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2017-462-E Arts - New Hope Elem. School - 2017-18 Arts Grant Agreement
DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 okmicr 17N� � „5 JIJ&4r Q�1nIYAfiSiOm^U�''� August 1 5, 201 7 Michele Woodson, Director, Title 1 New Hope Elementary 1900 New Hope Church Rd. Hillsborough, NC 27514 GRANT AWARD LETTER Fiscal Year 201 8 Grant Category Grassroots Arts Program Funding Source NC Arts Council Grassroots Arts Program and Orange County Award $7,116 ($1 ,571 from NCAC; $5,545 from OCAC) Start Date July 1 , 201 7 End Date June 30, 2018 OCAC Report Due Friday, July 6, 201 8 Project Title Artist in Residence Title 1 Program Staff Contact Katie Murray, Director 919/245-2335 kmurray @orangecountync.gov Stipulations 1 . Grantee must properly credit the Orange County Arts Commission and/or North Carolina Arts Council (according to Funding Source, provided above), using the proper logo AND credit line on all publicity materials. View proper credit line language and download logos on the OCAC website at https://artsorange.org/grants/grantee-resources DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 C ORANGE COUNTY ARTS COMMISSION ,p.I � , ,,,.1 201748 GRANT AGREEMENT AP 0 u n THIS AGREEMENT, entered into this 17 day of August, 2017, by and between Orange County ("County"), by and through the Orange County Arts Commission ("Arts Commission") and New Hope Elementary School ("Grant Recipient"). WHEREAS, the Arts Commission is a countywide arts agency that ensures the growth of local arts experiences by providing funding and support for diverse high quality programs and projects. WHEREAS, the Arts Commission administers the annual Grants Program to provide economic opportunities to Orange County artists and non-profit organizations coordinating arts projects benefiting the citizens of Orange County. WHEREAS, the annual Arts Grants Program is supported by Arts Commission with funds from the Grassroots Arts Program of the North Carolina Arts Council, a division of the Department of Natural and Cultural Resources, a state agency. WHEREAS, the Grant Recipient was selected by the Arts Commission to receive the annual Arts Grant through the procedures duly adopted by the Arts Commission; and WHEREAS, both parties wish to promote and maintain the integrity and clarity of the Grant Recipient's ideas and statements and delineate the Grant Recipient's obligations to the County; NOW, THEREFORE, the County and the Grant Recipient, for the consideration and under the conditions hereinafter set forth, agree as follows: 1. Approved Grant Project. Grant funds are provided under this Agreement for the project ("Project") described in the Grant Recipient's Grant Application, attached hereto and incorporated herein as Exhibit A. 2. Grant Award. Grant funds in an amount not to exceed seven thousand one hundred sixteen ($ 7,116) have been awarded by the Arts Commission to the Grant Recipient for the approved Project. The Recipient shall be required to match funds at least dollar-for- dollar with cash from the Grant Recipient's funds not derived from either Orange County appropriations or the North Carolina Arts Council, as outlined in the attached Exhibit A. 3. Contingency. This grant is contingent on North Carolina Arts Council Grassroots Program funding to the Arts Commission. Final decisions on Grassroots Program funds to the North Carolina Arts Council are subject to approval by the North Carolina General Assembly. 4. Responsibilities of the Grant Recipient 1 Revised August 2017 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 A. Implementation. The Project implementation shall take place between July 1, 2017 and June 30, 2018. The Project shall be implemented in the manner described in Exhibit A. Time is of the essence in the implementation of the Project. B. Modifications to project. Grant Recipient shall present major changes to the original proposal, including but not limited to changes in design, implementation schedule and increase in Project budget by more than 10%, in writing to the Arts Commission for approval. Arts Commission shall approve or disapprove Grant Recipient's request for modifications within seven (7) days of receipt thereof Consent to project modifications shall not be unreasonably withheld. Arts Commission's decisions shall be in writing. In the event the Arts Commission fails to approve or disapprove the requested modifications within the time stated herein, the modifications shall be deemed approved. C. Non—assignment. The grant cannot be assigned or transferred to a different project or artist without prior written approval of the Arts Commission. D. Records. Grant Recipient must maintain records and other evidence pertaining to costs incurred and revenues acquired during the Project implementation. Grant Recipient shall maintain financial records pertaining to the Project for three (3) years from the date of this Agreement, in case of audit. E. Use of Funds. Grant Recipient shall not use the grant funds to repay outstanding taxes or other debts of any nature. The grants shall be utilized solely for the purpose described in the attached Exhibit A. F. Final Report. Grant Recipient shall submit to the Arts Commission a Final Report on July 6, 2018. The Final Report shall be in the format required by the North Carolina Arts Council. Failure to submit the Final Report or late submission of the Final Report, for any reason, shall be grounds for denial and/or cancellation of grant funds for the Project and future grant proposals. 5. Responsibilities of the Arts Commission A. Payment. The Arts Commission shall release the grant funds in the amount of $7,116.00 to the Grant Recipient. 6. Publicity A. Acknowledgement. Credit must be given to the Orange County Arts Commission and/or the North Carolina Arts Council using the proper logo(s) and credit line in brochures, news releases, programs, and all other printed and online publications. Copies of such printed materials must accompany the evaluation report. Official Orange County Arts Commission and North Carolina Arts Council logos may be downloaded at www.artsorange.org/grantee-resources and may not be altered in any way. When no printed information is used, verbal 2 Revised August 2017 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 credit shall be given. In addition, all print and promotional material must include the following credit line and logo(s) (check all that apply): i. County Funds Only. Orange County Arts Commission logo required. Credit line required for audio projects: "This program is supported by the Orange County Arts Commission. " ii. x North Carolina Arts Council Funding. The Orange County Arts Commission and the North Carolina Arts Council logos are required. Credit line: "This program is supported by the N.C. Arts Council, a division of the Department of Natural and Cultural Resources. " B. The Grant Recipient must enter all events, exhibits and performances open to the public and related to this grant award on the ExploreChapelHillARTS.com website and display Orange County Arts Commission publicity materials (postcards, brochures, etc.) prominently and consistently at their venue or performance space. In addition, the Grant Recipient must add a link to the www.artsorange.org (Orange County Arts Commission logo preferred) to their main webpage. 7. Indemnity. The Grant Recipient agrees to indemnify and hold harmless the County, the Arts Commission and the North Carolina Arts Council and their officers and employees from any and all claims or actual injury, damage or loss to a person, or real or personal property that results from or is in any way connected to the use of the grant funds. 8. Independent Contractor. The Grant Recipient is an independent contractor and not an employee, agent or other representative of the County and/or the Arts Commission. Nothing contained in this Agreement shall be construed to create the relationship of principal and agent, or employer and employee, between Grant Recipient and Arts Commission or Orange County Government. Grant Recipient understands and agrees that he/she is not authorized to incur any expenses or any liability whatsoever on behalf of the County or the Arts Commission and has no authority, expressed or implied, to obligate or make representations on behalf of the County or the Arts Commission. In addition, Grant Recipient agrees to maintain his or her own worker's compensation insurance for himself/herself and his or her employees for the duration of the art work's installation. 9. Termination A. In the event of any of the circumstances set forth below (hereinafter referred to as "default"), the Arts Commission may immediately terminate this Agreement: (i) Any fraudulent representation in any verification required to obtain payment under this Agreement or other dishonesty on a material matter relating to the performance of services under this Agreement. (ii) Nonperformance, incomplete service or performance, or failure to satisfactorily perform any part of the Project or to comply with any 3 Revised August 2017 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 provision of this Agreement, as determined by the Arts Commission in its sole discretion. (iii) Failure to adhere to the terms of applicable county, state or federal laws, regulations, or stated public policy. B. In the event of default by the Grant Recipient, the Arts Commission has the discretion to elect to terminate this Agreement, in whole or in part and/or require the Grant Recipient to repay the grant funds within seven (7) from written notice of default or allow the grant recipient the opportunity to cure the default. This clause shall not be interpreted to limit the County's or the Arts Commission's remedies in law or in equity. 10. Miscellaneous. A. Entire Agreement. This Agreement and the attachments contain the final and entire understanding of the parties with respect to the subject matter of this Agreement. All modifications and amendments to this Agreement shall be in writing. This Agreement shall be binding upon the parties, their heirs, successors and assigns. B. Governing Law. Both parties agree that this Agreement shall be governed by the laws of the State of North Carolina. Provider shall at all times remain in compliance with all applicable local, state, and federal laws, rules, and regulations including but not limited to all state and federal anti-discrimination laws, policies, rules, and regulations and the Orange County Non-Discrimination Policy and Orange County Living Wage Policy (each policy is incorporated herein by reference and may be viewed at http://www.orangecountync.gov/departments/purchasing_division/contracts.php). Any violation of this requirement is a breach of this Agreement and County may immediately terminate this Agreement without further obligation on the part of the County. This paragraph is not intended to limit and does not limit the definition of breach to discrimination. By executing this Agreement Provider affirms that Provider is and shall remain in compliance with Article 2 of Chapter 64 of the North Carolina General Statutes. By executing this Agreement Provider certifies that Provider has not been identified, and has not utilized the services of any agent or subcontractor, on the list created by the State Treasurer pursuant to G.S. 147-86.58. C. Entire Agreement and Signatures. The parties have read this Agreement and agree to be bound by all of its terms, and further agree that it constitutes the complete and exclusive statement of the Agreement between the parties unless and until modified in writing and signed by the parties. This Agreement together with any amendments or modifications may be executed electronically. All electronic signatures affixed hereto evidence the intent of the Parties to comply with Article 11A and Article 40 of North Carolina General Statute Chapter 66. [SIGNATURE PAGE TO FOLLOW] 4 Revised August 2017 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 IN WITNESS WHEREOF, the Orange County and the Grant Recipient have signed this Grant Agreement, effective on the last date this Agreement is signed by both parties as indicated by the dates set forth under signatures below. For and on behalf of the Grant Recipient DocuSigned by::, .l( Wbbi.SO(A, 8/31/2017 f 'W6Vdson,Director Date For and on behalf of Orange County Government DocuSigned by: jblabut, lka.wovtt,V'Sl,t 9/5/2017 diiiinEflimersley, County Manager Date 5 Revised August 2017 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 „1,1111111 / 201718 GRANT APPLICATION COVERSHEET Applicant: New Hope Elementary 6)(ountif, 71.- :l'avi .Sakc'bts. Date Received: 6/2/17 Date Notified Complete: 6/5/17 tsJI ‘41,. —Artist in Residence program for Title I schools Date: Aug 17-June 18 Project Title: Use of Funds: Artistic Contracts NCAC Funding Priority: 0 ft 2nd o 3rd # 0 "'a ILIA NCAC Multicultural Requirement? @ Yes Amount $ 1:14.9 0 No Total number served: 1800 k-5 OCPS Hillsborough/Rural Orange Community served: Demographics:Title I youth; 62% FRL CHECKLIST Completed application form with @ Budget: FY17-18 signatures 0 Board List • Narrative @ Tax exemption letter • Project Budget worksheet @ Sample publicity • Resumes of key artists/instructors @ Work samples @ Financials: FY15-16 0 Letters of support(not required) • Financials: FY16-17 AMOUNT REQUESTED: $8000 AMOUNT GRANTED: FINAL SCORE: DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 I 4/ Z > COO ("It 2017-18 ORANGE COUNTY ARTS co'NN" GRASSROOTS ARTS PROGRAM COMMISSION www.ncarts.org APPLICATION FORM PART 1 : APPLICATION ORGANIZATION INFORMATION Organization Name: New Hope Elementary(Orange County Schools) Street Address: 1900 New Hope Church Road City: Hillsborough State: NC 27514 Phone: (919)942-969 Website: http://www.orangecountyfirst.com/nh/ Authorizing Official Name: Dr. Lisa Napp Authorizing Official Title: Director, Elementary Education/Pre-K/Title 1 and ESL, Orange County Schools Authorizing Official Phone: 919-732-8126 Authorizing Official Email: Iisa.napp©orange.k12.nc.us Applicant Race: White Organization EIN: ORGANIZATIONAL FINANCES Please attach a complete income and expense statement(an audit may be substituted)for your last fiscal year and complete operating budgets for the current fiscal year and next fiscal year. Public schools and other large governmental or community agencies should attach arts program financial information only. Please copy the totals from these attachments in the spaces below: Last Year Actual: FY15-16 Current Year: FY16-17 Next Year: FY17-18 Actual Income:$69,500 Projected Income: $67,500 Projected Income: $89,500 Actual Expenses: $69,500 Projected Expense:$ 67,500 Projected Expense: $89,500 PART 2: PROJECT INFORMATION PROJECT DIRECTOR INFORMATION if different from Authorizing Official) Project Director Name: Ambra Wilson Project Director Title: Principal, New Hope Elementary Street Address: 1900 New Hope Church Road City: Hillsborough I State: NC IZip: 27514 Phone: (919)942-9696, ext 4400 FEmail: ambra.wilson@orange.k12.nc.us PROJECT SUMMARY Title of Grant Program or Project: Artist in Residence Program (four OCS Title 1 Schools) Grant Amount Requested: $8,000 Project Start Date(No earlier than July 1, 2017): August 15,2017 Project End Date (No later than June 30, 2018): June 1, 2018 SCHOOLS ONLY: Are you booking your artists through The ArtsCenter's Arts in Schools Program? X YES 0 NO rwie, clm /1,1,h 11 ,1 onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n PROJECT NARRATIVE Please attach a narrative providing the information requested below for the project you propose. Please be as concise and specific as possible: 1. Please give a brief description of your organization, including mission, board and staff composition, current arts programs and services and number and kinds of people served. Public schools and other large governmental or community agencies should provid; a description of their arts program only rather than the entire organization. (250 words or loss) 2. Offer a brief summary of the proposed project. 3. State your project's goals. 4. Offer a description of intended pmrti:ipmntnhaudience, including estimated numbers and racial and cultural composition. For school applications please include the demographic breakdown of the student body, as well as the percentage of students on the Free and Reduced Lunch Program. 5. Describe the location where p ject will take place. G. Explain all project activities. 7. Describe all artists to be involved in the pnojwnt, how and why they wore choamn, and the rate of payment for their services. If you have not yet selected the artists, describe the kinds of artists you intend to involve and how you will select them. (Schools, please indicate if you are working with The Arts Center's Arts in School program to secure your artists). Please include the ethnicity of artists or instructors hired for the project. R. Describe how the project will be publicized and promoted to reach intended participants. 9. Describe how you will evaluate the project. PROJECT BUDGET Please provide a projected budget for your proposed project utilizing the format below. You may attach an additional detailed budget if necessary, but the tables below must be filled out. Please see the attached Glossary of Budget Terms more information. - ) PROJECT EXPENSES Explanation Grant Request Amount +Matching Funds = Total Expense Administrative Staff: � %2�D00 � A. Personnel Artistic��/� Staff: $ B. Outside Fees and Artistic Contracts: $8,000 $29,675 $37,675 Services Other contracts: ( ---' -- --�~----- ' ' ' - -'-~----' —~~~----- -- -\ C. Space Rental D. Travel ' E. Marketing F. Remaining Projec School Show tickets, � $31'825 � Ex•enses sufB_li es ~�__.____- G. Total Cash Expenses $8,000 $81,500 $89,500 PROJECT INCOME Explanation Cash Income Amount A. Admissions B. Contracted Services Revenue C. Other Revenue Corporate Support: D. Private Support Foundation Support: $61,500 Other private support: Federal: E. Government Support State/Regional: Local(not including this request): $5,000 F. Applicant Cash Orange County Schools/School PTAs $ 15,000 G. Grant Amount Requested $8,000 in this application). H. Total Cash Income (must equal Total Cash Expenses, $89,500 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 PART 3: APPLICATION CHECKLIST APPLICATION CHECKLIST Please compile in this order. Do not staple, bind, or put into individual folders or sleeves. Provide one copy, one sided, 8.5 x 11 white paper. A digital copy of the application is not necessary. O Application Form, including signatures O Narrative O Detailed Budget(if necessary) O Resumes of key artists and administrators involved in grant funded program(s) 0 Income and Expense statement for FY15-16 O Budget or year-to-date statement for FY16-17 O Budget for FY17-18 O Current Board of Directors" list O Copy of IRS Tax Exemption Letter, if applicable O Sample programs, press, or other materials from this or similar past programs O Work samples by artist(s), labeled with artists" name, title of work, date of work, produced in the last three years: O Visual artists: CD, DVD, or high resolution photographs(8 images per artist MAX), clearly labeled with dimensions and media and indicate top of image O Dance or theater artist: CD or DVD, or link to high-quality online video(3-5 minutes) O Music and spoken word: CD , MP3 or link to high-quality online video(3-5 minutes) o Literary arts: Manuscript(10-15 pages)submitted as .pdf file or hard copy PART 4: CERTIFICATION We understand that failure to respond to any of the above items may adversely affect the consideration of this application. We certify that we are committed to the completion of the proposed project in compliance with legal requirements and granting procedures.We certify that the information contained in this application, including attachments and supporting materials, is true and correct to the best of our knowledge. PROJECT DIRECTOR(if applicable) Printed or typed name: Ambra Wilson Signature: LA / Date: P-1 AUTHORIZING OFFICIAL(required) Printed or typed name: Dr. Lisa Napo 112/ Signature: Ala Date: rL / i./ DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Spring 2017 Grassroots Program Grant Orange County Arts Commission Application Narrative Description of School Arts Program The following four Title 1 schools, all within the Orange County Schools' district, are participating in The Arts Center's Artist in Residence program in the 2017-2018 school year: New Ho.e Elementar is a Title 1, preK-5, school located just north of Chapel Hill with approximately 610 students and the largest ESL population in the district. Central Elementary is a Title 1, preK-5, school near downtown Hillsborough with approximately 275 students and is a designated Engineering Excellence school. ,Efland-Cheeks Global Elementar, is a Title 1, preK-5, school located in Efland with approximately 416 students. Global studies are integrated throughout the curriculum and provide students opportunities to connect with people and cultures from across the globe through a project-based learning environment. Grady Brown Elementary is a newly identified Title 1, preK-5, school located in Hillsborough with approximately 506 students, and a growing number of ESL students. All four schools have Art and Music special area classes, which students visit once per week to learn concepts covered in the Arts Education Essential Standards. Any additional in-school art programs or experiences are funded by individual school PTAs through their Cultural Arts budgets. Programs funded through PTA Cultural Arts usually include whole school performances and/or grade level residencies; however, funding residencies is challenging for these schools whose PTA Cultural Arts