’s sadness. I also began to group the students' projects into in-depth units of study. Seeing how good first graders were at abstraction, I designed a unit of study on 20th century and modern artists, eventually changing it to 20th century African American artists when I realized how non-inclusive traditional art curriculums were. Second graders spend the entire year on world cultures and international arts, from the Tibetan Mandalas to the Aboriginal Australians animal portraits to the Kenyan Adire Eleko cloths. Third graders spend the year learning about the connections between art and the natural world; making space paintings, animal sculptures and Andy Goldsworthy outdoor nature sculptures. Fourth graders learn color theory (I’m still teaching some of those college projects I learned in Prof. Itter’s class, especially the Dis-be-Leaf, where the students have to match the exact colors and textures of an autumn leaf). Fifth graders' projects revolve around expression: how to put meaning into a clay pot or how to put expression into an animal picture. Sixth graders at my school have a theme of “outside the box”. We make junk art sculptures inspired by the work of Sayaka Ganz (another wonderful IU alum), cassette tape portraits inspired by the work of Erica Iris Simmons, and we put on our own Juncanoo festival where students design their own costumes, choreograph their own dance moves, and play their own music (all the special area teachers work on this project in tandem). About the Author [caption id="attachment_2490" align="alignleft" width="220"] Jeremy Mallov, Amy Beverland Elementary[/caption] I love discovering new artists. I love watching ideas click in the minds of the young kids. And I love art. I continue to be a professional artist, specializing in Impressionist landscape paintings, http://jeremymallovfineart.blogspot.com; but I really enjoy stretching the boundaries of what art can be, from origami to ceramics, to Michael Grab rock balancing to graffiti and street art. I love how the arts are blossoming in Indianapolis, and I am humbled to be recognized by the Arts Council as a 2017 ARTI Award Winner. where ID = 2489
  • Drink Tea and Support Arts Education
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    An Indianapolis tea shop has created a custom blend, loose-leaf tea to help support arts education. HoiTea ToiTea, located in Broad Ripple Village, offers tea blending classes, a cafe, and unique loose-leaf teas. The local business sells Nelson's Teas, including our custom Any Given Child Indy blend: PB & Jams. A portion of each sale of this peanut-butter-and-jelly-flavored tea will directly support arts education in Indianapolis elementary schools through Any Given Child Indy. Click here to purchase your tea today to support arts education!update wp_104_posts set post_content = An Indianapolis tea shop has created a custom blend, loose-leaf tea to help support arts education. HoiTea ToiTea, located in Broad Ripple Village, offers tea blending classes, a cafe, and unique loose-leaf teas. The local business sells Nelson's Teas, including our custom Any Given Child Indy blend: PB & Jams. A portion of each sale of this peanut-butter-and-jelly-flavored tea will directly support arts education in Indianapolis elementary schools through Any Given Child Indy. Click here to purchase your tea today to support arts education! where ID = 2497
  • 2017 #ArtsEdWeek Recap
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  • Fifth Annual IPS Fine Arts Fair
  • Meet the New Class of Innovation School Leaders
  • IPS Fine Arts Fair Recap
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  • Join the Mind Trust for an Educational Bus Tour
  • Dr. Legrand Helps Lead Any Given Child, D.C.
