Creative Curricula Grantees
2008–2009
- Amas Musical Theatre and Coalition School for Social Change
- To support a 16-week artists-in-school residency in which an Amas Teaching Artist works with classroom teachers to assist two classes in researching their communities' and families' immigration histories. The program crosses the curriculum as writing and research are formulated into performance pieces presented to the entire school and school community.
- Arts Connection, Inc. and P.S. 188 (The Island School)
- To support a 15-week project for three classes of first and second grade English-as-a- Second-Language students. Participants will develop literacy skills through the study of the Taino culture and the creation of artworks using artmaking processes mastered by the Taino civilization.
- Arts for All, Inc. and P.S. 15 (Roberto Clemente Elementary School)
- To support a project that will increase kindergarten and first grade children's phonemic awareness and letter recognition through a multi-art curriculum focusing on movement, music and visual arts, in order to improve their reading, writing, and verbal expression.
- The Children's Art Carnival and Hamilton Heights School
- To support the work of Children's Art Carnival teaching artists in partnership with Hamilton Heights School classroom teachers to effectively integrate visual arts into the academic curriculum.
- Children's Museum of the Arts and P.S. 124 (The Yung Wing School)
- To support "Learning Through the Graphic Novel," a project that will explore academic subjects through the creative process of writing and illustrating graphic novels. Students will share the work with the local community by exhibiting it in the school's library, the Chatham Square New York City Public Library, and at the Children's Museum of Arts.
- Merce Cunningham Dance Company and P.S. 3
- To support a six-week collaborative educational pilot project that will allow students and teachers to create and perform their own dances, working with DanceForms, a 3-D computer animation program.
- El Mundo Del Flamenco, Inc. and ReStart
- To support the integration of Flamenco arts, culture, and history into the GED curriculum in the NYCDOE's District 79 program in alternative education. A series of lessons and demonstrations in Flamenco will incorporate the five GED subject areas: reading, writing, science, social studies, and mathematics.
- Hester Street Collaborative, Inc. and Dr. Sun Yat Sen Middle School 131
- To support Hester Street Collaborative's 20-session design-build workshop geared towards a school campus transformation at M.S. 131. This project is a direct result of work performed in the 2007-2008 school year, in which the M.S. 131 school community identified a need and interest in transforming their school campus into a place for the rotating display of student artwork.
- The Kitchen and Liberty High School Academy for Newcomers
- To support a partnership between The Kitchen and Liberty High School for Newcomers, an English-as-a-Second-Language public school to organize weekly in-classroom arts workshops that integrate English and History curricula with instruction in performance, movement, video, sound/music, and language-based arts. Students will collaboratively create a multimedia theater piece that tells their own stories, culminating in a final performance at The Kitchen's theater in Chelsea.
- Making Books Sing and P.S. 155 (William Paca School)
- To support a project in which P.S. 155's third, fourth and fifth grade classes will adapt memoirs into plays and musicals as part of an expanding, integrated theatre curriculum.
- Manhattan Theatre Club and Bayard Rustin Educational Complex
- To support Manhattan Theatre Club's 2008-2009 partnership with the Bayard Rustin Educational Complex, which will intergrate theatre and language arts with a curriculum that includes playwriting and theatre visits to Manhattan Theatre Club.
- Midori & Friends and P.S. 42
- To support Musical Learning Adventures, which introduces students to multi-cultural artists and traditions through interactive workshops and concerts tied to curriculum in Social Studies and English.
- Mount Vernon Hotel Museum and Garden and The Ramaz School
- To support Jim Lowe Taps Manhattan, a four-session program that uses drama and dance to provide a historical context for the origins of tap dancing in early 19th-century New York. Students will learn the basic elements of tap dancing and at the same time, examine primary sources that highlight African-American life in New York both before and after the abolition of slavery in 1827.
- The Salvadori Center and P.S. 334 (The Anderson School)
- To support a project in which P.S. 334 second graders will learn all about the design and construction of bridges and their place in the built environment, as part of their Social Studies curriculum on New York City. The project will include field trips to view bridges as well as designing and building bridges in the classroom.
- Wingspan Arts, Inc. and P.S. 77 (Lower Lab Elementary School)
- To support a project in which Wingspan Teaching Artist, Lynn Marlowe, utilizes drama as an educational tool to enhance classroom learning. The project will include the creation and performance of student-written productions based on material studied in Social Studies classrooms at P.S. 77.
- Urban Arts Partnership and Technology, Arts, and Sciences Studio
- To support year-long collaborative Digital Photography programs integrated into English and Social Studies curricula for four Middle school classes. Two sixth grade ELA classes will address unit concepts of symbolism through the creation of paired poetry and photograph slide shows. Two eighth grade Social Studies classes will create original photographic representations of themes from units that include issues of early 20th Century American Immigration.