budgets are often less than $2,000 for the entire year. Summary of Proposed Project In the 2017-2018 school year, approximately 1,800 kindergarten through fifth grade students at New Hope Elementary, Central Elementary, Efland-Cheeks Global Elementary and Grady Brown Elementary will participate in curriculum-integrated art residencies with professional teaching artists. This program, implemented in partnership with The ArtsCenter, strives to give children opportunities to learn curriculum through non-traditional teaching methods, thus catering to varied learning styles and creating exciting, engaging learning opportunities. Many components of the program also bring parents/families into the experience as well, thus creating an even deeper impact that far exceeds learning in the classroom. All grade levels in each participating school - 24 total - will have professional teaching artists come into their classrooms for five sessions, during which time the artists will teach specific curriculum concepts through chosen art forms. In conjunction with these residencies, students will also go to The ArtsCenter to see a show that correlates to the work they are doing in their classrooms. The shows, residency art forms and curriculum foci will all be chosen by classroom teachers with guidance from The ArtsCenter's Arts in Education Coordinator, who will manage the program. This will be the seventh year the Artist in Residence program will be implemented with all Title 1 elementary schools in the district, and the tenth year since initial implementation with the first Title 1 school when the program began. Project Goals The Artist in Residence program is an Arts in Education program that integrates the arts into the grade level curriculum. The following are goals of the program: DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 • To reach students with varied learning styles, thus increasing academic achievement in the designated curriculum area(s) • To increase student engagement and motivation • To provide underserved students opportunities to engage in the arts • To provide classroom teachers with professional development opportunities on arts integration Description of Participants and Audience The following is a breakdown of demographic information per school: Central New Hope Efland-Cheeks Grady Brown Totals Elementary Elementary Global Elementary Elementag Total Number of 275 610 416 506 1,807 Students Race! Hispanic:49 Hispanic:290 Hispanic: 105 Hispanic: 141 Hispanic' 585 Ethnicity African- African-American: African-American: African- African- American:96 60 98 American:76 American: 330 White: 117 White'224 White: 168 White:262 White: 771 Multi-Racial : 13 Multi-Racial :26 Multi-Racial 23 Multi-Racial : 24 Multi-Racial: 86 Asian: 7 Asian:21 Asian: 2 Asian:30 American Indian: American Indian: American American 3 1 Indian: 1 Indian: 5 Free/ 62.86% Reduced 69.30% 64,25% 66,52% 51,37% average Lunch% Project Location The art residencies will take place at all four Title 1 schools in the Orange County Schools' district: New Hope Elementary, Central Elementary, Efland-Cheeks Global Elementary and Grady Brown Elementary. Residencies will take place in regular classroom settings (K-5). Project Activities This Artist in Residence program, through a partnership with The ArtsCenter, began in 2008 with one Title 1 elementary school - Central Elementary - and expanded to all three Title 1 schools in the district in 2013 due to the overwhelming success of the program, In 2017-2018, the program will include four Title 1 elementary schools, including Grady Brown Elementary which has been newly identified as Title 1, The goals of the program are to provide underserved students opportunities to learn curriculum through the arts (non-traditional instructional methods), to offer experiences to students who would not have opportunities to work with artists outside of school, to increase student engagement and motivation in classrooms and to provide teachers with strategies for using the arts to teach curriculum. DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 As part of the program, all students in grades K-5 at New Hope Elementary, Central Elementary, Efland-Cheeks Global Elementary and Grady Brown Elementary will participate in Arts-Based Learning Experiences (ABLE) residencies, which are five-day residencies designed around a School Show students see at The ArtsCenter, Planning for the residencies will begin at the start of the school year when teachers choose School Shows they would like their grade level to attend, as well as the art focus for their residencies. The Arts in Education Coordinator for The ArtsCenter will then secure teaching artists for the residencies and serve as a liaison between classroom teachers and artists to ensure the residencies run smoothly. Prior to the start of the residencies, classroom teachers, teaching artists and The ArtsCenter's Arts in Education Coordinator will meet for planning sessions to collaborate and review lesson plans, as well as discuss logistics. During the residencies, professional teaching artists will go into classrooms for four sessions prior to students seeing shows at The ArtsCenter, and then one session following the shows for wrap-up and reflection. On the final day of the residencies, classroom teachers co-teach alongside teaching artists, and parents/families are invited into classrooms to observe what their children have been learning. This provides professional development for classroom teachers so they can use these new instructional strategies on a daily basis, and it helps parents/families feel connected to what their children are doing in school. Once the residencies have concluded, the same group of people meets once again to evaluate the effectiveness of the program and make any necessary adjustments moving forward. In addition, grade levels often times incorporate the material from the residencies into parent nights, family sharing events or even district-wide events. For example, this past year kindergarten students from Central Elementary performed an African dance from their residency on stage at Cultural Explosion, a district-wide event. The residencies, as well as the corresponding shows students see at The ArtsCenter, are all carefully aligned with curriculum. For example, in 2017, fourth graders at Central Elementary learned about the victories and struggles of Dr, Martin Luther King, Jr, with Teaching Artist Anita Woodley. Through theatre improvisation, these significant events were highlighted with hands- on activities and examples that students could utilize in today's world. Students learned how to increase their self-awareness and knowledge through theatrical improvisational exercises, writing, and post discussion about kindness and resolving conflicts. In order to ensure teachers are also learning new instructional strategies to teach curriculum they can implement after the residency is over, they will also participate in at least one school- wide professional development workshop on arts integration each year. During the workshops, teaching artists will work with teachers on specific arts integration strategies to teach specific curriculum concepts. Principals and school leadership teams will choose the specific curriculum and art foci for the workshops, and often times will choose concepts that tend to be difficult to students when learning via traditional teaching methods. The workshops support teachers, providing them with tools and resources to incorporate arts integration into their daily instruction, Artists Involved in the Project While the specifics of the residencies cannot be planned until the start of the school year, The ArtsCenter uses a core group of teaching artists who have extensive experience working in schools and have worked through The ArtsCenter's Artist in Residence program in past years. All artists have also completed an extensive application and attended a Teaching Artist Training Workshop at The ArtsCenter prior to being chosen as a core artist. This is to ensure all artists working through the program understand the mission and goals and so the coordinator can DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 assure teachers that the teaching artists coming into their classrooms have extensive experience working in schools and are trained to work in educational settings. The following artists are included in the core group of teaching artists for the Artist in Residence program: • Virginia Queen has over 20 years of experience working as an actor and teaching artist. She helped develop The Arts Center's Artist in Residence program 12 years ago and has worked as a highly sought after teaching artist with the program since that point. In 2016 she also began managing The Arts Center's Artist in Residence program. • Amy Kennan Amago has over 15 years of experience as a visual artist and has designed, written, and taught rich, original art curricula, in a variety of educational settings in accordance with state and national art learning standards, She has extensive experience using Visual Thinking Strategies (VTS) with students, creating and teaching STEAM-focused lessons and creating a number of interdisciplinary art units utilizing and collaborating with community resources and institutions. • Anita Wood ley is an African-American literary and theatre teaching artist, as well as an Emmy award-winning journalist, producer, columnist, actress, poet, mixed-media folk artist, baker, and playwright. • Kim Arrington is an African-American teaching and performing artist who uses poetry, drama, and music to reach audiences of all ages. She has worked with The Arts Center's Artist in Residence program since it began in 2008, and also works as a singer and songwriter. In 2012, she was the recipient of North Carolina Central University's 40 Under 40 Award for excellence in the arts and is the co-founder of The Relative Pitch, a free, quarterly performance workshop for youth ages 18 and under. • Erin Dangler is the owner of Broadway Bound, which is a company that teaches the art of musical theatre (choreography, music and acting) to children from elementary to high school. In addition, she is the Performing Arts Coordinator for Duke Arts in Health and a choreographer for mainstage productions for Playmakers Repertory Company in Chapel Hill. She has worked with The Arts Center's Artist in Residence program since 2009. • Jason Abide is a potter and ceramic artist who has taught classes to children and adults at The Arts Center since 2007. He has taught numerous residencies creating video and ceramic art on site with students, as well as summer camps teaching ceramics, writing and producing short films and documentary filmmaking. He is an exhibiting artist doing both solo shows and group exhibitions, including Works in Clay, Students and Teacher (2016) Carrboro Arts Center Worlds to Discover, and Worlds to Explore (2015) North Carolina Crafts Gallery All Manner of Life (2014) Nicholson Gallery. • Charles Pettee is a professional guitar and mandolin player, singer, songwriter and teaching artist. He has designed assembly programs and week-long curricula for artist residencies that incorporate NC Essential Standards, as well as Common Core standards, to teach the history of Bluegrass music to a wide range of age groups and has been a part of The Arts Center's Artist in Residence program for several years. He is co-founder of Flying Fish recording artist The Shady Grove Band from Chapel Hill. He has performed over 5,000 shows in his 32 years as a professional musician. One third of the core artists mentioned above, Anita Wood ley and Kim Arrington, are African- American. All artists receive a payment rate of $75/hour, which includes hours spent in classrooms, as well as one hour each for planning and evaluation sessions. The Arts Center's School Show Series is also an integral part of the Artist in Residence program since the residencies all align with performances. Artists in the series include African-American DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 storyteller Donna Washington, Latino musician Mister G and African-American dancers from Soul Street Dance Company. Publicity and Promotion of Project The Artist in Residence program will be promoted and publicized by The Arts Center and Orange County Schools. The Arts Center has a very successful School Show Series that ties in with curriculum, and all students participating in the Artist in Residence program come to The Arts Center's theater to see shows directly linked to what they are learning in their classrooms. The School Show Series is open to all schools for field trips, so often times students from many different counties are in attendance. Before the shows begin, the Artist in Residence program is promoted so other schools are aware of residency offerings. The School Show Series is also publicized through a color poster that is disseminated to all area schools, and the Artist in Residence program is highlighted on the poster. To keep parents and families informed about the program, letters are sent home to parents prior to the start of residencies explaining the art focus and curriculum goals. The letters also invite parents to come observe the last session so they can gain a better understanding of the experience. Teachers and PTAs also include information about the residencies in their classroom and school newsletters. Finally, teachers often times host 'parent nights' to coincide with residencies as a way to showcase what students have learned. For example, students may perform a play for families or have their artwork from a residency on display. In addition, Orange County Schools hosts a district-wide event every Spring called Cultural Explosion, which is a free event for students and families that includes student performances, interactive culturally-themed booths and demonstrations, community organizations and international food vendors. Every year, several grade levels from schools participating in the Artist in Residence program take part in Cultural Explosion either by hosting booths displaying created work or participating in on-stage performances. This past year, kindergarten students from Central Elementary and first/second grade students from New Hope Elementary performed dances and songs they learned during their art residencies earlier in the year. Central Elementary students performed "The Rhinoceros Tap," an African tap dance, and New Hope Elementary students performed an interpretation of "Did You See Jackie Robinson Hit That Ball?" Project Evaluation The Artist in Residence program will be evaluated qualitatively through student and teacher evaluations administered by The Arts Center. These evaluations will assess the effectiveness of the program in regard to student engagement, ability to understand covered curriculum concepts and ease of planning. The Arts Center's Arts in Education Coordinator will also meet with all teachers following the residencies for evaluation sessions, where they will discuss strengths of the program, impacts they observed and areas to be improved in the future. Teachers will assess students' understanding of curriculum through pre and post tests before and following residencies, as well as informal assessments. DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 AMY '.K.E.ENAN AMAGO 275 Edgewood Rd. Chapel Hill, NC 27517 Cell: 91 9-260-3 108 kc:1110149,`,:(6.01411.,,s,;.9.1il Teaching 'Website: ; cprn/L c.rnag .?1,/".6,.KA-ON. Art Website X C0111 y k een 4r't aro 4gqrt, EDUCATION M.A, Art Education, Buffalo State College, 2004 Master's Thesis: "Teaching Thinking in the Art Classroom" Teacher Certification Program, Art K-12, Buffalo State College, 2001 B.A., Visual Art, University of California, San Diego, 19.97' B.A., Psychology,University of California, San Diego, 1997 TEACHING EXPERIENCE Teaching Artist, North Carolina Museum of Art, Raleigh, North Carolina, 2013 to present Artist in Resident, Club Blvd. Humanities Magnet Elementary, Durham,North Carolina,Spring 2015 Artist in Residence, The Arts Center, Carrboro,'North Carolina, Spring 2015 Artist in Residence, UNC Child Care Center, Chapel Hill, North Carolina, ,A4'arch 2013 to 2014 Art Teacher, Club Blvd. Humanities Magnet(K-5), Durham, 'North Carolina,Aug. 2011 to June 2012 Art Instructor, The Arts Center, Carrboro, North Carolina,January 2011 to present Program Director/Lead Teacher, Museum Morning Program, South Bend Museum of Art, 2010 Private Art Instructor, South Bend, IN and Chapel EMI,NC, 2009-present Teaching Mentor, St. Joseph Grade School, South Bend, Indiana, 2007-2010 Art 'Teacher, St. Joseph Grade School (K-8), South Bend, Indiana, 2005-2009 Art Teacher, Alexander "Hamilton Elementary (K-5), Tonawanda, New York, 2001-2005 SKILLS AND EXPERIENCE For over fifteen years, I have designed, written, and taught rich, original art curricula, in a variety of educational settings (schools, museums, and community art centers), which focus on art production (in all media), art history, art criticism and aesthetics and which are designed in accordance with state and national art learning standards. I have many years of experience using Visual Thinking Strategies (VTS) with students as well as creating and teaching STEAM-focused lessons for students of various ages. DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 I am skilled at differentiating lessons to meet the needs of all learners and have four years of experience teaching students with mild to severe special needs in self-contained classroom settings as well as in integrated, regular education settings. Iltroughout,my career, I have created a number of interdisciplinary art units utilizing and collaborating with community resources and institutions (e.g. The Buffalo Liolocaust Museum, ,Albright Knox Art Gallery, University of Notre Dame Kellogg Institute for International Studies, South ,Bend Museum of Art, Duke University's Literacy Through Photography, Carolina Ballet, Marbles Kid's Museum,. etc.) often in colia.boration with teacher colleagues in other disciplines. I maintain a solid understanding of theories in art education, pedagogy, child development, art history and criticism, learning models and child psychology and often attend national conferences to improve my teaching craft. While in public and private schools, I created ongoing, rotating displays of student art throughout the school year in the school halls, entryways, school administrative offices, and district administrative offices. At the end of each school year, I organized and put on an all-school art show involving at least two to three pieces of art per student and open to the entire school community. (On more than one occasion local television and newspaper crews were in attendance and made public our school's event.) While at The Carrboro ArtsCenter and the NCMA., I created end-of-program art shows for parents and artists, including two large format art shows at Marbles Kids Museum. While teaching full-time in public and privates schools I created and ran after school Art Clubs meeting one day a week for an hour. Every year this club was filled to capacity.. During my years teaching at a K-8 school, I entered middle school students in the annual Scholastic Art and Writing competition. Each year, a munber of my students were accepted into the regional, juried art show and each year at least one of my students .won gold and went on to compete nationally in New York City. Twice, my students have won national gold prizes and their art was displayed in Carnegie Hall. While at public/private schools, I participated in all-school projects and publications such as: poetry/art anthology, set-design for school plays/musicals, author visits, fund-raisers and charity projects, art for assemblies and special events. In schools settings, I designed and maintained an art teacher website which included homework. postings, monthly newsletters, a digital art gallery of student. work and was utilized regularly by students, parents and teachers. In addition to continuous, one-on-one feedback during projects, I have developed a rich battery of methods for evaluating student performance including project rubrics, concept building exercises, sketchbooks assignments, self/peer evaluations, reflective post-project exercises, and small-group and whole-class critiques (both mid and post-project). My experience training teachers includes mentoring first and second year art educators; providing professional development workshops at the North Carolina Museum of Art's Educators' Night Out events; running smaller workshops to teach teachers how to include more fine art and art history in their curricula; and contributing to larger retreat-type workshops focused on teaching educators to develop art-rich, interdisciplinary lessons for use in their classrooms. 