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    Back in August, Dr. Wanda Legrand left Indianapolis for Washington, DC. Legrand served as the IPS Deputy Superintendent of Academics, as well as a Steering Committee member for Any Given Child Indy. She now serves as the Deputy Chancellor of Social, Emotional, and Academic Development for D.C. Public Schools, where she oversees and builds connections for the Office of Teaching and Learning, Office of Family and Public Engagement, Equity Office, Office of Elementary Schools, and Office of Secondary Schools. At the end of September, it was announced that Washington, DC, would be the 25th Any Given Child city. We know that Dr. Legrand's love of the arts will help D.C.'s Any Given Child initiative succeed, just as it helped Any Given Child Indy!update wp_104_posts set post_content = Back in August, Dr. Wanda Legrand left Indianapolis for Washington, DC. Legrand served as the IPS Deputy Superintendent of Academics, as well as a Steering Committee member for Any Given Child Indy. She now serves as the Deputy Chancellor of Social, Emotional, and Academic Development for D.C. Public Schools, where she oversees and builds connections for the Office of Teaching and Learning, Office of Family and Public Engagement, Equity Office, Office of Elementary Schools, and Office of Secondary Schools. At the end of September, it was announced that Washington, DC, would be the 25th Any Given Child city. We know that Dr. Legrand's love of the arts will help D.C.'s Any Given Child initiative succeed, just as it helped Any Given Child Indy! where ID = 2540
  • Professional Development Opportunity in January 2018
  • Eliza A. Blaker School Hosts Third Painting Event
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  • Year-End Program Update
  • Second Annual Arts Education Day at the Indiana Statehouse
  • Recap: Professional Development provided by Kennedy Center Teaching Artist Lenore Kelner
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    This week, Kennedy Center Teaching Artist Lenore Blank Kelner visited Indianapolis to provide professional development to teachers and teaching artists. On Tuesday, January 16, Kelner provided two workshops on Character Interviews; the morning session was held at Eliza Blaker Elementary School, and the afternoon session was held at Edison School of the Arts. The workshops focused on connecting reading comprehension with drama. Kelner took participants through three lessons, which included tips on how to keeps students engaged during read-alouds, teaching vocabulary words by using theatre/drama tools and concepts, and using a talk-show setting to interview students as characters from books to test comprehension and encourage inferences. On Wednesday, January 17, Kelner demonstrated her lessons with a fourth grade class at Edison School of the Arts. Teachers were able to observe and have a debrief discussion afterwards. Between the two days of professional development, over 60 teachers were able to participate.    update wp_104_posts set post_content = This week, Kennedy Center Teaching Artist Lenore Blank Kelner visited Indianapolis to provide professional development to teachers and teaching artists. On Tuesday, January 16, Kelner provided two workshops on Character Interviews; the morning session was held at Eliza Blaker Elementary School, and the afternoon session was held at Edison School of the Arts. The workshops focused on connecting reading comprehension with drama. Kelner took participants through three lessons, which included tips on how to keeps students engaged during read-alouds, teaching vocabulary words by using theatre/drama tools and concepts, and using a talk-show setting to interview students as characters from books to test comprehension and encourage inferences. On Wednesday, January 17, Kelner demonstrated her lessons with a fourth grade class at Edison School of the Arts. Teachers were able to observe and have a debrief discussion afterwards. Between the two days of professional development, over 60 teachers were able to participate.     where ID = 2564
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  • School Spotlight: Edison School of the Arts 47
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  • School Spotlight: Eliza A. Blaker School #55
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  • Teachers at the Museum Event
  • Marian University Traveling Children's Theatre
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  • Curriculum & Instruction Saturday Summit
  • Fishers Student Donates to IPS #94
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  • Congressional Art Competition for High School Students
  • Notable Measures Donates to IPS School #70
  • School Spotlight: James Russell Lowell School 51
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  • Kids Dance Outreach Showcase at IPS 51
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    Second, third, and fourth grade students at James Russell Lowell School 51 have participated in Kids Dance Outreach each week this semester as an initiative of Any Given Child Indy. These students performed for their parents and the school's pre-k and kindergarten students last week. They showcased what they learned from the program, including different dance moves and sequences, as well as dancing while blindfolded and a fun rendition of "This Little Light of Mine." Below are some images from the showcase. update wp_104_posts set post_content = Second, third, and fourth grade students at James Russell Lowell School 51 have participated in Kids Dance Outreach each week this semester as an initiative of Any Given Child Indy. These students performed for their parents and the school's pre-k and kindergarten students last week. They showcased what they learned from the program, including different dance moves and sequences, as well as dancing while blindfolded and a fun rendition of "This Little Light of Mine." Below are some images from the showcase. where ID = 72370