2 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 I create and maintain dynamic, inspiring, safe and well-organized art classrooms/studios in which students understand expectations and are free to create in a positive, supportive environment. I create and show artwork locally and online. I continue to learn new methods tbr my own artistic expression by educating .myself through books, tutorials, and classes in order to improve my own art making skills and to enhance my teaching. I support local artists by attending shows and exhibitions and maintain relationships with former students who have gone on to pursue careers in visual art. I am a conversational Spanish speaker. PROESSIONAL AFFILIATIONS AND INVOLVEMENT"' Durham Art Guild, Current Member Artist National Art Education Association (N AEA), Current Active Member(attend anual. conferences) ,Author/Presenter, "Altered Books, Altered Minds, NA.EA Convention, Seattle, 2011 New York State Art Teachers Association (NYSATA), Former Chair and Member, 2001-2005 ohn Dewey Society, 2002-2004 Attendee, Annual "Learning and the Brain" Conference in Cambridge, MA, 2003 Author/Presenter, "Art and Mental Illness," NYSATA. Conferen.ce, Albany, NY, 2002 Author/Presenter, "Art and Aging," NYSATA Conference, Rye,NY, 2001 EXHIBITI(...)NS OF PERSONAL ARTWORK Solo Show, Perch Studios, Carrboro, North Carolina, September and October 2016 D, A,G Members' Showcase, Durham. Art Guild, Durham, NC, April-May, 2016. Solo Show, HQ Raleigh/Artspace, Raleigh, NC jailnary-March, 2015 Emerging Artist Solo Show, '.12he Carrboro ArtsCenter, Carrboro, NC, December, 2015 Carrboro Arts(:enter Community Show, Carrboro, NC, August, 2015 DAG Members' Showcase, Durham Art Guild, Durham, NC, May/dime, 2015 Carrboro ArtsCenter's Instructors' Show, September, 2014 DAG Members' Showcase, Durham Art Guild, 'Durham, NC,August, 2013 Juried Exhibit: "Unexpected Readings" Chapel Frill Library Inaugural Reopening, NC,April-fuiy 2013 Juried Exhibit: '',S'eapes", Durham Art Guild, Durham, NC, May 2013 Juried Exhibit: `'llransit ions :Dtoham Art Guild, Durham, NC, Feb-March 2013 Juried .Exhibit; Carrboro ArtsCenter Community Show, Carrboro, NC, Dec, 2012 3 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Members Art Show: "Tertu lia 8", Tick Ranch Studio, Saxapahaw, NC, Oct 2012 NYSATA Teachers Exhibit, Cafe Allegro, Buffalo, NY, 2005 :hided t:xhibit, "Teachers as Artists", Czurles-Nelson Gallery, Buffalo State College, 2003 Masters Exhibition, S'JNY Brockport Fine Arts Gallery, 2002 Juried art exhibit, "Art Education Show", Czur les-Nelson (lallery, Buffalo State C:bliege, 2001 Two-person show, "A Look..." Gallery 234, Buffalo State College, 2001 LIST OF 'REFERENCES Michelle Harrell, Education Director North Carolina Museum of Art, 2110 Blue Ridge Road, Raleigh, NC, 27607 (919) 664-6853, michelle.harrell@ncdc.r.gov Laura McManus, C]oordinator and Youth and Family Programs North Carolina Museum of Art, 2110 Blue Ridge Road, Raleigh, NC, 27607 (412) 527-7445, mcmanus.laura@gm.ail.eorn Jesse Hollars,.ArtsC":amp Director, The Carrboro ArtsCenter 300-G East Mtin St., Carrboro,NC, 27510 (919) 929-2787 Teresa James, Principal, Club Blvd. Humanities Magnet School. 400 West Club Blvd., Durham, NC 27704 (919) 560-3918 Dr. Lisa Lord, Senior Colleague, Club Blvd. Flurnanities Magnet School 400 West Club Blvd., Durham, NC 27704 (919) 560-3918 Suzanne Wiwi, Principal, St. Joseph Grade School 21.6 N. Hill St., South Bend, IN 46617 (574) 234-0451 Amy Veltri, Department Chair (Art), Ken-Ton School District Kenmore West Senior High School 33 Highland Pkwy. Buffalo, NY 14223 (716) 874-8401. Jessi Lentych. I.myd, Former Director of Educational Programming South Bend Museum of Art (574) 850-9156 4 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 AM TA WOODLEY P.O. Box 9821 Chapel Hill, NC 27515 I 919-914-0104 nnitawl)(1d,kyarQdtlet t oft s ot.;.(grrt .1,corn JOURNAIASM.A . T. ILA101.7,,:.' R.K.SAJ LES (***=Link to Listen to the Broadcast) • 2013 -------Network Radio---- Interview/Discussion,NABJ ("National Association of Black Journalists.) • ***LISTEN H ER E:„,,':1,111162A,:fa'1: • 2013 ------Network Radio--Interview/Discussion,Finalist,NABJ • "41,,I STEN HERE:"&:(11/2(2164.12(19.fLIPA111ift11,.....E1t1iiitAtRoPcZ' • 2013--Network Radio Sports,Finalist'NA13,1 • LiS111111EN HERE:"EY tY021,L.:6211.11:1;11:The(YILY201:U" • 2012--Network Radio— Interview/Discussion,"NABJ • *"11STEN IIFRI 1b19 1j/if' • 2.011 -----Network Radio Sports,•NA.13J • *** LISTEN HERE: f111921:1011,Lf1i.11("tIcf.1 :.1V62LIRs,..11)01.1" • 2011 --Network Radio—Feature,Finalist,NABJ • ***LISTEN 11 ERE,:"a(i11,,L111.2/(iiiiffi...il1:(10k(111W.....,1t(tz61,;;;11" • 2010-----Network Radio Interview/Discussion,NA.13,1 • ***El sT EN FlERE: "„1111Jen 12)/.121; !.KV 6.521 t • 2010------'Network Radio--Sports,'NABJ • "*LIS'I'EN HERE: "11)1(ifikts,„..,/1(ii:" • 2009---Network Radio Interview/Discussion Award,N A BJ • ***LISTEN HERE: " (1+9 1/roli2Q1,1" • 2008---Radio— Harry Chapin Media Award, WHY& Mediabistro • "" LISI.EN HERE: "rf rttr ,rosed • 2008 ----Network Radio—Interview/Discussion Award, "NABJ • 41'1* HEAL "11/c(Egrothf0 in Pillon" • 2008--Network Radio ,S'ports Award, NA13,1 HERE: “Cot9ow.1',:m/he Cowl." • 2006 ---- Harty Chapin Medic',„divot?' Rod/a, Finalist "" PPLIF m *** L. sT EN HER E:flit,(,..(11.2,1,((qa • 2001 -----Emmy Award,"CNN Exceptional Coverage on 9/11/2001"(National Academy of Tele»ision /Iris and S'elences(NATA,S) SOFTWARE Adobe Audition 1 Final Cut Pro 1 Digital Cameras 1 Microsoft and Mac Applications1 Blogging 1 Social Media Avid Digital./An.alog editing systems Panasonic DVC Pro Camera 1Online Social Medial Podcasting RFESSID4:LOLBTi'.11::',:. Handling Emotions Under Pressure' Stress Management 1 Working Throu.gh Conflict 1 Valuing'Differences in Others'Conflict Resolution ElITICATION San Francisco State University. Bachelors of Arts, Broadcast and.Electronic Conimunication Arts(BECA)„Emphasis in Radio&TV Magna Cum.Laude,Golden Key National Honors Society onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n Charles Edward ��ettee }m Burris Place^Chapel Hill,Nc275m^(y1*9o? l3N` .E University of North Carolina mChapel Hill,1980 Bachelor^F Arts degree innmWogm(minor in Botany) Pr*fes8ionml0Ixncrieoce, Professional guitar and mandolin player,singer,and 8ongwriter Qq Over 5,000 perfomumees throughout the US,Canada,and Ervpe,Mvndv,vf the Shady Grove Band, performing on both mandolin and guitar since 1981 Fr] Instructor, Guitar and Mandolin 04+a'mcovr Bluegrass Camps, Cary, NC' since 2011. Host, Mandolin Mania Workshop, 1995 Ale/frFes/'vNmesigum.NC, Host, mandolin seminar|YY/ Owen Sound Polk Festival,Ontario., Canada,. Panelist and judge at the National Guitar Flat,Picki"u Championship, KS, 1989, Host, mandolin workshop, mn"/,rvx Folk Festival, Manitoba, 1980, Winner, Om/ place, Chapel mV/ Guitar Fld/'Picki/er Contest, /vo+ i0( A history of regular instruction on mandolin from mand"8"'ma.sterTvny Williamson and m""/*i"g in musical composition from renowned western NC songwriters, including Larry Rhodes, Don Humphries, and Malcom Holcombe,were instrumental io early Career development. o '',Thmar Grove's Charles po/*r plays bluegrass With^fire and/,/m,s/ty/wx find only,°^"eheav ,,z^ —Spectator Magazine o "The maturity«/the [Shady Gm,~Ba^d4 original music. comes from the pen ofm^v"ou"*/ C:hx,Y,x P=u'=. who demonstrates that he can not only produce some fine lyrics, but exciting instrumental melodies as well. "Blue Ridge Feeling' is as complete c_i'any blue grass'tune that's been composed in the past len,tear,c, and his instrumental,s encourage(he lLstcnc,'to kick back the rug and simply let k",*.^— Option Music Alternatives Founded showcase bands that perform original and traditional bluegrass music at national and international venues (11 Shady Grove Band founder,managing partner,songwriter,and vocalist/mandolin/guitarist fir this four-piece touring bluegrass group and major label recording artist(Flying Fish Recorda).Since 1984,SUB has recorded more than forty Charles Pence original compositions,on six critically acelaimed albums,with performances throughout the US.Canada,and 13 lluropemmn tours.Notable venues include'l'he Lincoln Center,(NY),repeat engagements at Winnepeg Polk Festival,Walnut\/illey Festival(KS),MerieFest(NC),repeat showcase act for the Southern Arts Federation,International Bluegrass Music Assecimmtion,the National Association of Campus Activities,and many others,Band management entailed coordinating bookings between presenters,venues,band personnel,and agents,dealing with personnel changes,and promoting the band and its endeavors,ht;tp:// wwmthmshndYmn"phood'^um � "One of our stale's mwn'cal treasures,"- News and Observer(Raleigh,NC) o "Chapel/a8tShady Grove Band has carried the torch fin'miearly three decades u^one°/our slate's ruostpopiikir rind widely Ira veled bluegrass*,mbvx.^—The News&Observer l2/2|/V8 M Created the eight-piece ensemble"charles Pellet'&FolkPsalmn'in 2002 which perthrms Charles Pettee's original compositions'based on the Old Testament Psalms.'The original m" i*femupesuomp|q,v^ca\barm"oi"s. acoustic stringed instruments,and percussion Venues include the West Lawn,VO Capitol,(x4QK.Day 2oV0; M*d=Fww(vr'2o04-O5);Duke Chapel;NC ArtsMarket showcase,numerous conferences and churches,Four critically acclaimed CDs[Stessy Love(zoOz)and T,uvWealth(20n)>,The Wiry g/Manna(2m\n)'and Dove on Distant Oaks(20l4)].feature Pence's compositions,vr,wnN°A,ki|Ym`go|tar"odmono°On*n,4°ndmod"nd harmony vocals,Band management entails'coordinating bookings between presenters,venues,hand personnel, and agents,dealing with personnel changes,and promoting the band and its endeavors, hxr:V nw"^O,Npsa\m.com onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n o ^'kich,engaging new acoustic and bluegrass m,amwwnm—the most,ophutiued and moving musicvy /pwmee4rvoer`~— Independent Weekly o '`�des.Petteeuwstmerhmusician and ci gifted lyricist,and possibly his rarest gilt*the ability lo °tzder texts-psalms and stories-into American musical Idioms,/iilk and bluegrass,ae*v p^wrijv/interpreter°f Scripture/"his own right and his music has greatly strengthened"vagrarian readings^ythe " —Ellen,e Davis,x.n,Kearns Processor vf Bible and Practical Theology,Duke Divinity School Solo/duo/trio appearances 01 Solo perfhtniances,using guitar,hacmowca,banjo and mandolin,have been"n ongoing side project throughout. Police's career In addition,he has founded and managed several long-running"side mmds,~e.g.bluegrass trio Chuck and the WagginEars,and bluegrass qu.artet The Iron Mountain Messengers,all of which feature original compositions,along with bluegrass,blues,Celtic,and fblk songs and instrumentals,and are in regular demand at festivals,special events,churches,and concert venues throughout the southeaslermi US.http:// * ,=chadosprx,*.mm Educational Programs and Curricula I)eveloptnent [2:1 Created"Hear the Sound"educational programs and In-school residencies: Teaching Artist Charles Petite has designed assembly programs and wv*\,|*mu curricula for artist residencies that incorporate WC'Essential Standards,as K as Common Core standards,to t h th history f Bl *p sic to a wide range of age groups,Programs delivered throughout the Southeast employ group clapping and singing,and age-appropriate curricular connections to offer informative,fun,and critically acclaimed.educational programs that demonstrate the multicultural musical traditions of the South for all grades up to senior citizens.Supported by the NC Arts Council,United Arls Council,Arts and Sciences Council,CAPS,SC Arts Partnership,and many others. hap:// o "Charles Pollee had such arm impact on several Chat/cam County fourth grade history classes 6rperf,"xed/b,/v September,zou2,that when the children were asked v/the end w/last year's classes what/hvy most remembered, students said ftmr*:s musical de°^,mtrom,v.-Music caused them m remember history. That m what we're alining for.''—Governor Bev p*,du*`Chatham Record,38uonn3 o ''2>vlyC»"/les, innp many years planning PTA"^xrmbVo�that was one*,the most enthusiastic receptions rye ever seen, and the ONLY standing ovation,0was truly oo outstanding performance. Thanks so much! — Middle School PTA rep,February,2015 o "What^wonder/id`m*/"experience the many cultural/,/h/vv,a,p/our xm'/ae/vhe^aagr— Thank you jar making this program o,o/lable/^'—Norma r�McDonald,Phncipu\'N.ovpU"8|emunmry o "Charles Perky visited Gunn Memorial Public LNm/r""May/2.zn/o and delighted our pre-school pvovo" exceptional teens'and senior citizens with his gifts«/'music and xmn~,""x*.Charles is'u natural born performer with die spirit q/u .8/vegraxxaoy/'/ His mandolin,guitar,/mtv'mnoloca,han/n amid i/o/nc i' lined hi atom y as'mm',' followed him"nn journey m the,past What a magical,imoi'ntrcg of/cs'leni';ig amid learning and//u obvious that h, loves/"share Ks music vx much*xwe enjoyed^*um�/t," Rebecca Dellinger,Cxilurco'soc,vicou.6vnn,m=wo.iw|P"hUc Library Instructor oKGuitar,Mandolin,and Banjo �g' ('ham les'i'c'ttc'm,c has oft'cred pm ivate lessons kim nvei thirty years,reaching humidi eds of students ranging in age fcrmmn 8'xV years^N �� June,2011 'zn/5:|nxtruc/orvfYw^w1*|i"oodG"uoramgCv°d(vmo,offirstv=,^awvgraowcwmpxrukb," week-|"ngoommu,*mmp^^sp"nnveubypin"Con*(Pi^d'vnot('ouniI for Traditional Music,www,pinccone,org), {n coordination'with Cary Recreation and Parks.Department,NC Og Sept,J0O7-zo||.Charles P*w**.coom/ouwr/in^ouotor,"Bluegrass Camp(-O,Kids"(0,Ulster-American Folk Park,um*8h,Northern Ireland, lionors,,Commissions„.yrformapce, El Dee. 1|.zV}4,Charles Pvuax Pv|kP^v!,n,el^a*cfthCD*foUvrigin^lmmxicaloet4ngso,rP,u|ma:^Y`no,non Distant Oaks"(,eu='o /sm career release) Onited.Arts Council xr Raleigh and.Wake County's"Performer ol die Year"2V0u'Qv.MCArts Council Touring onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n Artist Roster(1v"5-zV|6).CAPS Teaching Artist.2u0v-20l^. FJ, April,200 :.n|vcgra.,sim"v, 8u*h^collaboration with xfrip*`,^oarom Dance Ensemble,Carolina Chocolate I "puand Shady Grove Band premier's, ED Poke jmi* into Southern Arts Fedomiom's,*"Do, v,mor~mz00z [ID Sliawea Si' 1 tit 'or N('Pt csentei's(^v*nbum"AdsMark et"20o4m70x Qg Recipient, I 995 (mci ging Artist(Iran),Dui kant Ai is Council,NC' Mc Original compositions have received airplay."the D3.and marry foreign countries vnmoi^^satellite,and television,as well as internct downloads/streams,according wBw|x/vtem"`u. ED Rceipicn " CCI the('omposel s' grain hot tithe New York State Council v"tho Arts,May, 1991. ED Winner, lvvn North Carolina C"rnp^ncm Competition,"pm*o*abyDuke University Cultural Services, • Coritputei',i nusor tOt the play"Scafnud",Oral 1il ict win tier in tIre frill length category to th I 9138 N( Playwright's Fund competition anti titiditeed in |*n"hv Man Utica l)ng Repertory l'twunrlitnem g Charles P=oe=&.9"UkPsnhn,a Dove^o Distant Oaks(Ears w Hear,zn14) O� r^o,|enr*nuc Pv|Ws"|m`rx^ Way"y Alaimo(Ears m Hear,zo!V) • S|`^xyUmvc Band,Back/n Circulation,(BvvnzDOx)^zovx D� CbudeS Pence&Po|kmu tin,True Wealth,(Ears m Hear,(.:111,ums)zno» ED Charles P"tie*,1tk!"4v Love,x Collection 0rrxa"x,(Ears w Hear,*,h|u02),%nnz @0 Shady Grove Band,ryuvnp*ua Go,sp*(uast reu r'di"g,zOo2 @O Willer c.=x^(Charles Pence and Doug o=rns*m)'2oul Qg The Shady Grove Band,Out of"the x/xa(ovVan007) 1998 • Cb"dmputec It's All in D`'"Mind<Wvmgio'Ear 0V|ym 1997 DD The Shady Grove Band,The C»"ru/ ny'Flying Fish(Fr oso) /on* 0g Tk,Shady Grove Band,Mulberry Moon,Flying Roh(FT 5**) mvn Gq I lie Shady Grove I litnil On iiic'Lint',l'lytitg Fish(FF 402) 11)137 @O The Shady(ii'trve Band,•s/inrc Ott Me,fIrs,'Ridge Records(SI B 2(1)1)) 1985 `'Wr^��4.���*����� ^pette,captures many elements of*uSi, /Am~,ic","mcw=lehisuw,/`xxkn/hv,r/hv/w0,6g lirep").o6 with many listen ow, .. »///" 'Your Alba/succeeds hy bringing.together v diverse range qfmusic elements far (7hurlu/fmrm"*^x/6eluxndom"n,firr his own musical"/issV"""'~8luowa^xD.|im(=dmagazine, [� ''/»x/Ovm,that sets this.'n*/xV,,«apart—6 that these„/a&,can°r//x'too, mm//J*/o/v»ve,Charles.Pexo^ contributes Jive^"°gx of which at y Jo r'o,'/w 1,1 "Open 4v the/)o~r." 1,Ph°says,you can't write great x".spa/v/o, 'vvry" —m.numm v"|�svx^ ED "Charles P,o, 's love songs Y)^p8rx'and 1mx Got Some Thinking To i/ct s/row oJ//t as'a/rt/i$ to crime'tip it//t memorable'ho*ks''—llis instrumentals ate also strong—Groups i/,search o/new material will"o`,v///"check this one out to pick up On some id"Pettee's songs." Bluegrass'Unlimited DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 ERIN DANGLER 104 Windorah Place Chapel Hill, NC 27517 919-636-2216 eriird-rIgler@grnajl,cPrn Education: Denison University, Granville, OH, 1992 Bachelor of Arts in Theatre. Speech Communication Minor. David Rounds Theatre prize for most promising graduating theatre major. Broadway Bound, Chapel Hill, NC (&Southaven, MS) 2005-present • Created a business that taught the art of musical theatre (choreography, music and acting) to children (elementary to high school) in weekly classes. • Designed classes culminating in a large-scale musical revue each semester with over 60 children. • Facilitated all business and administrative aspects from marketing to registration to financial management. Duke Arts in Health, Durham, NC. August 2008- present. • Performing Arts Coordinator for Arts in Healthcare Program. • Administer Artists in Residence Program for Arts at Your Bedside. • Launched the Duke Medicine Orchestra with over 40 musicians from within the Duke Medical Community. • Oversee HAND Students volunteer program with over 30 undergraduate student musician volunteers. • Develop, book and facilitate all Hospital Concert Series in the Main Lobby and Courtyard. Playmakers Repertory Company, Chapel Hill, NC. Summer 2010- present. • Choreographed mainstage production, As You Like It. • Designed and taught choreography for over 40 students in Summer Youth Conservatory final production, The Mystery of Edwin Drood. • Consulted on choreography for mainstage production, Shipwrecked!. ChathamArts, Pittsboro, NC. Summer, 2009 • Designed and directed Musical Theatre Arts summer camp for children ages 6- 14. Carrboro Arts Center, Chapel Hill, NC. Spring/Summer, 2009 • Taught several KidsCamp and Arts Focus summer camps to children ages 6- 14. • Led theatrical workshops for special needs children and teenagers. • Organized and led residency programs for the After School program. Youth Performing Arts Conservatory, Carrboro, NC. 2009- present • Dance teacher for Musical Theatre Workshop, levels 1, 2 and 3. • Teacher for Pre-Conservatory classes, ages 6- 7. Kudzu Playhouse, Hernando, MS. 2007 - 2008 • Directed and choreographed Aladdin,Jr. with over 50 children ages 6- 14. • Directed Willy Wonka, Jr. with over 40 children ages 6 - 14 in an integrated arts summer camp experience. • Choreographed The Wiz with over 50 children from kindergarten to high school. DeSoto Family Theatre, Southaven, MS. 2005- 2007 • Education/Outreach Coordinator • Administered summer camp program with over 175 children in 5 different camps. • Oversaw budgeting, staffing and registration for the camps. • Maintained communication between staff, parents and campers. DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 • Directed Afistocats, Kids and 101 Dalmatians, Kids with over 50 children, ages 6 -- 9. • Directed High School Musical One Act Edition with over 40 children, ages 9 — 14. • Assistant Choreographer for main stage productions of High School Musical and Annie. Madison County Cultural Center, Madison, MS. 2003 - 2006 • Choreographed Broadway on Main II, a musical revue involving over fifty children and adults ages kindergarten through high school and beyond. • Directed and Choreographed Music Man, Jr with 70 local youth in grades one through twelve. • Directed and Choreographed Guys and Dolls, Jr. with over 60 children in grades three through eight • Summer Arts Camp Director for 2003 - 2006. Hired staff, designed camp and directed 80 children ages 5 -12 in a full scale production. Shows included Once on This Island, Jr, Honk Jr., The Jungle Book and Schoolhouse Rock Live!, Jr. Starz Over Madison and Shooting Starz, Madison, MS. 2003 - present • Created a Broadway-revue style show choir involving 50 young women from - 5th grades (Shooting Starz) and 6th -12th grades (Starz Over Madison) • Produced two full-scale revues a year. • Cast production, selected themes, chose music, developed costumes and created stage design. • Worked all administrative aspects from finance to advertising to marketing materials. Erin Dangler Dance, Tupper Lake, NY. 1997-2003 • Owned and operated dance studio that served over 125 students from kindergarten through high school. • Taught eight to ten weekly classes in ballet, jazz and theatre dance technique. • Designed and directed two large dance productions each year. Holy Ghost Academy, Tupper Lake, NY. 1997 - 2002 • Music, Dance and Drama teacher for 100 elementary age children. • Implemented a pilot arts magnet concept in school to filter all academic learning through an arts lens. • Directed and choreographed 2 productions annually. • Wrote original productions with children each year. Natural History Museum of the Adirondacks, Tupper Lake, NY. 2000 - 2003 • Initiated Museum-Theatre in a brand new museum being designed in upstate NY. • Wrote and performed in The Powers of Ten, an original children's play using the arts to depict the natural history in the Adirondack Mountains. • Wrote and performed the one-woman play, "Orra Phelps"on the life of Adirondack Doctor arid Pioneer, Orra Phelps. Pendragon Theatre, Saranac Lake, NY. 1996-2003 • Performed in professional summer repertory theatre. Shows include Six Degrees of Separation, The Miss Firecracker Contest, Quitters and Cabaret. Cleveland Signstage Theatre, Cleveland, OH. 1995 - 1996 • Actress and American Sign Language Interpreter for national touring production of Children of A Lesser God. • Company Actor and Interpreter for children's touring troupe Ten Handfuls of Myth. • Designed and led Artist-in-Residence programs at several arts magnet schools throughout Ohio. Rangeley Friends of the Arts, Rangeley, ME. 1992-1996 • Administrative Director for arts organization. • Choreographed 2 large main stage musical summer productions (Pajama Game arid Bye Bye Birdie) DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 --- - .. ERIN DANGLER Talent One Agency/Anne & Rudy Greene/919-872-4828 Height: 5'8" Size: 6 Eyes: Green Hair: Blonde SAG-eligible FILM Voidfinder Mere Spiegel Hal Burdick My Dumb Face Pool Party Guest Nic Berry Media Billy Lynn's Long Halftime Walk Reporter Ang Lee, Director A God Among Us Interviewer Ryan Jeffrey Davis Waiting for Gidget Gidget Isle of Skye Productions INC. Mom Beau Scheier, Director The Changeover Funeral Attendant Hushpuppy Media Nothing But The Truth Gretchen Rod Lurie, Director Headsome Mom Pavel Nikolav, Director Destiny Road Choir Member Rob Treveiler, Director The Will Angry Mom James Lee, Director COMMERCIALS Conflicts Available upon request (regional and national credits) TELEVISION/HOSTING Mercy Street Woman Customer PBS Love It Or List It Background HGTV Designing Spaces Host Lifetime My Carolina Today Model WCNC-TV Helen, Sweetheart of the Internet Background Melissa Lozoff, Director Supervalu Cooking Show (series) Host Pace Communications INDUSTRIALS/INFOMERCIALS (representative) Volunteer Tech App Spokesperson Garden Digital Media National Tech Company Principal Myriad Media Fast Food Company App Principal Fast Food Corp. IT Demand Generation Principal Cisco First Responders Principal Cisco Bank Principal Contrast Creative Computer Company Bad App Principal Centerline Digital Computer Upgrade Spokesperson Principal Technologies VOICEOVER (representative) L'oreal Revitalist Female VO Trailblazer Studio Energy Company Female VO Trailblazer Studio Associated Luxury Hotels Intl Female VO ALHI NCSU Budget Training for Military Spokesperson Trailblazer Studio PRINT WORK (representative) Wearever Underwear Model Pausback Advertising NC Tourism Extra Southern Living Magazine Real Simple Magazine Featured Real Simple TRAINING/WORSKSHOPS Bachelor of Arts in Theatre, Denison University. Workshops in Acting, Audition, Scene Study, Non-Speaking Commercials, Voice Over: Jen Ingulli, Joan Darling, Jordan Beswick, Jackie Burch, Matthew Sefick, Corrigan and Johnston, Melissa Lozoff, Estes Tarver, Dee Cooke, Aurelia Belfied, RELATED SKILLS: American Sign Language, Yoga/Pilates Instructor, Spokesperson, Hosting, Cued Speech, Choreographer, Flag Twirling, Ballet, Jazz & Ballroom Dance, Hiking, English Accent, Southern Accent onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n Jason k Abide 5OBB Smith Level Rd 1Chapel Hill, NC 27516 (919) 265-3774/jasonabWo@Qmai|.opm wvmw,oaUyprettyomrd|uals.00m Exhibiting Artist(2009 present) Pottery and ceramic art:solo shows,curating and participating in group exhibitions Selected Exhibitions: Works in Clay, Students and Teacher(2016) Carrboro ArtsCenter Worlds to Discover,Worlds to Explore(2015)North Carolina Crafts Gallery All Manner of Life(2014) Nicholson Gallery Teacher(2007-present) Glassos for Children Eight weekly classes, ages toddler to middle school:wheel throwing, sculpture, glazing Created curriculum followed by other ceramics teachers Numerous residencies creating video and ceramic art on site with students Summer camps writing and producing short films with students Classes for Adults Ceramic art: pottery, sculpture,glazing Documentary filmrnaking:basic theory, camera operation editing Video Producer (2005-present) Directing, camera operation, editing:documentary, live event, educational programming Clients include: Playmakers of UNC, Delta State University,The People's Channel Community Organizer(2006) Canvassing and organizing in and around NYC area for Working Families Party Mental Health Consultant(2001 - 2005) Served eight Head Start confers per year in the Mississippi Delia Evaluated and instructed teachers on behavior management techniques Created treatment plans for students and conducted parent conferences when necessary Other Skills Web design:wu,dprees^ons. Nm| Programming:C and Python Education University of Mississippi, Oxford, MS B.A., cum laude, Psychology and Biology, December 2000 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 ANITA. VVOODLEY" 1018 Carden Street I Chapel Hill, NC 27517 I 919-357-2018 „LAC. 'LlvIVIIICATIQNS. &MOTIVATIONALXNQ E ,SUMMARY: Ingenious,efficient,curious,and persistent communication skills.Major career focus on educating„ public speaking, innovative presentatitms, listening,storytelling, writing and artistic expression, 2016-Present I Community Education Intern I Orange County.Rape Crisis Center I Chapel MR, NC *Present prevention skills imd sexual violence educational programs to create awareness in public elementary and mid.die school settings in Chapel Hill-Carrboro City Schools and Orange County Schools, 2016—Present I Columnist The News'& Observer Publishing Company I Durham/Chapel Hill,NC *.Writing monthly essays as a storyteller,makes readers think differently.*Featured in Sunday newspaper and online in'Tile Chapel Hill News and/or The Durham News Editions.,*80,000 to 1.50,000 possible readership,. *Contributing transfurmative stories about my personal experiences in the Triangle area and those of other community members. *Write stories rooted in Durham and/or Orange counties to place readers in the community. 2013—Present I Literary& Theatre Teaching Artist I Durham Arts Council- CAP I Durham,NC *Expose middle school students to literary arts and storytelling using the Five W's of Journalism to write compelling personal stories through theatrical improvisation techniques. *Completed eight books with seven-hundred 6th graders most of whom read below second grade level, *Successfully taught writing and performing arts to the entire 6th grade at Neal Middle School for three years and thousands of students in the Durham Public Schools writing through anti-bullying, anti-drugs and anti-gun workshops.*Enhance understanding of core subjects, as well as student self-esteem, confidence, and appreciation for the arts and diverse cultures, *The Neal "Stories Comes to Life with Anita Woodley" writing program was funded consecutive years, through. a GlaxoSmithKline grant. *2015 recognition by the Durham School.Board for being a Community Partner. 2006-2012 I Producer I WLINC-FM/National Public Radio/APM I Chapel Hill, NC *Produced, wrote and edited stories daily for "The Story.with Dick.Gordon"national broadcast and international public audience, Successfully delivered 2-4 feature length stories per week from guests worldwide. *Consistently fulfilled quick turn and tight deadlines, *Delivered timely,first-person stories that transform listeners understanding of what's happening in the world, *Consistently pitched potential guests with authentic voices that make you want to listen to radio. *Trained interns and created new operation systems for greater efficiency, *Received more than a dozen consecutive national awards. 2000-2001 I Associate Producer I CNN News I Atlanta, GA *Exercised strong editorial judgment and selected quality footage in breaking news environment with National content, *.Wrote clear and concise news copy on tight deadlines, *Developed efficient techniques for managing video with a new digital server feed technology. * Supervised and trained 5-10 peers on digital technology *Awarded an'Emmy for 'Exceptional Coverage on 9/11/2001." 2000-2000 I Producer,Anchor, Reporter I PBS/KMTP-TV San Francisco, CA *Produced, wrote, edited, and anchored weekly Saturday Pan-African newscast on public television. *The show "Newsnight with Anita Morgan" aired in 49 cities within the Northern California San Francisco/Bay Area. *Reached approximately 1.9 million households over the air,via satellite and cable. 1998-2000 I Producer, Editor and Writer I N8 C/KRON-TV I San Francisco, CA *Produced,wrote and edited overnight cable cut-ins. *Offered a permanent staff writer job„*Promoted to producer ol7ent.-in segments after highly functioning for six months as a weekend newscast production assistant,assignment desk editor and intern for the Healthbeat. onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n ���� ���� ~��-`" ~~~~~~~~ ` `~ ~ `~^ ` Durham, NC,,27704 (919) 323-9036 Kicnurr(ngton22@gn`uil.cnn, .EDUCATION January 1.9Y8-May 2UUO orth Carolina Central University • Buohe|urofArts, MmgnuCum Laude • Major: English Concentration.: Electronic Media August 1995-March 1997 Howard University • Classes in Literary Composition,jazz History,Jazz Vocal Ensemble, Political Science RECORDINGS & P0I3LIK,ATIONS Kizn /\rnogtoo,Ma6uYuwr1ua, f\ugunt2Ol5 .Kim &niog|ou. Getting l/Yes, 2V13 National Public Radio's WUNC,State ofThings Cotwert ivith Kim Arrington, November 4,2011 Big Daddy Kane, Untitled Rig Daddt'Kane Project, 2011 Camp Lo, Cha.pu| DiU`NC, Untitled Camp Lo P,@eu4 2089 Kim Arrington,Durham, NC,Jhnor6xm, 2008 Southern Quarterly, When 1 Consider the Open Casket,liniversity of Southern Mississippi, Hattiesburg, Mississippi,Iu|y2U0X Issue Kim Arrington, First Love Note of Kim Arrington, CD,May 2008 Drumvoiees Revue, Wright's Weapons and Bigger's Say So, Eugene 13, Redmond's Writers Club and Southern Illinois University-Edwardsville, Edwardsville, IL, Spring 2008 Issue I learirig Is Believing II, !V/wt is Per,ncinent Press?, Duke I Jmuversity Center for Documentary Studies,Durham,NC In The People's II ends, in icogyn is! in me, Spi riti louse, I)urhain, NC', August issue, Vol. 1 Issue Stanford University's Committee on Black Performing Arts Black Arts Quarterly, the slick af black, Palo Alto,California,November 28, 2OU6, Vol. ll. Issue i Southwest Durham Quality of'Life Project,b'vNr,er7am[u/«,0ukmDnivzmi/yCvuimrfor Doouruentery Studies, Durham, NC onnunignsnvoopo0�ononnn��oona�on�+�4c�aoaon��n�1n Envelope ID: Tribes Magazine, I AM BLACK 1115701?Y, Kim Arrington, Durham, NC, February 2006 Issue gieised scalp press, the lapis dwellers, Kim, Arrington., Durham, NC, August 2005 Independent Weekly,Poetry: A c/mice of words, images, and hips and hands, Zelda Lockhart, June l,2O05Issue AWARDS & MEMBERSIIKP NC'Arts Now Artist w Watch, September 2014 North Carolina Songwriters Co-op, October 2Ol2 - present. North Carolina Central University's 40 Under 40 Young Alumni Award far�x,cu//mncc/n the Arts, September 2012 National Academy of Recordmg 4rI,c and Sciences Cirarnmv Organization, Octohei 2010 present Alternate Roots, member, Ju1y2009 Jo\y20}0 J0$8-30DDABC Board Education (ira/il R(Cipiefll, September 2008 Durham Arts Council Teaching Roundtable, member, January 2008 -June 2008 2007- 2Q88 Durham Arts Council Emerging Artist in I),'ama Recipient, December 2007 - December 2008 Carolina African-American Writers [b//ou five, member,November 2006'present The Best Poetry Book/// the Triangle, Independent Weekly, December 21, 2005 Honorable Mention Winner, Independent Weekly Poetry Contest, june 1, 2005 r/P/acr Winner,TRIBES Magazine First Annual Poetry Contest, May 12, 2005 Nominated for The Best l"c'male Poet of 2005, Great Publishing('ompany. January 2005 C„,K|RRICULM DEVELOPMENT Cumna| 8|enentary,Pagv'/p-StaxreJpzzRuxi/e/g4BiUuborouub,f4C.Nuvmubur2Ul0- Mumb 2013 The A isCepiter,All That,Juzz Residency, Carrboro, NC', November 2010 Durham Coalition on Adolescent Pregnancy Prevention, Teen Theater Project, Durham,'NC` January 2008 -July 2O|8 Person County high School,Say Ward: Poems i'hat Perform, Roxhoro, NC', February 2011) 2 onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n Lakeview School,Music Business Residency, Durham, NC, October 2009 Piedmont College,Hip-Hop Camp, Roxboro, NC, August 2009 The Regulator Bookstore, Teen Creative Writing Workshop, Durham,NC,July 2ODV Duke University,Duke Young Writers Camp,Poetry As Weapon, /Ym?'w',/dng /0/. Experimental Poetry, and Poems That Tell My Story, Durham,NC,July 2007 - August 2007 Durham Regional Library, Durham,NC, S'e6cPub//,6//g(loxx with Kim.An^ingtmn. March 6, 2007 Northern High Sohnol^ Sq' #6n/: Poems 7ho/Pcd&/n/' Durham,NC,November 2V,2U06 Louisburg College,Say Word: Poems That Perform, Louisburg,NC, October 27, 2006 City of Durham Parks and Recreation,Say W"/d: Poems Jhu/Pmdb»n' Durham,NC, August 2006 Dnke[]oivcrsity' I)okcYrungVVrik:oCmmp, P*royA^A Weapon, P/ayw,d/qg /0/. Experimental Poetry, and Poems' That Tell MY Story`Durham,NC, June 2O06—August 2006 Carrington Middle School,Say Word: Poems 7hurPe/fbr*c Durham,NC, June 1, 2806 University of North Carolina at Chapel Hill, The Day a/the Poet, Chapel RUL NC, April 20, 2006 MogbCuro|inmCmutra\Univoroity, Depuunnzo|ofEug6ixhauJK4uasCowmunicadon,ENO 1.218 I uglish Composition,A Raisin hi the Sun, Durham, NC, April 18, 2006 East Chapel Hill High School, University of North Carolina.Teaching,Fellows R,A.,C,E, Conference,Say Word: Poems Ihn/.Pcn6rm and Rhymes Beat The Stoorts., Chapel HiU,NC, February 18, 2006 2.K. Pov/eG|emeutacy School, Young Poets Society Workshops, [)wrbmou,NC, January 20U6— present North Carolina Central University,Department of English and Mass Communication, ENG 1210 English Composition, Black Poe*:dean Towner, .Langston}6/g6ux' Rita Dove, Gwendolyn Brooks, Durham,NC, A Ul8, 20O6 E.K. Powe B|ernontag'Sc6no|, Winter Party Poetry Clinic, Durhwnn,NC, February 9, 2006 Phoenix I louse, l"light Songs'of/he Phoenix, Durham, NC,November 2U05 '}oly20O6 Duke Performances, High School Art Fellows, The flip Hop of Slo/,guu�v. November 5, 2005 Northern DiAh School, Durham,NC, The Industry o/Pe/fi^,n/onco. Durham,NC,November 4, 2005 New I lorizons Training School for Success, Choosing Sides Poetry Workshops, Durham, NC, October-November 2O05 3 onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n City ofI)urbum Parks and Recreation, Poum~n&uriesP*oory Workshop, Durham,NC, August 2005 present LinoobnBum|db Center Addiction 3crvixeu,Poe//y Recnve/y, Durham, NC, July 2005 Mt. Level Church, Youth Cultural Awareness Workshop,Durham,NC,March 2005 West End Community Center, Youth Cultural Awareness Ww*vhop, Durham, NC, February 2005 DukeTmuaJiuoip\inocy Prevention Research Center, 7bcn.Lyi, choices,Durham,.NC, January 2Un5—April 2UO5 ARTIST R..ESIDENCIES ArtsCunterof Carrhoro,Al'terschool Arts Immersion, ('arrhoro,NC, May 2006 preSent Duke Young Writers Camp, Duke University, Duke Continuing Studies, Durham,"NC Jnnm2VAh - present Durham Arts CounciEs Creative Artist in Public and Private Schools, Lakeview School, Durti.am, NC, September 2006 present Dui hani Arts Council's Creative Artist in Public and Private Schools,Red Mill C.O.P.G, Iherapeutic Campus, Durham, NC, September 2011 present Durham Arts Council's Creative Artist in Public and Private Schools, Ciithenu Middle School, Durham,NC, 'March 2012 present Durham Arts Council's Creative Artist,in Public and Private Schools, Southern High School, Durham,NC,March 2012 -present Durham Arts C'ouncil's Creative Artist in Public and Private Schools, Jordan High School, Durham,NC'April 20|3—present Teen Talk, Carolina Theatre of Durham,Substance Abuse Prevention with Arts Resichmey, Durham,NC, August JU|S 'present Encore! &'It*mchno\ School Program, J)urliain Public Schools I)epartmcnt of Cowimurtity Education,(Durham ScboolofUzm/\rLe. Conin8mu&4iddle School, (iithens Middle School, Brogden Middle School, Lucas Middle School, Rogers-Herr Middle School,James E, Shepard Middle School,The School of Creative Studies, Durham,NC,November 2013 —present Door 2 Door, University of North Carolina Children's Fiospital, Chapel NC, February 2012 - May 2013 Durham Arts Council's Creative Artist in Public and Private Schools, Carolina Theatre of .Dudhuro, Durham,NC,January 2O\3 Durham Arts Council's Creative Artist in Public and Private Schools, Bethesda Elementary School,Durham,NC, February lU|2 - March JO|4 4 onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n Durham Arts Council's Creative Arti1 iii Public and Private Schools, Sandy Ridge Flenietitary School, Durham, NC, April JOl2' present: Community in School, Ciravelly Hill Middle School, lEflari.d, NC",November February 2012 Interfaith Council's Community House Men's Shelter, Chapel Hill,'NC, Orange County Literacy Council Writing Workshop with Kim A rrmngton,June 2012 Culbreth Middle School, Chapel Hill, NC, February 2012&March 2012 0udha.m /\rtnC0000d'mCroadve /\x|intinPob|icundPrivu(uScho"\w,SaodyKidgcB)ementmry School, Durham,NC, February 2Ol2 i)urhaun Arts Council School,i)urhani,NC, October 2011 In the People's hand ('omniunity Writing intensive, Durham, NC,June 30, 2011 Durham Arts Council, Lakeview School, Durham,•NC,September 2006—present. ABC .Booui Teen Theater Project, Uurbum,NC, 8epucun6cr20U0 —Noveub*c28O& Central Elementary, 11 illsborough, NC, November 2008 Taller Pw/tohc|oNort*, Pnn*hzlo, Panama, Iune28O0 'Northern High School, Durham,NC, May 2008 Durham. School o[the Arts, Durbam` NC, February 2008 -March 20O8 CwningNn Middle School„ Durham,NC, February 2808 -March ZOO8 Durham Coalition on Adolescent Pregnancy Prevention Teen Theater Project, Durham,NC„ January 20OD -2nl0 Northern Fligh School, Durham, NC, June 2007 African American Dance Ensemble, Durham,NC, October 2006 - April 2006 CityofDurban9arhunudkecr*admo,Du6zam. NC, /\ugnai20V6 8pi,itHouoc,Durham,NC,August 2V05 -Juoe20o6 Wings Community Arts Center, Durham, NC, February 2005 —August 2085 WORKSHOPS North Carolina.Central University, 1)u/bum, NC,Jazz Vocal Train a/gwi/6 Lenora Helm,A.pri| 20|2 -present ArtsCenter of Carrboro, Common Core and NC Standards Workshop C:ertification.,August 2012. Jazz Gallery, Tillery Jwn¢w/'/ting Workshop with Gretchen Pm,/vr*' Becr* Stevens, and.Rebecca Martin,New YmJk.. NY,May 26 - 27, 20)2 5 onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n Stone(3,c|c*a%Stone Roume„S'Ione ('ir,le Artist Retreat, Mebane, NC, August 2011 l':)orkvvoud Library, Durha in, N C, Carolina Aftican American Writers Collective Workshop xdh Lenard 'Mo^/e` Juuna,y2006 'January 2nu9 Center for Documentary Studies at Duke University, 'Durham,NC,.flearing is Believing.Audio 1nx/icx/a //, August 2007 the Graduate Center of The City University of New York, New York, New York, Cove �uvem /0m Anniversary Celebration, October ]3 - \5` 2U06 Center for Documentary Studies at Duke University, Durham.N( , hearing is Believing Audio Institute, June 2006 So 'a Ray000 Stone ('enter for Black Culture and History, University of North Cmrolinu,Chapel Hill,NC, Willie Pen/omoA,/is/-in'8aridenumWi-i^arx' Workshop, February- March 2O06 Sonja Uuyuuo Stone Center fh, Bluck Culture and History, University of North Carolina, Chapel (9U\, NC,Jv6o/r8ommod Ar,irt-/m-Do.,idemcc Writers' Workshop, October 5`20O5 St, Joseph's Historic'Fonndatinout the 8uyd Heritage Center, Durham, NC,,Julie Patton A,//xt-. i,v-Residern'e Writers Workvhop,January 26, 2005 - trese1t Si. }oseph'u Historic Foundation at the Hayti UerimAu Center, Durham, NC, /*Annual fl6/-}/*p and Spoken Word f'er//vwl,Nvvemhorll, 20O4 MUSIC PERFOR.MANCES So|x Coffee Cufe:, The Relative Pitch Youth Open Mio, Durham,NC,October 28, 2Ul9 -2o\4 The Broad Street Café, The Relative Pitch Youth Open Mir,Durham,NC,October 28, 2012 - 2U|3 African American Cultural Festival, Raleigh,NC, August 30, 2014 Town oi(hapel I Jill, Hargruves Center, Family Fun I)ay,Chapel 11th , NC, August 9, 2014 Beyo` Ca0e`,An Evening with Kim„Ar,/nJton^ September 14,2013 The NC Folklife Institute&NC'Folklore Society, Carrboro ArtsCenter, Carrboro,NC, September 28, 2014 GB Live Concert Series,Golden Belt, Durham, NC, June2l.]Ul3 World l'echaKueha E)ay, Union Tavern, Raleigh, NC', February 22, 2012 The Broad Street ( afr, The Relative Pitch Open Al/c,Durham, NC, Octobet 28, 2012 l)urhnrn Arts Council, V,'roorn VIP Up ('lose non Personal] ,es en/s K/ni A,ringtun cumd Daniel D Concert, Durham.,NC, October 26, 2012 onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n Carolina Theatre of Durham,Supper Club wit/i Kim.Arrbgt*xu/Buffington, Durham, NC, September 22, 2Ol2 Itundnlpb Pointe,Mock and White Buywith Kim Arrington, Fort Bragg, NC, September 20111 2013 Sione Circles at Slone I louse, S* nwJ{ouxe 5th Anniversary Ce/o6ru/6nn.K1ebanc, NC, September 15, 2012 Arts('enier of Carrhoro, Woody Guthc'rie Tribute, Cairboro, NC, September 15, 2012 Beyu' Caft'e',An Evening with Kim Arrington Trio, Cxnhorv,NC,August l0,2Ol2 Town of Chapel I Jill, I Iargravcs ('enter, Family Fun Day, Chapel Jill I, , August 4' Z0lZ 'Mmmrco Music flail, Kim.Arrington Getting II Yes ('I) I?a/ease, Durham,NC, August |6, 20l4 Du,hamPucksuodRcorcmiion, DurkumCxntraipurk, Roc6/6epbr6Muxk/Jori**w'i/6K/oz Arrington, Durham,NC,Juoe9.2O|2 Durham Parks and Recreation, CC B PIaa, 41 Annual Binibe Festival,1)urham,NC, May 19, 2012 Turner Broadcasting,MUm/r"n the Lawn with Kim Arrington, Atlanta„ GA, May 9, 28l2 Center for the Study of the American South. Urn versity of North Carolina at Chapel Ril|, Music on the Porch with Kim Arrington, Peter Lamb, and Eric Hirsh, Chapel Hill,NC, March Z0,20\2 Union Tavern, ,Pcc6o/D/c6m /0, 'Rxieigb,NC,February Z2, %Ul2 1_aboui Love Gallery,Art of Cool Presents Kim Ar,'inLton Band, Durham,NC, February |7, 2U\2 /\r(np|osu,e.A/'/Rumc64 Kids Gala„ Raleigh,NC, January Z6, 2Ol2 American Tobacco Campus,F,ct'doni, Justice Equality bvFnancu` Durham,NC, January }h, 2012 Carolina Theatre of Durham,Supper Club With Kim Arrington Trio,Durham,NC,December 8, 2011 flaw River Ballroom, Saxapahaw, NC,Jade City, Chrma/x6o,November 4, 20\ l E\eyo' CaDe`, Durham, NC,An Evening with Kim Arring/*/, Trio, June 30, 2011 Haw River Music Room, Spxupxbo*,NC, Hard Hat Gala, May 28, 2011 Lake I logan Farms, Musu an the Lawn with Kim A,7in,Lton 13u,id, Chapel J Till, MC,Oct 2, 2011 C.,:urrxokModcrnArt, Community Living Room Conceit, Durham ,NC, November 12,2011 Sonja II aynes Stone Black Cultural Center, University of North Carolina at.Chapel Hill, Freedom Jusilce, Equality f,i'Fiwuo, ('hapel I till, NC, November 11, 2011 Carrack Modern Art.,,PoPuP 3, Durham,NC.:,October 21,2011 onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n Randolph Pointe, Bloek nod White.Bo//with Kim Arrington, Fort Bragg,NC, September 23, 2O!