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    Second, third, and fourth grade students at James Russell Lowell School 51 have participated in Kids Dance Outreach each week this semester as an initiative of Any Given Child Indy. These students performed for their parents and the school's pre-k and kindergarten students last week. They showcased what they learned from the program, including different dance moves and sequences, as well as dancing while blindfolded and a fun rendition of "This Little Light of Mine." Below are some images from the showcase. update wp_104_posts set post_content = Second, third, and fourth grade students at James Russell Lowell School 51 have participated in Kids Dance Outreach each week this semester as an initiative of Any Given Child Indy. These students performed for their parents and the school's pre-k and kindergarten students last week. They showcased what they learned from the program, including different dance moves and sequences, as well as dancing while blindfolded and a fun rendition of "This Little Light of Mine." Below are some images from the showcase. where ID = 72370
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    IMG_9817-400x300.jpg
    https://www.indyartsguide.org/wp-content/uploads/sites/www.indyartsguide.org/images/2018/11/IMG_9817-400x300.jpg
    Second, third, and fourth grade students at James Russell Lowell School 51 have participated in Kids Dance Outreach each week this semester as an initiative of Any Given Child Indy. These students performed for their parents and the school's pre-k and kindergarten students last week. They showcased what they learned from the program, including different dance moves and sequences, as well as dancing while blindfolded and a fun rendition of "This Little Light of Mine." Below are some images from the showcase. update wp_104_posts set post_content = Second, third, and fourth grade students at James Russell Lowell School 51 have participated in Kids Dance Outreach each week this semester as an initiative of Any Given Child Indy. These students performed for their parents and the school's pre-k and kindergarten students last week. They showcased what they learned from the program, including different dance moves and sequences, as well as dancing while blindfolded and a fun rendition of "This Little Light of Mine." Below are some images from the showcase. where ID = 72370
  • Edison School of the Arts Receives $325,000 Grant
  • School Spotlight: Clarence Farrington School 61
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    From celebrating National Arts in Education Week in September to taking a field trip to the Indiana Repertory Theatre in February, Clarence Farrington School 61 has had a busy, arts-filled school year. Most recently, the school's choir performed in the annual IPS Songfest, a district-wide celebration of excellence in music education. The choir performed 10 songs which included partner songs, instrumental accompaniments, and choreography. In March, the school held a spring music performance titled "The Jungle!" inspired by the book Giraffes Can't Dance by Giles Andrae. The gym was decorated to look like a jungle, and students were able to get their faces painted. Kindergarten and 1st grade students performed three songs, one of which was in Spanish; then 2nd thru 6th grade students sang, danced, and played percussive instruments.     In February, many students enjoyed a field trip to the Indiana Repertory Theatre as a result of the Any Given Child initiative. After the field trip, students were anxious to show off the materials that the theatre gave them to help them understand the play “The Town Mouse and the Country Mouse.” Students had fun completing a worksheet describing their trip and drawing pictures to represent what they enjoyed most about the field trip.     This school year also marked the first time in three years that students from Clarence Farrington contributed art work for the annual IPS Holiday Art Contest. A fourth grade student from School 61 won honorable mention and was able to attend a reception in her honor with her teacher.   In September, Clarence Farrington celebrated National Arts in Education Week with special music performances for parents during "Muffins With Mom and Donuts With Dad."update wp_104_posts set post_content = From celebrating National Arts in Education Week in September to taking a field trip to the Indiana Repertory Theatre in February, Clarence Farrington School 61 has had a busy, arts-filled school year. Most recently, the school's choir performed in the annual IPS Songfest, a district-wide celebration of excellence in music education. The choir performed 10 songs which included partner songs, instrumental accompaniments, and choreography. In March, the school held a spring music performance titled "The Jungle!" inspired by the book Giraffes Can't Dance by Giles Andrae. The gym was decorated to look like a jungle, and students were able to get their faces painted. Kindergarten and 1st grade students performed three songs, one of which was in Spanish; then 2nd thru 6th grade students sang, danced, and played percussive instruments.     