| 'Nuobcr Of Art, Becoming: Photographs from the Wedge Collection Opening, 0uc6mn, NC, August l|, 2011 Town mf Chapel Frill, 'Hargraves�enux, Family Fun Day,Chapel Hill,NC,August 6.2O( | Haw River Music Room,Hard I/at (]aIa Saxapahaw, NC, May 28, 2011. Bcyu` CaOe`,An Evening with Kim Arrington, Durham, NC, September 30' 2010 Zydeco's, E,00bug with the Aaron Mills Project, Ro|*igh,NC, Sepnrmbmrl8, 2O|A Dwham(enter Ow the Performing Arts,An Evening wit/i Tiw Lion King, Durham, NC, August 11, 2010 Broad Street,An Eveniiig wit/i Aaron Mi/Is, 1)urham,NC, August 8, 201(1 Town of Chapel i 11,Hargraves Center Family Fun Day, Chapel NC,August 7,2010 Cuuoa| E|enuenNry.Shi6o6,IzzzRexidemg< Hillsborough,NC,April 7`2U|U Pota 'u|i'xP|ucc,AnEvew/ngn'/t6K7m Arrington, Durham,NC, 'December 5` ZOO9 Halo Bar,Acoustic Night, Londnu` England, March 3, 2009 Pangea Pry eot,An Evening with Kim Arrington, London, England, March I,2009 Prohibition, /5 Minutes, London, England, March 1, 2009 Smugglers i'averri,Supo 1'i,ie, london, England February 28, 2009 The Motion Bar, Pnc'try '/v'Motion, London, England,February 22, 2O09 Tbe(3nnd Ship,Bands Gu/urc, London, England, February 20,2009 Cherry Jam,Days Like This, London, England, February 18.2OV4 Ronnie ScotLx, The Soundtrack, Londnn, England, February 10, 2009 The Troubador,A coustic, London, England, February 9,2009 Rigsbcc I lull,An Evening wit/i Kim 4rrington, Durham,NC, December 19, 2008 St Joseph's Historic Foundation at the I layti Bern:ugcContcr, Dv6vg.A Stand:A Jewn %u/co/ Substance., I)orbzm,NC,November l6` 2008 Bennett College,4R TLIPESTYLE,Oreensboni, NC,November 23, 2008 Si ]uweph`x Historic Foundation at the Hay({ I Icrituge Center,Kim Arcing/on Cl) .Ru/ea^w, Durham,NC, May 24, 2O08 City of Durham Parks and Recreation, Rim be Festival, Durham, NC:, May 18, 2008. 8 DocuSign Envelope ID: 1 n St. Joseph's Historic Foundation at the Hayti Herituge Center, Durham Coalition on Adolescent Pregnancy Prevention's Bus Stop: Serious Talk on Prcgnam4| Durham, NC,May 4,2008 Parkwood Library, Pom*T/OrEvoryone. l)orkom,NC, April 8, 2008 Sonja jlaynes Stone Center for Black Culture and'History,University of North Carolina, The Big Read Kick-off j Night with Zoru Neale Dx/o/o/,, Cbwp6 VIM, NC,March 3|, In0& Nos, 'Dance Company,An Evening o/Dance with&oyi. Durham,NC, March |, 2OVB Ganier Public Library, Garner Targe/s the Arts, Garner, NC, March 1,2008 St. Joseph's II istonc Foundation at the Flayti II crifage('enter, 3 /Annual Erotic Poetry Slam, Durham,NC,'February 29, 20O8 Broad Street Cafe',An Evening with Kim Arrington` Durham,NC,February l' 2000 Sonja Haynes Stone Center for Black Cultuse undBio|ory, University of North Carolina,fie Was a/mme'n: AI[K Celebration, Chapel JVi||.NC,Innuvry2], 2O08 Broad Street(�ufe`,A,/Evening with Kim Arrington,Durham,NC, August lO,2007 3ou<bpoiniMxK,An Evening with 8lazo-8/uze. Z>urham`N[ July 28` 2007 Duke Young Writer Camp,Author Luncheon, Durham, NC, June 26,2oV7 Shepard Middle School,AfricwiAnierican Read-in, Durham,NC, February 5, 2007 Lakewood Baptist Church, Durham Literacy Center Presents A// Evening with S'ekmuSunJiaru and Kim Arrington, Durham,NC, Joouury25`2O07 ('ommunity House,MLK Jr. Celebration and Poetry Workshop,Chapel Eli 11, NC,January 23, 2007 Sonja I layites Slone ('enter fir Black Culture and Ilistory, University of North Carolina, lie Was .Poem: 641X Celebration, Chapel Hill, NC,January lh, 20u7 lAcreditli ('oIl ege, Sister to Sister C7onvrrxu//on Series, Raleigh,NC,November 28^2O06 I.00iohur8 College, Kim Arrington Reading Louisburg,NC, October 26, 2O0s Durham Arts Council, African American Dance Ensemble presents 8/ueguss, Brown Earth, Durham, NC, October 7,2006 Si, Joseph's I list one Foundation at the H nyti Hori\4gcCuo1or, Flig6(Jbugsvf(6«P6oc//ir Durham, NC,Tune 9.2O06 EK. Pnvvu, 5th Grade Graduation Ce/rn/wg/. Durham,NC,June V, 2006 /\rtsCunmorofCmnh*ro. Cur,hwrn Book Festival, Cuoborp, NC, ]noc3` 2OO6 C'YCo, Voices, Cara,or*.NC,May 27,2006 9 onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n Artspmu„Stammer, Raleigh,'NC, May l2, Z006 Duke University's Perkins Library, From Rough Ideas to Life's Work: 2006 NC.Fe, /vu/o/the Book Panel, Durham,NC, April 29, 2006 Durham Arts Council,/Tome Stories: The Opening Celebration *f/hu 2006 NC Festival of the Bu^k:, Durham,NC, April 24.20n6 Quail Ridge Rooks and Music, T/w Night of the Poet, Raleigh, NC, April l9,2OOh Durham ('ounty Public Library, National Poetry Mont/i Reading wit/i Kim 4rringlon, Durham NC, April 17, 2006 Durham County Public 1 ihiary, Alternate Roots Gather hg, Wom6.0ndzum,MC, April 13, 2006 Meredith University, Student Leadership Coffee House, Raleigh,NC, April l0, 2006 Bk^ckN6eunt Books,Poetic Sessions, Raleigh,NC, April 8,2006 Camp &aooto, Project Snowball: Co,iversation ui/h Kini 4rriiigtoii, Wake Forest, NC, April 7, 2006 Regulator Book Shop, National.Poetry Month Reading with Kim Arrington, Durham,NC, April 4, 2006 CoobnmC*nuxry Center, Words m/Chm/o� (,,'„unhnm,NC, March 26, 2006 Reynolds Theater, Duke U niversity, Ear/li Ritual with The Ajricau American Dance Ensemble, Durham,NC, Mar b 7, 2006 Oo 'a Muynrs Stone( enter for Hlack Culture und6gi*|nry`University of North Carolina,Reading with Willie Perdo/nv,Chapel.8iU, NC, March 6, 2006 Herbert C. Young Community Center, The 8/6 Annual.African-.American Celebration:jazz as a Cultural Art Fonn'- Old School Meets New School, Cary,NC, March 4, 2O06 Reedy ('reek, Black Jewels .A Celebration o/Black Ihstorr, Cary, NC, February Z7, ZU86 Phoenix House,Flight Songs oft/n' Phoe,,i , Dui ham, NC, February 25, 2006 Aekland Art Museum, The Ties That Bind. Words of Women Connected, Chapel Hill, NC, February |6, 2O06 Durhaur Armory, African-American Dance Ensemble 20til Annual Durham.Kwanzaidest, Durham, NC, 'January l, 2006 3t, Jqoeph`u Historic;Foundation at the Hnyd Heritage Center, Kwanzaa Celebration 6/r Durham,NC, December 28,2005 W.I. Patterson,Drum ,X Word, Durham, NC,November 29, 2005 Duke University's Sallie Bingham Center for Women's Culture and History,Kim,Ar/ingl*n Reading, Durham,NC,November lj,2O05 onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n The Sonja.RuynosSmneCcn|e,BorEKockCo|tonoaudHisk`ry, The .Popular Culture g///pHop, Chapel Hill,NC,November 18,2005 Duke University's Sallie Bingham Center for Women's Culture and History,Sisterhood, Riot Gnrl, and the.Nex/ Wit 0udmm'NC,October 27,2005 King's [3m cade, Generation En, age, Raleigh, NC, October 25, 2005 Phoenix Square, Phoenix Feox, Durham, NC, October |, 2005 St.Joumpb`o Historic Foundation nt the Hayti Heritage Center, 8pi6;R*uuuPrcmonts: %6e86'c6 Panther Project Alalcing Sense w/Tfis/n(y, Durham, NC, October 2,2o05 UNC Friday Center, North Carolina Coalition Against'Domestic Violence'Presents: Connecting. the Dots, Chapel Hill,NC, October l` 2005 Know Bookstore, the lapis dwellers Book Signing, Durham,N(:, September 2J, 2Ou5 Peacetime Galleries, Culture Crawl, Durham,NC,September 16,2005 0;uhuri 'Buoky` the lapis dwellers'Book Signing, Durham, NC, September 14,2005 PxucmGn`{faJlerio*, H6/n6xowmk„ Durham,NC, September 13. 2005 Fritsier Park, igunnuko African lestival, Charlotte, NC', September 3-4, 200S Sf, Joseph's Historic Foundation at the Hayti Heritage Center, the lapis dwellers Book Launch and Performance, Durham,NC, August 2O, 2005 MeDougald Terrace, Wationcil Night Out, Durham, NC, August 2, 2005 Ideas! Coffee House, Youth Poetry Event, Durham, NC,June 29, 2005 PeuceD,e Galleries, Beyond Survival: Celebrating Women in the Face qrf77, Durham,NC,June 27. 2005 North Carolina Central University, First A"nuu/It///u/e=n/6 Celebration,1)urham, NC, June i#, 2005 Regulator Book Shop,Independent Weekly 7hetty Contest Winner Reception, 8onorab|e Mention winner,Durham, NC,June 7, 2005 Montas International Lounge, TRIBES'Magazine Re/ease Party, Durham, NC, May I 2, 2005 Office Nightclub,North Carolina Coalition for I)onic's/ic Violence Step to the Mk„Raleigh, NC, April 27, 2005 Chapel Hill Community Center,8m/rn/6rx: Tsunami Re/wi Far/non Show, ('liapel II ill,NC. April 10, 2005 St, Joseph's I lisloric Foundation at the I layti ReritagcCuater 7wxs<�loeu� ,Perms&F}o^ A Short.Film Showcase & Discuss ion About Our I/airs, Durham,NC, Apri 9, 2005 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Si. Joseph's Historic Foundation at the Hayti Heritage Center, Ear/Say: A Poetics of Time & Place,. Durham,NC, March 11, 2005 Joseph's Historic Foundation at theFiayti Heritage Center, Tsunami.Reliqf Concert,Durham, NC, February 25, 2005 Ideas! Coffee House,1,ady Oya Foundation Out of the Silence Open Mk, Durham,NC,February 28, 2005 Si, Joseph's Historic Foundation at the Flayti Heritage Center,MLK Word Power Series, Durham, NC',January 15,2005 Durham Armory,African-AmeriCan Dance Ensemble .19th Annual Durham Kwanzaaftst,Durham, NC, January 1, 2005 St, Joseph's Flistoric Fotaulation at the Hayti lit:wit:age Center,Kwanzaa Celebration for (IRMA, Durham, NC, December 28, 2004 0oh-la-1..atte,A Benefit Or the Durham Co-op Grocery,Durham,NC,November 19,2004 St. Joseph's Historic Foundation at the Hayti. Heritage Center,Kwanzaa Celebratam for WYMA, Durham,NC, December 28,2004 12 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Curriculum Vitae Virginia Queen C- 646-765-4630 97 Oak Leaf Lane 919-942-8202 Chapel Hill,NC 27516 vrqueen0?,earthlink.net EDUCATION 1993-1996 Pennsylvania State University; State College,PA MFA Acting Broad curriculum in arts education,teaching studies and performance technique culminating in a one-woman thesis production. Thesis: Laughing Wild by Christopher Durang. Advisor: Manuel Duque 1995 Pennsylvania State University Shakespeare Summer Program; London, England Shakespeare script analysis and performance research class. Attended seventeen theatre productions in London and Stratford-On-Avon for research and critique, and worked with professional actors for performance study. 1989- 1993 West Virginia University; Morgantown, WV BEA Acting Broad curriculum in performance skills, vocal, physical and movement technique, theory and criticism, improvisation, and stagecraft. PROFESSIONAL AFFILIATIONS Actor's Equity Association Member since 1996 Screen Actor's Guild Member since 1999 TEACHING UNIVERSITY AND PROFESSIONAL May 2007 Playmakers Repertory Company July 2007 UNC Department of Dramatic Arts; Chapel Hill, NC Drama Coach and Choreographer Served as a drama coach and choreographer for Playmakers Repertory Company's summer production of Oliver. January 2007 UNC School of Education; Chapel Hill, NC April 2007 Director and Choreographer Served as director and choreographer for Project ENGAGE! —A production developed through improvisational drama, rooted in the methods of Augusto Boars Theater of the Oppressed, to facilitate dialogue and problem solving of school issues with both families and teachers. May 2006 Elon University; Elon,NC Dance Instructor Served as a guest instructor for the Advanced/Beginner Jazz class. Taught hip'hop/jazz/street dance as well as jazz technique. Currently serving as a substitute teacher. April 1997- Broad Horizons Theatre Company; NYC,NY Present Actor Coach and Advisor www.biwrizons.org Serve as an acting advisor .for the company. Served as an acting coach for the productions of Women of Troy and Women and War. Currently an active member of the company. Broad Horizons is a professional theatre company based in New York City devoted to onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n developing new works, both full-length plays and one-acts. July 1998- The Pantheon Theatre, NVC, NY August 1998 Acting Coach Taught character development workshops, and served as an acting coach for the production of Sam Shepard's Cowboy Mbuth produced by Little Ant and Rubber Tree Productions. January 1997- Coastal Carolina University; Conway, SC February 1997 Acting Coach/Co-Directwr/Actor Served as co-director and acting coach .for a drama and movement workshop which led to the production of Poe an exploration of Edgar Allen Poe stories brought to life through creative writing, music, theatre and dance. Summer 1997 li*fstra University; tlemmstw d, NY Drama Instructor Taught All the World's a Stage-a theatre course that.explored acting ftind.amentals through character development and improvisation. August 1993- Pennsylvania State University; State College,PA junel996 Drama Instructor Developed curriculum for undergraduate students and taught six semesters of Theatre 101: Basic Acting Fwzdcimentth - a theatre course based in Stanislayski and Mnimneriecbnigucs. August 1994- Pennsylvania State University; State College, PA jmmo1996 3eoch/ngAmsis&mmr/Act*r Worked as a company member and assisted the professor for.four semesters of Theatre .100: History /Western Drama. Students were taught theatre history by a series of lectures and performances given by the professor and the company. August 1993- Pennsylvania State University; State College, PA June 1994 Teaching Assistant/PYmxAnalyst Assisted the professor for two semesters ofihuthmobeorimcuuma, Play Analysis. Responsibilities included reading and analyzing scripts, assisting with lectures, and advising students. SPECIALIZED INS7[KTUT8O.NS August 2005- Ringside: Durham, NC Sepetember 2005 Movement Instructor and Choreographer Served as choreographer and taught dance workshops for the production of The Donkey Show. February 1998- LEAP- Learning Through An Expanded Arts Program; NYC,NY Present Drama and Dance instructor www.leapnye.org Teaching Artist for all ages in public schools and private organizations in the live boroughs of New York City. Drama Basic Acting, Play Production, improvisation, Creative Dramatics, and Shakespeare,. Dance Classes: C i'eative Movement, Tap, Jazz, Hip-Hop, Multi-cultural. Staff Developments: Creative Drama and Movement in the Classroom, Violence and Drug Prevention, Virginia Queen page 2 of 6 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 December 2003- The Arts Center; Carrboro, NC www.artscenterlive.com Present Theatre Arts and Dance instructor/Curriculum Advisor Arts SclIQPLQQgr Drama- The Actor's('raft, Approaching a Role, Basic Acting, Scene-Stmly, Audition Techniques, and Monologues,. Dance- Tap- Beginner, Advanced beginner and Intermediate, The flip Hop Experience, and Advanced/Beginner hip-hop. Youth Performing Arts Conservatory: Drama, Movement and Dance Instructor Children and Family Programs: Drama, Movement and Dance Instructor. Arts Immersion Program: Drama, Movement and Dance Instructor. Currently assisting the Executive Director in development of the following new programs: Professional Theatre Conservatory, Children's Theatre Conservatory,Arts-In-Education Program. January 2005- The Durham Arts Council; Durham,NC Present .Drama Instructor/Curriculum Advisor Serve as a teaching artist for CAPS- Creative Arts in Public Schools. Responsible for teaching the workshops and residencies,Acting on the Stage and The Magic of Theatre, as well as staff developments and curriculum advising. March 2005- Raleigh Little Theatre; Raleigh,NC .www.raleighlittletheatre.org Present ,Dunce Choreographer, Movement Instructor Responsible for choreographing all movement and dance for the productions of Sleeping Beauty and Miss Nelson is Missing. October 2003- Cary Parks, Recreation and Cultural Resources; Cary, NC June 2005 Theatre Arts and Dance lastructor/Curriculum Advisor Courses . Basic Acting Skills, Play Production Fundamentals, Vocal and Physical .Technique and iniprovisation, Implemented two dramatic arts programs for home schooled and year round students. Summer 2002 FEMA- Federal Emergency Management Agency; NYC, NY Crisis Counselor Through Creative Arts Served as a Crisis Counselor through creative arts for those affected by the World Trade Center Attacks. Used drama activities and creative writing to help adults and children overcome trauma caused by 9/1 I_ June 1993- Lee Street Studios; Charleston,WV August 1993 Drama Teacher Taught adult level acting classes and creative dramatics for children. Classes culminated with a final production developed in class. PUBLIC AN1) PRIVATE SCHOOLS March 1998-. Public School 6; 'NYC, NY May 2005 Dance Instructor/Director/Choreographer Responsible for directing and choreographing eight multi-cultural dance festivals for grades K-8 that have been performed annually in the spring. Countries studied in the May 2005 festival were: Ghana, Ethiopia, Columbia, China, India, Argentina,-frinidad„Jamaica, Mexico and Ireland. Virginia Queen page 3 of 6 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 February 2005 Cary Academy; ('ary,NC Dance Instructor Participated in Cary Academy's annual International Festival by teaching a multi-cultural dance workshop to fit into the festival's overall goal of promoting global awareness and appreciation. March 2004 Salisbury High School; Salisbury,NC Acting Coach/Guest Teacher. Taught a drama workshop that focused on play production fundamentals and served as an acting coach and advisor for the productions of Fame and the play While Shakespeare Slept, March 2001- Public School 199; NYC,NY .1 one 2003 Dance Instructor/Choreographer Served as the resident dance teacher for Sunnyside After School Program. Students learned various types of dance including multi-cultural, swing,jazz and hip-hop, September 2001- Performing Arts Intermediate School 126; NYC, NY June 2002 Drama instructor Taught Drama Techniques to junior high students and served as the drama component in the MAN) - music, art, dance, drama- program. April 2002 Marion High School; Marion, SC Acting Coach/Advisor/Guest Teacher Taught a monologue workshop For the Honors Drama Classes and served as an acting coach and advisor for the production of the musical Grease and the play Bang Bang Your Dead, DIRECTING/PRODUCING February 1998- LEAP-Learning Through An Expanded Arts Program; NYC, NY Present Director/Choreographer/Actor 'www.leapnyeorg Served as director and choreographer For over 100 plays, including original works, 'for public schools and private organizations in the five boroughs of NYC. Also,served as an actor and producer in over 50 productions based on the works of Shakespeare, Greek Theatre and Mythology. December 2003- The ArtsCenter; CatTboro, NC www.artscenterlive.com Present .Direetor/Choreographer Served as director and choreographer for the productions of The Lost Spear, The Magic Ring, The Princess and the Frog, The S'neetches, Where the Wild Things Are, and Una and the Goblin King, in the Furl Wynn Theatre. March 2003- Public School 87; NYC,NY .1une 2003 Director/Dance Choreographer/Drama Instructor Wrote and directed an original musical, Freedom and The American Revolution, that spans the tune period of the Revolutionary War, The school was voted the"top inclusion school in NYC" and was recognized by the New York limes for its excellence in Arts Education. October 2002- .Public School 247; NYC, NY June 2003 .Drama Instructor/.Director/Dance Choreographer Adapted and directed sixteen plays based on fairy tales and folk tales'from around the world. Collaborated with the New York Philharmonic and served as co-director and acting advisor'for Virginia Queen page 4 of 6 onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n thmproduod000fPeteroxd/he ;yo/t: ,Courses taught. y/ov.Pr*dumhon and Drama Techniques July 2002- BGTTB-KDuxhwiok Geographic 'Fargeting Task I'omce; NYC, NY August 2002 .Director/Acting Coach/Drama Instructor Directed an original production, What We Saw, that was a collection of inonOk)gUCS written by students who participated in the program, Students also learned drama techniques and wrote monologues and scenes that culminated in a video p joottoheumodfhruomcuouiLywnrk. C|aouemTaogbt: Creative Drama. September 2001- 1'erfrming Arts Intermediate School 126; NYC,NY June 2002 Direcior/Dance Choreographer Created, choreogi'a plied and directed the productions V{/udepil/* undBur&zVnuuu6 Voices of Freedom. July 1998- The Pantheon Theatre; NYC,NY August 1998 Co-Prodwue//Marketing.Diruo/nx/A^t*r Served as a co-producer, marketing director and actor in Sam Sbopmn]`a Cpw'6oy&/mn/h and Fool For Love produced by Little Ant and Rubber Tree Productions. Worked in all areas of production including fundraising, public relations and marketing. RELATED EXPERIENCE April Broad Rorizons Theatre Company; NYC,NY www.bhorizons.org Present (?o-Fowukr/co-Producer/Assistant Development Direc$mr/f[c*^r Worked with Artistic Director, Lewis Magruder, in all areas of'development during the early stages of Broad |{orizoox and served on the Board of Directors for two years. (2o-produced and performed in several productions including' Cloud Nine, lool For Love, and Women of iroy. January 2001- The iarki'lieatre; NYC, NY www.Uarkkhoatro,nrg Present Actor/Volunteer New York City based theatre company whose mission is to promote the creation of diverse plays by uniting playwrights with creative teams and focusing on the evolution of the dramatic text.. Served as an actor in a"BareBones"production of.ludy.Tate's Fast Blood while also assisting. Artistic Director in marketing and research. August 1997-, The Passage l'heatre; Trenton, NJ December 1998 Actor/Reader/Volunteer Served as an actor in the Passage Theatre's"State Street Pr ject," an educational outreach program that is modeled after New York City's^'52"a Street 9, 'ec1," The project is a mentorship program that aims to empower young people through positive experiences in the arts.. November 1995- Pennsylvania Slate University; State College,PA January 1996 Dunce Choreographer/Actor Served as the dance choreographer for a university production of Much Ado About Nothing set in the 1040`m. Dances included the swing and the lindy hop. Also, played the role of'Beatrice. Virginia Queen page 5 of 6 onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n February 1993- West Vi inia Univers ty; .Morgantown, WV April 1993 Dance er/Actor Served as the dance choreographer for the Rms0om1ionoomodv8&an »y84bme. Also, l)laY the role oil larriet AWARDS AND RECOGNITION 200I-2002 Broad Horizons Theatre Company; NYC,NY While serving as co-producer and co-tounder,The Memorial .1,-;"oundation for the Arts in New York City recognized Broad 14orizuno" production of Cloud 9 with a grant,citing high standards of production and superb acting. This was the company's debut show in New York City. 2001-2002 While serving as a co-producer and actor, The Mary Duke Biddle Foundation helped to fund two of Broad Horizons productions: Women of Troy and the play reading series of 2001-2002., Women of Troy was advocated by the United Nations Efigh Commission of R..eftigees. 2001 While serving as a co-producer and assistant development director, The Nancy Quinn Fund of New York City responded to our proposal with a grant, recognizing the strength, and potential of Broad Horizons as a producing theatre in New York City. 1998 While serving as co-producer, co-founder and actor, and assisting the artistic director in marketing, The English-American Theatre of l)usseldorf, Germany invited Broad Rodxons partTcipale in its 998 season by commissioning a FICW production of Fool For Love by Sam Shepard. 1993-1996 Pennsylvania State University; State College,PA. Awarded a three-year scholarship and teaching fellowship to study acting and teach theatre arts courses that included B 'mn/mg.Funobnrvntu/xo/Acting, .Ser' t//oa/uvi.% and Theatre 6ivtmyund Appreciation. _ ~~ Virginia Queen page 6 of 6 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 A • Virginia Queen (646) 765-4630 C-11 CAPITAL.ARTISIS, INC Accreditation: SAG-AEA 9.19-302-4040 Hair: Brown Height: 5'6" Eyes: Brown Weight: 140 lbs. Film/Television (representative) Army Wives Army Wife- Principal Lifetime, Season 4, Kevin Dowling America's Most Wanted Manager-Principal FOX , Restaurant Robbery, NC Sex and the City Designer-Featured .HBO„ Season 5,NYC Unopposed Sarah -Principal Screaming Pussy Cat Productions, NYC Hole Head Cathy -Principal Screaming Pussy Cat Productions,NYC Sight Unseen Samantha-Principal Step One Productions,NYC Gwyn's Poem Emma-Principal Jam Productions, PA . - • .•.. Video/Industrial/Commercial(representative) LOreal National Radio Spot Trailblazers Studios,NC Burt's Bees VO Artist/Distributor Trailblazers Studios,NC Quintiles '.Narrator Trailblazers Studios,NC, Nano (play Station) .Lyrik. Epic Games,NC, Zak'Belica Families Eating Smart Mom NCSU,Nina Szlosberg, Carolyn Dunn Barely There- Sara Lee Corporate Executive Myriad Media, NC, Will Feichter Genomics for Public Health Narrator/Voice-Over UNC Dept. Public Health, TO Rakhra Getting Pushed Mother Myriad Media,NC,J Chachula Travels in Universal Design Host/On Camera/V0 Rehabilitation Engineering Research 5 DVD's Center, Buffalo, NY, Gary Danford Lizzie Borden's House Lizzie Borden Screaming Pussy Cat Productions,NYC Fraud Consultant/Secretary Equitable Production Group, NYC Leukemia Nurse Practitioner Flealth South, PA, James Manful' Theatre(representative) Fast Blood Mary Calhoun The Lark Theatre,NYC,Joel Friedman Additional single performances: NYC- Manhattan Theatre Club, Ensemble Studio Theatre NJ-The Passage'Theatre,The Luna Stage Company CT-Hartford Stage Company Fool For Love May New York Performance Works,NYC Pantheon Theatre, NYC and The English/American "Theatre Festival-Germany, L,ew is Magruder Looking For Grace Narrator Ensemble Studio Theatre,NYC Women of Troy Andromache Broad Horizons'Theatre,NYC Advocated by the United Nations High Commissioner for Refugees 491 St. Mark's Terry Main Street Theatre,NYC Measure For Measure Isabella. URTA, PA, Lucien Douglas Much Ado About Nothing Beatrice URTA. PA, Lewis Magruder Marvin's Room Lee URTA, PA, Helen M.anfull Training . ._ Pennsylvania State University Manuel Duque,Michael Connelly,Jane Ridley, Robert Leonard, M.F.A. in Acting Barry Kur, Richard Nichols, Charles Dumas, Lucien Douglas and Helen Manful], West Virginia University. Jerry McGonigle, Ed Heren.deen, Joe Olivieri, Harold Surratt, B.F.A. in Acting Natalie Baker and Sara Romersburger Special Skills Dialeas/Vocal work, Director and Producer. Drama/Dance/Movement Instructor, Choreographer: Tap, Flip-Hop,Jazz, Multi-Cultural and Ballroom. Character and Neutral Mask, Stage Combat, Very Athletic,Coordinator of Educational Outreach Programs,Great with kids and animals. DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 2015-2016 Art Residency Program Budget INCOME The ArtsCenter $52,500 Orange County Schools (District/School PTAs) 12,000 Orange County Arts Commission $5,000 1,r or ir COffua $ ,,51)'D EXPENSE TA Fees Supplies Show Total Efland Cheeks Elementary Pre-Kindergarten 1 $375 $100 $315 $790 Kindergarten 4 $1,500 $100 $840 $2,440 First Grade 4 $1,500 $100 $840 $2,440 Second Grade 4 $1,500 $100 $840 $2,440 Third Grade 4 $1,500 $100 $840 $2,440 Fourth Grade 4 $1,500 $100 $840 $2,440 Fifth Grade 4 $1,500 $100 $840 $2,440 Professional Development Workshops (1) $200 $50 $250 $9,575 $750 $5,355 $15,680 New Hope Elementary Pre-Kindergarten 1 $375 $100 $315 $790 Kindergarten 4 $1,500 $100 $840 $2,440 First Grade 4 $1,500 $100 $840 $2,440 Second Grade 4 $1,500 $100 $840 $2,440 Third Grade 5 $1,875 $100 $1,015 $2,990 Fourth Grade 5 $1,875 $100 $1,015 $2,990 Fifth Grade 5 $1,875 $100 $1,015 $2,990 Professional Development Workshops (1) $200 $50 $250 $10,700 $750 $5,880 $17,330 Central Elementary Pre-Kindergarten 2 $750 $100 $490 $1,340 Kindergarten 3 $1,125 $100 $665 $1,890 First.Grade 3 $1,125 $100 $665 $1,890 Second Grade 3 $1,125 $100 $665 $1,890 Third Grade 3 $1,125 $100 $665 $1,890 Fourth Grade 3 $1,125 $100 $665 $1,890 Fifth Grade 3 $1,125 $100 $665 $1,890 Professional Development Workshops (1) $200 $50 $250 $7,700 $750 $4,480 $12,930 Partnership Academy Residency(school wide) $2,000 $300 $2,300 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Administrative Costs $20,000 Subtotal $68,240 Overhead Expenses $1,260 Total $69,500 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 2016-2017 Artist in Residence Program INCOME The ArtsCenter $50,500 Orange County Schools(District/School PTAs) 12,000 Orange County Arts Commission $5,000 ooLIO lnolo.orau ifiko pu,,7,504 EXPENSE School Number, 1 Show of Clases TA Fees Supplies Tickets Total Efland Cheeks Global Elementary Kindergarten 4 $1,500 $150 $840 $2,490 1 5_ First Grade 4 $1,500 $840 $2,490 $150 Second Grade 3 $1,125 $150 1 $665 $1,940 . . ..... ... Third Grade 4 $1,500 1 $150 1 $840 $2,490 Fourth Grade 4 $1,500 .........$150 $8401 $2,490 Fifth Grade 4 $1,500 $150 $840 $2,490 Professional Development Workshops (1) $200 $50 $250 $8,825 $950 $4,865 $14,640 New Hope Elementary Kindergarten 5 $1,875 1501 $1,015 $3,040 First Grade 5 $1,875 150 $1,0151 $3,040 Second Grade 6 $2,250 150 $1,190 $3,590 Third Grade 5 $1,875 150 $1,015 $3,040 Fourth Grade 5 $1,875 150 $1,015 $3,040 Fifth Grade 5 $1,875 1 150 $1,015 $3,040 Professional Development Workshops (1) $200 $50 1 1250 $11,825 $950 $6,265 $19,040 Central Elementary Kindergarten' 3 $1,125 $150 $665 $1,940 First Grade 3 $1,125 $150 $665 $1,940 Second Grade 3 $1,125 $150 $6651 $1,940 Third Grade 3 $1,125 $150 $665 $1,940 Fourth Grade 3 $1,125 $150 $665 $1,940 Fifth Grade 3 $1,125 $150 $665 $1,940 Professional Development Workshops (1) $200 $50 $250_ $6,950 $950 L $3,990 $11,890. DocuSign Envelope ID: 1 n $20,0"�- Administrative Administrative Costs ---�---'---�----- ----------�------__ ____—�- -------------- ___ $1,930 Overhead En Expenses --_____'-----------��------- �57'5�� �ata\ 2mpeo^,;e DocuSign Envelope ID: 1 n 2017-2018 Artist in Residence Program INCOME _____----r-----�----------- OCAC) -_~___________�__________�_�__ u(D�1mcVunnow 15,000 Orange County . -------�------�--r--�----- PTAs) ____�_________� ___�_________ Orange County Arts Commission ___________. $8,000 (pending) ____�_______, ___---�---~---'-------------- �G� �W� ____________________ �mtm| |n�c�m�_---�--'___-_-----------�----�---`------- -- --___- '�-____' �------ -------'--3p���|- E��G�SE -_-_-____^ _______________�_�___ _ -'------ Show TA Fees St_jp_pligl Ticl_sall Total of Clases Ef land Cheeks Global Elementary Kindergarten 4, $1,500 $150 $840 $2,490 First Grade 4 $1,500 $150 $840 $2,490 Second Grade 3 $1,125 $150 $665 $1,940 Third Grade 4 $1,500 $150 $840 $2,490 Fifth Grade 4 $1,500 $150 $840 $2,490 Professional Development Workshops $200 $50 $20_ $8,825 $950 $4,865 $14,640 New Hope Elementary , Kindergarten 5 , $1,875 150 $1,015 $3,040 First Grade 5 $1,875 150 $1,015 $3,040 Third Grade 5 $1,875 150 $1,015 $3,040 Fourth Grade 5 $1,875 150 $1,015 $3,040 Fifth Grade 5 $1,875 150 $1,015' $3,040 Professional Development Workshops $200 $50 I.U0 $11,825 $950 $6,265 $19,040 Central Elementary Kindergarten 3 $1,125 $150 $665 $1,940 Second Grade 3 ' $1,125 $150 5665 $1,940 Third Grade 3 $1,125 $150 $665 $1,940 Fifth Grade 3 $1,125 $150 $665 $1,940 Professional Development Workshops $200 , $50 ' $250 $6,950 $950 $3,990 $11,890 Grady Brown Elementary 1 DocuSign Envelope ID: 1 n 5 $1,875 $150 $1,015 $3,040 Kindergarten 5 $1,875 $150 $1,0151ii $3,040 First Grade $840 $2,490 4 $1,500 $150 Second Grade ! $840 $2,490 4 $1,500 $150 Third Grade $840 $2,490 4 $1,500 $150 Fourth Grade $665 $1,940 3 $1,125 $150 Fifth Grade V5g. $200 $50 Professional Development Workshops $5,215 $15,740 $61,310 Total Residency Cost Teaching Artist Workshops(2) , $20,000 Administrative Costs , Overhead Expenses , DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Donna Brinkley 200 East King Street (919)732-8126 Telephone Finance Officer Hillsborough, NC 27278 (919)732-2609 Fax Www () art1)!Ndi,121,1;, Statement of Tax Exempt Status Contributions made payable to Orange County Schools are deductible by donors as provided under section 170 of the Internal Revenue Code, if the contribution or gift is made exclusively for public purposes. Orange County Schools is recognized as having tax-exempt status according to section 115 of the Internal Revenue Code. The internal Revenue Service does not recognize Orange County Schools as having tax exempt status under the Internal Revenue Code 501 (a) or 501 (c) 3. The Taxpayer Identification number for Orange County Schools is Donna Brinkley Donna Brinkley, Finance Officer Orange County Schools DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Sample Programs, Press or Other Materials School Show Poster The Arts Center disseminates a full color poster to all teachers in the surrounding school districts, which outlines the School Show Series and correlating Artist in Residence opportunities (attached). Parent Letters A sample letter (English and Spanish versions) that is sent home to all parents/families prior to the start of a residency explaining the program and encouraging involvement at home (attached). Cultural Ex elosion Performance Pro.ram Orange County Schools hosted a district-wide event on April 27, 2017 to highlight different cultures from around the world. Kindergarten students from Central Elementary and first/second grade students from New Hope Elementary performed dances and songs they learned during their art residencies earlier in the year. Central Elementary students performed "The Rhinoceros Tap," an African tap dance, and New Hope Elementary students performed an interpretation of "Did You See Jackie Robinson Hit That Ball?" (attached) DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 The Arts Center, Artist In Residence Program AitIkrVIE OF ,scHooi„ Date Dear Families: We are excited about our class participating in The Arts Center's Artist In Residence program. Our focus will be on (r,arne subject area, curriculum goal) and the (arts focus) will compliment and reinforce this learning objective. The artist residency will share themes to better prepare the students for the performance "NAME OF PERFORM '11\ICE"at The Arts Center on DATE OF PEt ['OW IANCE. The Teaching Artist will instruct a five-day residency integrating creative activities into classwork to enhance the curriculum. We welcome you to come observe the last residency session on xxxx so you can see what your child has learned. The times for each class are as follows: xxxx and xxxx in Room XXX. This wonderful partnership is providing the opportunity for your child to further tap into their imagination, creativity and innovation. Studies have proven that arts education enhances cultural appreciation and awareness; provides opportunities for self expression; is a meaningful way to bridge and understand difficult abstractions; improves academic achievement, develops critical thinking skills for evaluation and problem solving and provides a means for every student to learn. These skills are becoming more important in developing life long learning that is essential for success in school and other future endeavors. We encourage you to ask your child what he/she is learning on this creative journey and welcome your observations and comments. DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 We are thrilled with this partnership opportunity with The Arts Center. This residency has been made possible by funding received, in part, through grants from the Grab le Foundation, Nicholson Foundation, North Carolina Arts Council, Orange County Schools, Orange County Human Services, and the Orange County Arts Commission. The Arts n.ter Inc. may photodd,:q) wpm' ( VW dv]vvyv vvvr,Vdevudy, hdolcupapv,,, vrdvy nsod Vn wddi repovts, The. Adv.rsConnvp Vnc, pubVocalions ov)d approve(I wedia Ouries, Vf you rdefev Oval, your hoh vi not He phydomophed, vdPac,e nov ay His or her loac her. Thank you in advance for your support! Sincerely, DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 The Arts Center, Programa de Artista en Residencia coE OF SCHOOL Date Estimadas familias: Es un placer poder anunciarles la participation de nuestra clase en el programa de Artista en Residencia de The Arts Center. Nuestra principal area de atencion sera (name subject T',irea, curriculum goad) y (arts focus) complementary y reforzard este objetivo de aprendizaje. La residencia tratara de temas que serviran para preparar a los estudiantes para la representaciOn de "NAME OF PERFORMANCE"en The Arts Center el dia DATE OF PERFOR" ,10E. El profesor artista dirigira una residencia de cinco dias, que integrard actividades creativas en las tareas de clase, como complemento al curriculo. Si lo desean, pueden observar Ia Ciltima sesion de la residencia el dia xxxx para ver lo que ha aprendido su hijo. El horario de clases es el siguiente: xxxx y xxxx en el aula XXX. Esta excepcional colaboracion ofrecera a sus hijos Ia oportunidad de profundizar en su imaginacion, creatividad y capacidad de innovacion. Diversos estudios demuestran que Ia education en las artes aumenta la apreciacion y sensibilidad hacia la cultura, ofrece oportunidades de expresion personal, es una forma significativa de aclarar y entender abstracciones complicadas, mejora los logros acadernicos, desarrolla el pensamiento critic° de evaluation y resolution de problemas y ofrece un modo de que todos los estudiantes aprendan. Todas estas capacidades son cada vez mas importantes para el aprendizaje continuo esencial para el exito en la escuela y en todos los proyectos del futuro. DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Le animamos a que le pida a su hijo que le diga lo que esta aprendiendo en este viaje creativo y le agradecemos sus observaciones y comentarios. Estamos encantados con la oportunidad de colaborar con The Arts Center. Esta residencia ha sido posible gracias, en parte, a las ayudas economicas de Grab le Foundation, Nicholson Foundation, North Carolina Arts Council, Orange County Schools, Orange County Human Services y Orange County Arts Commission flad Arts n tar n a. pivede foict(iirahar o s u H. duridlic vitis.,0ovv( [ alit tit.)ii,turtifUos pocfittin a par don as Vnionnds d a owudos, V as pullallvi,ativonds dd V"Vld Arts(„ierviey v Vpd, y woos avedVds apv obodos, pdc.ilidve dud no Id vomen la)iodtsa «iii, a s ,v ilobk, con Va modstra. Gracias por su apoyo. Atentamente, DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 l The ArtsCenter S111 Ill ,111,I„ 1 , ,, ,, ii „II 111 s „mill 1 / li„ 10 1 000 11 1 00 The ArtsCenter is proud to present a season full of exciting and curriculum-relevant shows designed to help schools j1111111 Hi further integrate the arts into their classrooms. In-school shows as well as field trip 01 opportunities are available. For more information or to book a show for your school, visit us online at wwwartscenterlive.org/arts-for-schools„ Prices listed here are for in-school performances - stay tuned for field trip dates and ticket pricing online in August. SOUL STREET DANCE COMPANY 1 1 (n), 1111111 SEPTEI 19E112529,2017 $900/9 OW - si ” ill No Bones About It (grades K-S): These impressive 000 dancers exhibit how the human body accomplishes seemingly 000?, 40,1 1 111 000 super-human leaps and [pounds, The dancers reveal now signals from the brain tell muscles to stretch or contract allowing our bodies to move the way we want them to, 11 R Breakin' Back to School (grades 1-12): Where !Dustin' moves take on decades past. Four male street dancers perform 10 ‘0 vi 0 100 their special contemporary mix of choreography to the popular music of the decades. ranging from Vivaldi to Michael Jackson, f 1 04,44 1 11111111111 Takini it to the Streets (grades 1-12): Catch the hi excitement of Street Dance, as these energetic dancers demonstrate its varied styles, discussing the distinctive 000 features and origins of each, This inspirational group of young men, formerly considered at risk, found focus through dance and are now working as professionals. They take students on a high-flying participatory trip from 000 1010 Brazil's Capoeira to New York's break dance. I I I I I CC: Performing Arts, History, Multicultural Themes Ili CHILDREN'S THEATRE OF CHARLOTTE 1111111111111 El 11 hi CTOollER 16-20,21117 $1„100/SHi W 1110 II, Mrs Popper's Penguins (grades K-5) is the delightful story from the classic children's book, but it has 000 lessons for all of us. Motivational themes will show young audiences how hard work and persistent dedication pays off. The show leaves students inspired to have faith in tomorrow, even if you stumble today. 111111111 The Imaginators (grades 3-8) is an excellent script that translates beautifully to the stage. It teaches the 000 111111 importance of"playing' and "using your imagination" even if it doesn't seem cool, and emphasizes how important 01 it is to "like yourself" before worrying if others like you 01 ll CC: Performing Arts, Character Education 110 ml I 1 11 olli 111111 1 Ml flio.eArpooaDspv.misAm Z8ZZ-6Z6 (616) 0 1.5°L Z DN '°0001°c1-1-1°D '4 1•011.014014s13.3 0-00C 1 1 10°1° i 0 1 1 1 1 1 1 1 1 'i i t t t i I t i.,:i i It ,'q A M L V IIII 0 * VIO 0 . 1 aolnaostliV °ILI . 0 1 ,111 1 10 .