In February, many students enjoyed a field trip to the Indiana Repertory Theatre as a result of the Any Given Child initiative. After the field trip, students were anxious to show off the materials that the theatre gave them to help them understand the play “The Town Mouse and the Country Mouse.” Students had fun completing a worksheet describing their trip and drawing pictures to represent what they enjoyed most about the field trip.     This school year also marked the first time in three years that students from Clarence Farrington contributed art work for the annual IPS Holiday Art Contest. A fourth grade student from School 61 won honorable mention and was able to attend a reception in her honor with her teacher.   In September, Clarence Farrington celebrated National Arts in Education Week with special music performances for parents during "Muffins With Mom and Donuts With Dad." where ID = 72372
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    spring-400x268.jpg
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    From celebrating National Arts in Education Week in September to taking a field trip to the Indiana Repertory Theatre in February, Clarence Farrington School 61 has had a busy, arts-filled school year. Most recently, the school's choir performed in the annual IPS Songfest, a district-wide celebration of excellence in music education. The choir performed 10 songs which included partner songs, instrumental accompaniments, and choreography. In March, the school held a spring music performance titled "The Jungle!" inspired by the book Giraffes Can't Dance by Giles Andrae. The gym was decorated to look like a jungle, and students were able to get their faces painted. Kindergarten and 1st grade students performed three songs, one of which was in Spanish; then 2nd thru 6th grade students sang, danced, and played percussive instruments.     In February, many students enjoyed a field trip to the Indiana Repertory Theatre as a result of the Any Given Child initiative. After the field trip, students were anxious to show off the materials that the theatre gave them to help them understand the play “The Town Mouse and the Country Mouse.” Students had fun completing a worksheet describing their trip and drawing pictures to represent what they enjoyed most about the field trip.     This school year also marked the first time in three years that students from Clarence Farrington contributed art work for the annual IPS Holiday Art Contest. A fourth grade student from School 61 won honorable mention and was able to attend a reception in her honor with her teacher.   In September, Clarence Farrington celebrated National Arts in Education Week with special music performances for parents during "Muffins With Mom and Donuts With Dad."update wp_104_posts set post_content = From celebrating National Arts in Education Week in September to taking a field trip to the Indiana Repertory Theatre in February, Clarence Farrington School 61 has had a busy, arts-filled school year. Most recently, the school's choir performed in the annual IPS Songfest, a district-wide celebration of excellence in music education. The choir performed 10 songs which included partner songs, instrumental accompaniments, and choreography. In March, the school held a spring music performance titled "The Jungle!" inspired by the book Giraffes Can't Dance by Giles Andrae. The gym was decorated to look like a jungle, and students were able to get their faces painted. Kindergarten and 1st grade students performed three songs, one of which was in Spanish; then 2nd thru 6th grade students sang, danced, and played percussive instruments.     In February, many students enjoyed a field trip to the Indiana Repertory Theatre as a result of the Any Given Child initiative. After the field trip, students were anxious to show off the materials that the theatre gave them to help them understand the play “The Town Mouse and the Country Mouse.” Students had fun completing a worksheet describing their trip and drawing pictures to represent what they enjoyed most about the field trip.     This school year also marked the first time in three years that students from Clarence Farrington contributed art work for the annual IPS Holiday Art Contest. A fourth grade student from School 61 won honorable mention and was able to attend a reception in her honor with her teacher.   In September, Clarence Farrington celebrated National Arts in Education Week with special music performances for parents during "Muffins With Mom and Donuts With Dad." where ID = 72372
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  • Arts Council of Indianapolis to Receive $50,000 Grant from the National Endowment for the Arts
  • Glick Fund Awards $80,000 Grant to Help Launch Online Directory for Arts Education
  • Arts Council Funds $5,000 for School Bus Grants
  • Arts Council of Indianapolis Names Julie Goodman President and CEO
  • IPS School 51 teams up with theatre group to implement three-year arts integration initiative
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  • Indiana Youth Institute Presents at Monthly Arts Education Forum
  • We're all in this together - educators and arts organizations gather for discussion on arts education in IPS schools
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  • Resources to Support Online Arts Instruction
  • IndyArts E-News Signup

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