$)aulloiJed Buono' esei p auo 1+0,m Xauaprsei loops-in, 1111111 uo Buoiaoci ul palseJe4u! air) no( I! se poiuoo asoald .sioatips-Joksoo/aAo•eAyalueasoo.mmm IIIII DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 x CO CJ rt ET en z : c4 H W J C� Ra ''' Q j C 'Cif 6i `c © ii con n CM I 3' �• © MaGi!7f v © © ,-, , Fr ?im IV DD 0 o ff. " , r<a -e ro m y s F p © a, 1 $ r In n Cn 0 F 0 M CA z, w �` „- w © x rZ) i3" v a d C) 0 0 p g , ti a s .O 5. t o 9 n -, y n` szz x Cti zt E y cr RI °' a ^ n u � 'r G AD ro M 0 H C' Q G, = ~ Cr ' ° U7 777 t J Ca'v D0 y r° ro 1 `S cn, t-a ra ,, M sy a di 1, a3 s rt n I a. C1 m o" H an a © sGy q 3 r, �' o ry j7 f° Z. DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Work Samples Jason Abide • Video of artist's work: http://reallyprettycardinals.comigalleryPp=423 • Pictures of artist's work: http://reallyprettycardinals.com/gallery/?p=386 • Lesson plan from a fourth grade "Natural Clay Civil Rights Mosaic" residency at New Hope Elementary in 2017; Picture of the finished mural Amy Keenan Amags2 • Art Website: http://keemagomix.com/amykeenanamagoart • Examples of student work: http://keemago.wix.com • Teaching Web site: http://www.wix.com/keemago/AKA-art • Lesson plan from a February 2017 first grade residency at Efland-Cheeks Global elementary titled, "A Cultural Exploration of China" Kim Arrington • Residency Lesson Plan: Maddog and Me Lesson Plan — Bullying and the Power of Kindness (attached) • Music sample (vocalist): http://wwvv.kimarrington.com/music/getting-ii-yes/ Erin Dan•ler • Brooadway Bound (owner) web site: www.bwayboundnc.com • Acting samples (theatrical reel): https://www,youtube.com/watch?v=cMIEX1xIKZ4 Charles Pettee • Recording: "The Iron Mountain Messengers" — http://www.reverbnation.com/theironmountainmessengers • Sample school performances: http://www.charlespettee.com/hear-the-sound.htm • Lesson plan from a fifth grade residency at Efland Cheeks Global Elementary January 2017 Virginia Queen • Residency sample video (from a 2016 residency with fifth grade students at Central Elementary): https://vimeo.com/169640762 (password: Central5th) • Lesson plan from a 2017 fifth grade residency at New Hope Elementary where students learned about the Civil Rights Movement through drama and performance. Anita Woodlev • Web site: http://www.anitawoodley.com/ • Journalism Accolades and Work Samples (attached); Example: http://www.thestory.org/stories/2012-10/released • Lesson plan from a 2017 residency with third graders at Efland-Cheeks Global Elementary titled, "Black Geniuses: Understanding the Lives of Brilliant Black Inventors in America." DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Residency Title: Teaching Artist: Natural Clay Civil Rights Mosaic Jason Abide Grade Level(s): Maximum Student Length of Residency: 4th Participants: 6 days none Arts Focus: Curriculum Focus: natural clay mosaic geology (natural clay origins and properties) visual arts techniques civil rights computer science Primary Learning Objective: Greater understanding of medium of natural clay and mosaics Connecting NC Essential Arts Connecting Common Core State Standard Standard(s) 4,V.2.3 - create abstract art that 4.P.2.1 - compare physical properties of expresses ideas samples of matter 4.V.3 - create art using a variety of tools, 4.P.3.1 - Recognize the basic forms of media, and processes energy as ability to cause motion or create change 4.CX.2.3 - apply skills and concepts learned in other disciplines 4.E.2 understand changes in surface of the earth as evidence of history earth 4.CX.2.3 - understand individual roles while applying collaborative skills in creating art 4.CX.2.4 - explain the effect of technology on how products are created Residency Overview DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Planning,Session, 2/9 Residency_Dates, 2/27 - 3/2, 3/7, 4/12 aily Times 8:30 - 1:20 Residency Day to Day Day One: Talk about different types of clays. Talk about the origins of natural clay. Compare the properties of several different natural clays I will bring into the classroom. What explains differences in natural clay? Learn how to make a tile, everyone make a single tile. Divide a page into squares and draw something related to you (something you like/ own/do) in each square. Day Two: Talk about the process for creating art with natural clay. The natural clay 'life cycle.' Conduct an experiment: place small wet and dry clay sculptures in water and watch what happens. At station with teacher: make 2nd tile. At station with me: apply slip to 1st tile. At their desks: continue work on auto-biographical project. Day Three: Having completed first comic, tell the children that they have created a comic, talk about comics as an art form. Talk about expectations in creating art. Generic 'good' drawings are BORING their unique 'bad° drawings are much more interesting. At station with teacher: apply slip to 2nd tile. At station with me: finger-wipe decoration on 1st tile. At their desks: begin work on 2nd comic, attempting to tell a story. DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Day Four: What is a mosaic, examine different clay tile mosaics I have made and brought into classroom. Talk about power of collaborating (enough people working together can make more tiles than an individual could make in an entire lifetime). Collaboration empowers us but also makes our success dependent on the success of our classmates. At station with teacher: Finger-wipe slip onto 2nd tile. At station with me: transfer image onto first tile and paint underglaze color. At their desks: continue work on auto-biographical project. Day Five: Complete image transfer onto tiles. Day Six (after mosaic has been installed) Watch video about the process used to create the art. Talk about the reasons for the choices we made. Discuss civil rights and the importance of MLK for everyone in our society. Watch a video about the computer science aspect of our project. Discuss digital images and pixels. Talk about how the computer program we used works, discuss two fundamental computer science concepts: conditionals and functions. Talk about MIT's 'Scratch' computer science education game, encourage the students to try it. Read a poem by James Taylor about MLK together. Materials: Natural clay, a variety of slips made from natural clay, underglazes. Teacher Involvement Program Evaluation DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Teacher(s) role: Evaluation Tool(s): For days 2 - 5, the teacher will be in questionnaire charge of a station where students repeat the previous day's activity. While I run a station where the students complete the day's new activity. Documentation: pictures of the finished mosaic and two videos about the process can be found at my website (reallyprettycaridnals.com) under 'mosaic' and 'residency videos.' Observation from TAC Extension Activities: Encouraged the children to continue to learn computer science using MIT"s Scratch website. Resources: List resources consulted or used during the residency(books, DVD's, music, web resources, and other supporting materials) Space Requirements: Technical Needs: Space is needed for storing the in- progress work during days 1 -4. Additional Comments: leaching.Aribt ResidenQy Lesson Plan DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 i � 4� ti � n, i ii," F 1:. , 61 )I� r II I' ' ` it �i + f II a+f 0 ' I 1 k m tir___ , , 1 1 , I r 4 i 0 3 N ; e 1 a. 1 I „ ,„„,„, ' 1 I -11, , ... , , , 1 41.,' . t 1 , , , ',,, 1 t".„,":,:, , 1 ..41 i 4 ii . �NI `71' ,1 r' 1-,,,,,,,, r L',i' h J + I � O� ■ " � ', ii • fir.' tl 117 1s 1 pp tom.. I l ptottf,,HT-7 1 .,1 , 1 1 1,1 , I I I I % AI „ ' 11 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Efland Cheeks First Grade Residency Lesson Plan. Residency . d.... .,a��,,,....m...�......._.__...__......._...____M..� ..,v._.. . .....��. . W........ .......�.. ..__-____ .v...........m._._mmmmmmm_._... .........�.....w...� . y Title: Teaching Artist: A Cultural Exploration of China Amy Keenan Amago Level(s): .. ...... Maximum Participants: Length of Residency: Le g cY: 1st Grade at Efland 87 students (four classes) Five Days (Feb, 2017) .......... Cheeks Elementary....m. ._._._._._._................................._ ... .. .u .� ._.,.._.._µ _.M...�.._... ..... .�.... .*��,......m�._.a__._v.._,.....,.n.v.. .,�. ....m_.i Arts Focus: Curriculum Focus: Literature Folktales, Fables Visual Art Drawing and Painting Music Traditional Music of China Culture Oral Tradition, Chinese New Year Primary .o Learning..�. _... .._Objective:.... tu will learn about Chinese folk traditions, arts, and culture studying examples n se music, visual art, and literature, Students will use these examples as inspiration for the creation of their own imaginative folk tales and paintings. Connecting NC Essential Arts Standard ....... ..____ww µ Connecting Common Core State Standard(s) Visual Arts Literature: 1.V.1: Use the language of visual arts to 1.1 Ask and answer questions about key details communicate effectively, in a text. 1,V.2: Apply creative and critical thinking skills to 1.2 Retell stories, including key details, and artistic expression. demonstrate understanding of their central 1.V,3: Create art using a variety of tools, media, message or lesson, and processes safely and appropriately. 1.3. Describe characters, settings, and major 1.CX.1: Understand the global, historical, societal, events in a story, using key details. and cultural contexts of the visual arts. 1,4 Identify words and phrases in stories or 1.CX.2 Understand the interdisciplinary poems that suggest feelings or appeal to the connections and life applications of the visual arts. senses, 1.7 Use illustrations and details in a story to Music describe its character, setting, or events. 1.ML.3,2: Select a variety of traditional and non- traditional sound sources to accompany readings, Social Studies: stories, or dramatizations. 1.H,1.2 Explain the importance of folklore and celebrations and their impact on local communities. 1.C.1,1 Compare the languages, traditions, and holidays of various cultures, 1.C.1.2 Use literature to help people understand diverse cultures. DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Residency Overview Overview: Planning Session: Students will be introduced to the culture of China Tuesday, January 17"' at 9:10 am through its folktales, traditions, music, and visual art. Students will observe examples of visual art Residency Dates from China and listen to traditional Chinese music Tuesday 2/7, Friday 10/7, Monday 2/13, and folk tales. Students will apply what they have Wednesday 2/15, Friday 2/17 learned about these outputs of Chinese culture by writing and illustrating their own folk tales. Daily Times Concepts and Vocabulary: 1) 8:15 -9:00 Pam Smith's class (21 students) Folk Tale 2) 10:00 — 10:45 Kelsea Munyan's class (23) Oral Tradition 3) 10:50 — 11:35 Claire Ketcher's class (21) Culture 4) 11:40 — 12:25 Stacy Lingle's class (22) Tradition Watercolor..._. .. ., _ . ....... ......_..............................................,....�._ _ wwwww_ ._ .,..,dw.,.�..._.._.................... . . ....... ... Residency Day to Day Day One: The whole class will gather on the carpet for teaching artist and student introductions. After getting to know each other, the class will talk about China, locate it on a map and view images of Chinese people and cultural celebrations. Students will pass around and observe examples of Chinese visual art. Next, students will listen as the teaching artist reads aloud an example of Chinese fables. The class will discuss the moral of this story. Students will return to their desks and begin brainstorming ideas —through drawing -for their own folktales. Students will be asked to focus on three main elements in their folktales/fables: a detailed setting (indoor or outdoor, environment, season, time of day, weather, etc.) characters (including at least one magical animal), and a moral (lesson about right and wrong). Papers will be collected and kept in classrooms until the following class. Day Two: We will start by reviewing what we learned on Day One. The teaching artist will then read another example of a Chinese fable. As a class, we'll discuss the setting, characters, and moral of the story. Students will then view the teacher's rough draft example and then return to their desks to continue working on the rough drafts of their fables. The teaching artist will check in with students about their drawings, making sure that each artist has created a detailed setting, characters that interact (with at least one magical animal) and a moral or lesson. When students have created a fully developed rough draft with the requisite elements they will receive their final paper. Artists will draw, in pencil, the final version of their fable in preparation for watercolor painting on day three. If students finish their final draft early, they will begin working on the written version of their fable. *Erhu music will play softly in the background while students are working. Day , . , ,... .____, ...........__....,_.. � _.............wwwwwww........._._.w......_._......_._._,_......... ......... ...., ...,................m__....m.m.m..ww___.._.._.................................. . ._........_......m Three: Class will begin with a review of our main concepts. The teaching artist will offer a demonstration on how to effectively use watercolor paints and how to successfully apply paint to their drawings. Students who have completed their final drawings will move on to watercolor. Students who are still finishing their final drafts will continue to work on those. Students who finish with the watercolor during class will start working on the written narrative portion of their fable, which will accompany their final painting. Students will follow the writing sequence and structure (there is a worksheet to this effect) developed and followed by the first grade teachers. *Erhu music will,play softly in the background while students are working, DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Day Four: Class will begin with a review of watercolor technique for those who still have to paint, Students who have not done so will finish their watercolor paintings. Students will continue to develop their written fables unless teachers decide to take care of this outside of residency classroom time. If that is the case, students will learn how to create a Chinese character that relates to the theme of their story. (e.g. honesty, friendship, love, wisdom, forgiveness, etc.) After practice drawing the character, students will create the character on a sheet of special foil-embellished Chinese paper. Teaching artist will mount all artwork (either in class, but more likely, at home) on background paper and mark it all with a Year of the Rooster Stamp! : ) *Erhu music will play softly in the background while students are working. Day Five: Students will gather together (with family members present, if desired) to read aloud their fables, present their paintings, and celebrate the creative work of the class. After the celebration, students will walk around the room in a gallery walk looking at the paintings of their fellow students. Materials: Sketch (copy paper) 80 lb, drawing paper Pencils/erasers Watercolor paints Chinese Stamps Stamp pads (red and black ink) Red construction paper Teacher Involvement Program Evaluation Teacher(s) role: Evaluation Tool(s): Communicate (with the teaching artist) the first grade team's curricular themes and learning Teacher observation (ongoing) objectives. Assist students in preparation for Beginning and end-of-class reviews our writing activity. Participate and engage in Teacher generated evaluation form the project; encourage students while they work; prepare students before lessons by reviewing expectations and concepts; assist in the final draft of written fables; help organize the end-of-residency performance by inviting parents/staff members. Documentation: Pictures/video (if allowed) Observation from TAC Extension Activities: The Man Who Tricked a Ghost by Laurenc Yep The Shell Woman and the King by Laurence Yep *Students may read books to learn more about The Weaving of a Dream by Marilee Heyer Chinese culture and fables, such as: What About Me? by Ed Young Lon Po Po by Ed Young The Enchanted Tapestry by Robert San Souci Red Thread by Ed Young Fa Mulan by Robert San Souci Where the Mountain Meets the Moon by Grace Lin The Hunter by Mary Cassanova The Jade Stone by Caryn Yakowitz *Students may wish to draw a Chinese character that Lin-li and the Phoenix Fairy by Ellin Greene relates to the theme of their story. (e.g. honesty, friendship, love, wisdom, forgiveness, etc.) DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Resources: List resources consulted or used during the residency(books, DVD's, music, web resources, and other supporting materials) Books: See the list in "Extension Activities", above, These are the books I checked out of the library, Websites: Artifacts of Chinese Art and Culture:jade jewelry, traditional Chinese textiles (Chinese clothing that I will wear and other silk fabric), lanterns, traditional cut paper artwork, decorative chopsticks, embroidered wall hanging, Chinese Opera Masks, etc. Space Requirements: Technical Needs: Regular classroom spaces with student desks SMART Board with Internet access to play traditional for working and carpet area for gathering are Chinese Music (both audio and video) and to share sufficient, map and images of China's geography and culture. Additional Comments: *First grade classes have been studying Chinese culture (and specifically, Chinese New Year) so have a solid base knowledge useful for this residency. *On February 10th Ms, Smith's class will meet at 9:15 instead of 8:15 to accommodate an assembly. DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 LIL PWUI I LOJ t r"1" Residency Title: Teaching Artist: Maddog and Me: Bullying and the Power Kim Arrington of Kindness Grade Level(s): f Maximum Student Participants: Length of Residency: 2nd Grade. 3 Classes Total Days: 5 Arts Focus: FCurriculum Focus: STORYTELLING/ THEATRE/ POETRY: Language Arts Using poetry, storytelling, and theatre to Theater Education prepare for an anti-bullying play. Primary Learning Objective: To gain a better understanding of conflict resolution and community building through storytelling, theater and poetry. To prepare students for David Gonzales' production of Maddog and Me: Bullying and the Power of Kindness. Connecting NC Essential Arts Standard Connecting Common Core State ARTS'EDUCATION—THEATRE ARTS NORTH: Standard(s) CAROLINA ESSENTIAL STANDARDS Production and Distribution of Writing 4. Produce clear Communication 2.C.1 Use movement, voice, and and coherent writing in which the development, writing to communicate ideas and feelings. organization, and style are appropriate to task,purpose,and audience. 5. Develop and strengthen writing as needed by 2.C.1.1 Use non-verbal expression to communicate planning,revising, editing, rewriting,or trying a new elements of characterization, including age and approach physicality. 2.C.1.2 Use vocal variety and anitnation to , Research to Build and Present Knowledge Range of create distinct voices for characters. Writing 10, Write routinely over extended time frames (time for research, reflection, and revision)and shorter time 2.C.1.3 Use dialogue to enhance the clarity of stories. frames(a single sitting or a day or two) for a range of tasks, purposes,and audiences. 2.C.2 Use performance to communicate ideas and feelings. 2,C.2.1 I. improvisation to communicate Production and Distribution of Writing 5.With guidance „„ problems and resolutions.2.C.2.2 Interpret stories from and support from adults and peers, focus on a topic and previously-read texts by acting them out. strengthen writing as needed by revising and editing. 6. With guidance and support from adults,use a variety of 2.CU,2 Understand the traditions, roles, and digital tools to produce and publish writing, including in conventions of theatre as an art fOrm collaboration with peers. 2.CtJ.2.1 Illustrate how to share focus with others in a College and Career Readiness Anchor Standards for group setting. Speaking and Listening Comprehension and Collaboration I. Prepare for and participate effectively in a range of conversations and Guidance collaborations with diverse partners,building on others' Socio-Emotional ideas and expressing their own clearly and persuasively SE Understand the meaning and importance of personal responsibility and self-awareness . SE .2 Understand the Speaking arid .Listening Standards(SI,....2) relationship between self and others in the broader we . Comprehension and Collaboration 1. Participate in SE .3 Use communication strategies effectively for a variety collaborative conversations with diverse partners about of purposes and audiences grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules .for discussions Cognitive (e.g., gaining the floor in respectful ways, listening to C .1 Use creative strategies to make decisions and solve others with care, speaking one at a time about the topics and problems texts under discussion). b. Build on others' talk in C .2 Use analytical strategies to understand situations and conversationsly linking their comments to the remarks of DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 make appropriate decisions. 1 others. Socio-Emotional Presentation of Knowledge and Ideas 4.Tell a story or RED.SE..1 Understand the meaning and importance of I recount an experience with appropriate facts and relevant, personal responsibility and sell-awareness, , descriptive details,speaking audibly in coherent.sentences. R.ED .SE.1 .1 Understand the importance of self-control and 5. Create audio recordings of stories or poems;add. responsibility . drawings or other visual displays to stories or recounts of RU ) .SE .1 „2 identify ways of controlling behaviors experiences when appropriate to clarify ideas,thoughts,and associated with emotional states, feelings, and moods. feelings.. RED „SE .1 .3 Contrast rights and responsibilities , RED,SE.2 Understand the relationship between self and Conventions of Standard English 1. Demonstrate others In the broader world, command of the conventions of standard English grammar RED .SE 2.1 identity ways of making and keeping friends . and usage when writing or speaking. 2. Demonstrate RED SE.2 .2 Understand how to support positive command of the conventions of standard English relationship building(0 .g., managing impulsivity, capitalization,punctuation,and spelling when writing.2ND adaptability,and flexibility) . GRADE 2012 quick reference guide 11 Knowledge of 30 I 2012 quick reference guide Language 3. Apply knowledge of language to understand 21N1) GRADE how language functions in different contexts,to make RED.SE.3 Use communication strategies effectively pr a effective choices for meaning or style,and to comprehend variety of purposes and audiences. more fully when reading or listening. RED .SE.3 .1 Use oral and written communication skills to share information with others. RED.SE .3 .2 Use non- , Vocabulary Acquisition and Use 4, Determine or clarify verbal communication skills to share information with others the meaning of unknown and multiple-meaning words and phrases by using context clues,analyzing meaningful word Cognitive parts,and consulting general and specialized reference RED.C.1 Use creative strategies to make decisions and materials,as appropriate.5. Demonstrate understanding of solve problems. figurative language, word relationships and nuances in RED .0 „I .1 Identify problems that you have encountered or word meanings are likely to encounter. RED.0 .1 .2 Identify creative strategies and non-creative strategies to make decisions and to solve problems . RED.C.2 Use analytical strategies to better understand situations and make appropriate decisions. RED.0 .2 .1 Identify situations from your daily life in terms of problems and solution strategies. RED.0 .2 2 Recognize situations in which peer pressure influences decisions. Cognitive 1.C.1 Use creative strategies to make decisions and solve problems. I.C.I.1 Design new strategies by making modifications to previously used strategies, as needed. I.C.1.2 Generate ideas for solving novel problems that are based on previous experience and the results of internet research. I.C.2 Use analytical strategies to understand situations and make appropriate decisions. 11.C.2.1 Compare 1 analytical methods across subject areas(e.g.,the scientific method in comparison to geometric proof'in comparison to I literary analysis). I.C.2.2 Use past experiences and general information to make decisions in a variety of situations, Residency Overview pates Through literary and dramatic arts, students Day 1- Thursday, October 20 will be able to address issues around bullying. Day 2 - Friday, October 21 Students will learn conflict resolution Day 3 - Tuesday, October 25 techniques, while enhancing writing and Performance-Wednesday, Oct 26 at 10 am performing skills. On the final day, students Day 4 - Thursday, October 27 will,have an open class while sharing a Day 5 - Friday, October 28 .,.„....... 2 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 culmination ot their work. Times Class 1 8:05-8:55 am - Parrott - Room 24 Class 2 9:00-9:50 am - Parsley - Room 25 Class 3 9:55-10:45 am - Dottin - Room 26 Residency Day to Day Day One: 1. Introduce myself and the residency expectations (talk about Maddog and Me performance). 2. Talk with class about how to create a nurturing environment by establishing important rules like respect, cooperation and trust in the classroom. 3. Discuss bullying. 4. Discuss storytelling. 5. Write "I am" poem with added kindness category. 6. Daily debrief. Day Two: 1. Continue to discussion of bullying and storytelling. 2. Continue to write "I am" poem. 3. Perform poems 4. Write "Kindness" recipes. 5. Daily debrief. Day Three: 1. Continue to discussion of bullying and storytelling. 2. Have students add improvised movement to kindness recipes. 3. Read "Kindness" recipes. 4. Performance etiquette checklist. 5. Daily debrief. Day Four: Discuss Maddog and Me Performance 1. Discuss how Dr. Gonzalez used his voice, body, words and imagination to make his stories come alive. 2. Discuss how the stories Dr. Gonzalez told illustrate the various parts of the bullying- victim-bystander "spectrum" a. Maddog and Me b. Birds and the Birdcatcher c. Take a Different Shot (Basketball Story) d. Heaven and Heck e. The Empty Boat 3. Have students re-tell one of Dr. Gonzalez's stories. 4. Have students tell their own stories of being a bully, a victim, a bystander. 5. Spontaneous storytelling activity with partner to prepare for tomorrow's Anti-Bullying skits. 3 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 ED. ureate "mini Anti-I:sullying SKITS with group from pre-selected scenarios). 7. Daily debrief. Day Five ' 1. Final Anti-Bullying skits/Final performance. 2. Final debrief. Materials: Paper & pencil Positive attitude Teacher Involvement Program Evaluation Teacher(s) role: crowd control, circulate Evaluation Tool(s): Class sharings and closing through the room to help students, reflections. participate, help facilitate discussion and reflection. Documentation: Pictures/video (if allowed) Observation from TAC Extension Activities: TBD Resources: List resources consulted or used during the residency(books, DVD's, music, web resources, and other supporting materials) www_Tacerkidsagainstbullyin,on ww www.storyartsg www.storynet.orz Space Requirements: Technical Needs: Smartboard Classroom Residency Variations Available: Describe any flexibility in the program or other variations of the program offered, etc. Modification for various learning levels Additional Comments: 4 DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 TeachinALtjsift esidencless lan Residency Title: Teaching Artist: Digging for the Roots of Bluegrass Charles Pettee Grade Level(s): ' Maximum Student Participants: Length of Residency: 5th 100 Five Day Arts Focus: Curriculum Focus: Music Social Studies Primary Learning Objective: Understand and be able to identify the characteristics of a number of traditional southern US music styles, especially Bluegrass Connecting NC Essential Arts Standard Connecting Common Core State — 5.CR..1.1 Understand how music has affected, and is Standard(s) reflected in, the culture,,traditions, and history of the United States. — .5.M.L...3.2 Create compositions and arrangements. within specified guidelines - 5.CR.I I Understand how music has affected, and is reflected in, the culture, traditions, and history of the United States — 4.C.1.2 Explain how the artistic expression of various groups represents the cultural heritage of North Carolina. — 5.C.1.4 Understand how cultural narratives (legends, songs, ballads, games, folk tales and art f)rms) reflect the lifestyles, beliefs and struggles of diverse ethnic groups. Residency Overview FJnnin . '4,4.:AM — "Focus Instrument" demonstrated and examined in 11/16/16 detail each day — Review of many basic music principles and genres .7,.,,aicutacy Dates each day — Connections to cultural styles/events associated with the music each day 12/2 — Day 1; 12/6— Day 2; 12/8 — — Working on an original song each day(if desired, Day 3; 12/9— Day 4; 1/5/17 — Day 5 song may be shared at the performance at TAC Jan 12, 2017) Daily Times Mahoney 8:45-9:30; Seelbach 9:30- 10:15; Cohn 10:15-11:00; Hirfirth 12:15- 1:00 onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n Residency Day to Day Day One: (Fhday. 12/2/18) - Fncus |nstrument= Guitar - Intro to folk music, with demonstration of variety of styles, (including a couple of Revolutionary War songs, in keeping with that course of study currently being undertaken by 5th grade) - Begin to gather words/phrases for original song Day Two: . 12/6/1G\ - Review of Day 1 principles using guitar - Acoustic instrument demo (science of sound) - Focus instrument Banjo - Continue work on original song - identify theme Day Three: (Thursday, 12/8) - Review of principles covered/request songs - Focus instrument Mandolin - Determine melody of original song, identify verse(s) and chorus Day Four: (Friday, 12/9) - Sing and review - Two focus instruments: Harmonica and Voice - Evaluation: can they distinguish Bluegrass from Rock, Irish, Jazz? - Sing original song make live recording in each classroom - - afternoon Day Fh/e (Thursday Jan 5. 2O17 °^ Four 3N min, mess� ns |n the nmorwin8/one 45~ ���rnmon session with all four classes together) - Review, sing original song - Try a square dance? (To be determined, based on amount of time needed for review and original song) - Afternoon session with all classrooms dedicated to performance of original song on 1/12/17 @ TAC Materials: Tri-level cart to aid in traveling from room to room (to be available at entrance each day) onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n Flip-chart tablet/easel for recording ideas for song creation Teacher Involvement Program Evaluation Teacher(s) mm|e: Evaluation Tool(s): - Class discussion/ongoing Cl&& - Crowd control - Daily review of material covered - Help spur discussions - Completion of song and ability to sing it - Assist with evaluations and - Performance of original song, if desired documentation - Video taping ericou raged as appropriate Documentation: Pictures/video encouraged Observation from TAC -~ ~ ------- l ' -------- Extension Activities: All classroom sessions are open classes, aodesired Resources: List resources consulted or used during the residency(books, DVO's, music, web resources, and other supporting matori&s Space Requirements: Technical Nemds: Classrooms Additional Comments: DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Teaching Artist Residency Lesson Plan Residency Title: Teaching Artist: Struggle for Freedom: Virginia Queen Danford The life of Dr. Martin Luther King, Jr. Grade Level(s): Maximum Student Participants: Length of Residency: 5" Grade 5 Classes Total Days: 5 Arts Focus: Curriculum Focus: DRAMA/PERFORMANCE: Social Studies, Drama techniques, Improvisations, Creative History, Multicultural Themes Movement, and performance fundamentals. Theatre Education Language Arts Primary Learning Objective: To gain a better understanding of the Civil Rights Movement and the life of Dr. Martin L. King, Jr. while also learning drama and performance fundamentals. —Connecting NC Essential Arts Standard Connecting Common Core State Standard(s) Theatre Arts linglish/Lanpmagg, Arts 5.C.1 Use movement, voice and writing to Key Ideas and Details communicate ideas and feelings. CSS.EI,A- Literaey.R1„5.1 5.C.2 Use performance to communicate ideas and Quote accurately from a text when explaining what the text feelings, says explicitly and when drawing inferences from the text, CeSS.ELA-Literacy.1(1,.5.2 En•lish/Lanuase Arts Standards are or.anized Determine a theme of a story, drama,or poem from details into four strands: Reading, Writing, Speaking and in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects Listening, and Language. upon a topic;summarize the text. Social Studies Comprehension and Collaboration: 5.H.2.2 Explain how key historical figures CCsS.EI.A-Literacy.S L.5.I have exemplified values and principles of Engage effectively in a range of collaborative discussions American democracy. (one-on-one, in groups,and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. Residency Overview In connection with the school show, "Struggle for Dates Freedom" and with the themes of courage, peace, Day 1 Thursday, Feb 16k' hope, equality, and determination, students will Day 2 Thursday, Feb 23" explore theatre activities while enhancing their Day 3 Tuesday, Feb 28'h creative expression, self- esteem and cooperation Performance- Friday, March 3' with others. Students will learn about important Day 4- Thursday, March 99' people and events during the Civil Rights Day 5- Thursday, March 16th movement, and various struggles with equality that many African and Mexican Americans faced Class Times are Rotated Each Week during that time. Through the exploration of drama 8:00-8:45 games, improvisations, and scripts, students will 8:50-9:35 explore events during the Civil Rights Movement, 9:40-10:25 and activists such as Martin Luther King, Jr., Rosa 10:30-11:15 Parks, Ruby Bridges, Cesar Chavez, and Sylvia Break Mendez, and learn how their determination to fight 12:00-12:45 for equality and positive change, shaped the Civil Rights Movement, and our country. On the final day, students will have an open class while sharing a culmination of their work. DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Residency Day to....DaY. ._..... Day 1- Create Ensemble. Acting and Performance o ....�., ... e.m Day .... g rmance Day Introductions. Discuss the residency. Discuss classroom goals. Create the ensemble and nurturing environment with the kids. Discuss Acting and Performance. Explore 4 P's of performance. Drama games and Activities Explore themes: Courage, Peace, Hope, Equality, and Determination. Day 2- Civil Rights Movement Dr. Martin Luther King, Jr., March on Washington, "I Have a Dream" speech, Rosa Parks- Bus Ride- Montgomery Bus Boycott, Ruby Bridges, Segregation Hand out information and vocabulary about the Civil Rights Movement. Explore theatre games, improvisations, and scripts with the focus on key events and figures in the Civil Rights Movement, and the struggle for equality African Americans faced during this time. ,,..Day,3- Civil Rights Movement- Latino Ame .........................�w ..WW ricans Cesar Chavez, Sylvia Mendez, Segregation Explore theatre games, improvisations, and scripts with the focus on the struggles with equality Latino Americans faced during this time, and how they worked together to overcome adversity. Day 4- Civil Rights Movement, Putting All of the Pieces Together Short reflection on the performance Review and continue working on theatre activities, improvisations, and scripts in connection with the Civil Rights Movement. Review all activities thus far. If time allows, discuss "Sit Ins" and explore a script/Improvisation. Day 5- Final Day- Open Class �..m.�......._., . .................m......M u_.....a................. ........� ._ Share a culmination of class work with an invited audience. Share selected drama activities and a presentation about the Civil Rights Movement with selected improvisations and scripts. DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Residency Title: Teaching Artist: "Black.Geniuses: Understanding the Lives of Anita Wood ley Brilliant Black Inventors in America" with the George Washington Carver& Friends Show Hand-Cheeks Elemental:1 School Grade Level(s): Maximum Student Participants: Length of Residency: 3rd Grade • 25 per class 5 days Lfiand cheekcsl:le(mid',q(y Arts Focus: Curriculum Focus: Theatre History, Black History, Africa, Literacy, Stress Improvisation Management, Writing Drawing/Color Primary Learning Objective: • Reflections from the Bright Star Touring"theatre show George Washington Carver&Friends • Contributions of African-Americans to the United States &Modem World. • Introduction to some of the most influential Black,Americans of the last 150 years. Booker T. Washington, Jackie Robinson, and Madame C.J. Walker. • Introduction to living black history maker, Tikar Ndilam Princess Bekang of Carneroo.n, Africa, who is also the teaching artist Anita Woodley. • Learn what to do when you face miscommunication, adversity, unfairness, have interpersonal conflicts • Practice releasing anger, resentment and disdain for others • Preparation of students for core civic and ethical values needed in life. • Creation of a peaceful community for all races by building caring relationships. Further develop morals, respect and responsibility for excellence. Connecting NC Essential Arts Standard Connecting Common Core State Standard(s) Healthful Living English Language Arts Standards- Reading:Literature Key • PR-Personal/Social Responsibility Ideas and Details: •Grade 3 o 4,PR.4 Use behavioral strategies that are responsible SS.ELA-LiteracyRL3, and enhance respect of self and others and value CCSS,ELA-LiteracyAL.3.2 CCSS:ELA-Literacy.R1-3.3 activity. • Arts Education/Theatre Arts •MEE.,1 —Create positive stress management strategies • Healthful Living- Health Education Craft,and Structure: CCSS.ELA-Literacy,M...3.4 CC,SS:ELA-Literacy:RL:3:5 CCSS.ELA-Literacy:RI..3.6 Range of Reading and Level of Text Complexity: CCSS,ELA-Literacy.R L.3.1 0 English Language Arts Standards-Reading:Foundational Skills•Grade 3 fluency: CCSS.ELA-Literacy.RF.3.4 CCSS.ELA-Literac R F.3.4a DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 ' --------- - Grade 3:English Language Arts Standards-Writing Text Types and Purposes: CCS S,ELA-L i teracy,W 3.I CCS S.EL A-Li teracy.W.3 I a. CVSS.ELA-Literacy.W3.1b CCSSILA-Literacy.W3.2 CCSSELA-Literacy.W.3.2a CCSSEL.A-Literacy.W.3,2b CCSSILA-I„..iteracy.W,33 CCSS,ELA-Literacy.W3,3a CCSS,E,LA-Literacy.'W.3.311 Production and Distribution of Writing: CCSS:ELA-Literacy.W.3A CCSSILA.-Literacy.W.3.6 Research to Build and Present Knowledge: CCSS.ELA.-I....iteracy.W.3.7 Range of Writing: CCSS.ELA-Literacy,W.3.10 English Language Arts Standards: Speaking&Listening• Grade 3 Comprehension and Collaboration: (...X..7.SSELA.-Literacy.SL.3.1 CC.SS.ELA-Literacy„St.3.I a CCSS.ELA-Literacy.SL,3,I b CCSS.ELA-Literacy.SL.3.I c CCSS.ELA-Literacy.SI„..3.1d CCSS.ELA-Literacy.SL3,2CCSS.ELA-Literacy.S.L3.3 Presentation of Knowledge and Ideas CCSSILA-Literacy.S.L3,4 CCSS,ELA-Literacy.SL3,6 'English.Language Arts Standards:Language•Grade 3 Conventions of Standard English: CCSS.ELA-Literacy.L3 Knowledge of Language: CCSS..ELA-Literacy.L.3.3 CCSS!..ELA.-Literacy.L.3.3a CCSS.ELA-Literacy.L.3.3b Vocabulary Acquisition and Use:CCSS.ELA-Literacy.L.3,4 CCSS.E1...A-Literacy.L.3.4a.CCSS.ELA-Literacy,L,.3.5 ., CCSS,ELA-Literacy,1....3.5a CCSS,ELA-Literacy.L.3.5b ( CSS,ELA-Literacy.L.3,5c). CCSS.ELA-Literacy.1....3.6 Grade 4: English Language Arts Standards-Reading: Foundational Skills Phonics and Word'Recognition:. CCSS.ELA-Literacy,R.FA.3 Fluency: USS,ELA-Literacy.RF.4.4 CCSSILA-Literacy.RF.4.4a CCSS.ELA-Literac!..R.F.4.4c Residenc Overview • Student will learn about the inventions of Elp...L pi:: :.;, ::,,:,,•::. ill,. African-American inventors, in addition to • January 23 at I 0:20am George Washington Carver. atistwAtArl§_center • Students will learn how to increase their • Friday, March 6, 1.0am self-awareness and knowled2e throu2h theatrical _Reaigign.cyrlat .., DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 improvisational exercises, writing, and post • Day One: Monday,February.6th. discussion about kindness and resolving conflict. • Day Two: Tuesday,February 1.4th • Students will also learn the power and • Day Three: Wednesday,February 15th importance of exercising letting things go, • Day Four: Thursday, February 23rd kindness towards themselves which practical • Day Five: Thursday,March 9th techniques on how to improve their self-esteem, Daily Times • body image, outlook on current life/future, and 8:00-8:45 Kidder- Room 30 making stronger personal choices. :45-9:30 Murphy's homeroom-Room 32 • The goal is to prepare each student with 9:30-10:15 Cavanagh- Room 31 functioning, fun techniques and games to use that 11:40-12:25 Pawelczyk's class with Murphy in Room. build awareness of the world we live in, how to 32. create within in and be peaceful. • The residency activities may change dependent. upon students ability to focus,stay on task and discussions. The lesson plan will be adjust as needed to cover all pertinent aspects of Inventors. • Questions will be saved until the end of class. If students have a connection, instead they will use the universal hand symbol instead of talking out loud. • Clapping will be used to refocus the class on the task at hand. If side conversations continue, the teaching artist will sit until the class quiets as she it is not her preference yell at students. Doing so compromises her vocal health, and may have an adverse impact on the student's self-esteem. Residency Day to Day Day One: • (45 minutes) o Introduction of Artist and the their background as an award-winning journalist and writer who performs internationally to better everyone's lives.. o What is improvisation? o Improv Game Zoom, Zap, Words, Sounds o Vocal Warmups o introduction to George Washington Carver's Childhood and Inventions o Write negative name and thing that people have called them and turn them around to positive words.. Day Two: • (45 minutes) o Vocal 'Warmups. o Improv Game Knee Fight O Introduction to Jackie Robinson, 'JACKIE ROBINSON The first black professional baseball, ala:er--Mr. Robinson did much to end segregation in both baseball and in the Civil Rights Movement, onnunign Envelope ID:ononnnFD-oona-4on1+74c-5aoaonFAnA1n - o Non-violence... Would you consider using approaches while being treated badly? Why or why not'? m Strategies to utilize when there is miwcvmmonicu(i"o/diOercnce with another person O Improvisation Far Telephone game o Develop "Your Special Empowerment Plan to Dealing with Adversity& Fairness ✓ Create ' i ter Fan" from oo4niiye thin°s and names exercise Day Three: • (45 minutes) ✓ Tmnnov Game Mirror improvisation o Vocal Warmups. � Introduction to MADAME Cl WALKER credited with being the first African American mU)ivoaim. WYs.VVx|ker invented a I inc of beauty and hair products for black Women. o African-American I lair and beauty standards o Create I lair style on plates � Write a letter as if you are a famous hair care product inventor, What would you say to positively *nn>mwer those those with african-american hair texture? What messae would you want to send Day Four: • (45 minutes) o Vocal Warmups o lmprov Game"The Shakes" to introduce creating motivational songs and speeches o Introduction to BOOKER WASHINGTON Born into slavery.Mr.Washington was the lead spokesman for the African American community from 1 89(1 to his death in 1915. o Poet Jaki Shelton Green attended here as a child m Efland-Cheeks used to be an all black school before integration o What is Empathy and how to use it in your life? � Furgivcuesa0rumn`ingnndTwooe String release m Review quotes by Booker T. Washington o Introduction to old negro spirituals, call and response sayings, and protest songs with clapping and loot stomping o Create call and response song with Booker'I. Washington quotes, includes Clapping& using the Negativity 1)iister Fan with foot stomping • Hand Memorization Techniques Guides L_____.__ Day Five • (45 minutes) u VocxLVVuuuupn o T/nprnv Game'Look Up/[ookQnp/n^`. o Review and Perform George Washington Carver& Friends Performance memorable moments and lessons o Learn the story about how the Teaching Artist Anita became an African Tikur Princess, This will tie in African I'listory into Efland-Cbecks being a Global School focusing on the continent of Africa � Watch short video ol'Anita's princess Ceremony o Awards and Peace Am assador button Ceremony "(Importance of-being pew c/u/and an ally for those being hurt) Materials: m colorful paper clips, lined college ruled paper, 3x5 note cards, envelopes, pencils and pens, peace pin-on buttons, hole punchers, markers, scissors, ribbon, yarn, post its, sharpies, masking tape, portable file box, file folders, small bells, stick on googly eyes, photocopies of materials, Photos of Inventors, yarn, plates, glue DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Teacher Involvement Program Evaluation Teacher(s) role: Evaluation Tool(s): • To ensure the class is prepared for • Survey instruction before the teaching artist arrives. • Assist teaching artist with classroom management and distribution of materials, as needed (i.e., maintain noise levels to a minimum, • Inform teaching artist of established techniques used to regain focus of class; • Provide classlist for creation of awards Documentation: • Pictures/video, without identifying students faces • Observation from The Arts Center Staff • Extension Activities: Worksheets informing how to do: • Vocal Exercises • Improvisational vocal exercises and forgiveness exercises will be given to use in class after residency. This tool can be used for conflict resolution and creatively promoting kindness • Memorization Techniques Resources: List resources consulted or used during the residency(books, DVD's, music, web resources, and other supporting materials) o Andy Hamner's Memorization Techniques o James Floss Vocal warmups Exercises o aully_tioxRep_ort Eminence Commun:_:::... 7,h9s21 a o Maryphyllis Horn Forgiveness Technique Space Requirements: Technical Needs: o None • Internet access to youtube for Princess Naming Ceremony Video • Smart board or TV to show the video with sound