Wm. B. Sullivan Realty & Co.
RAVINIA
"A Great time in a
Wonderful Place" SJC
Adopt a Pet, Come for a Visit
CAGIS Archaeological
Consulting Services
There are 5 Different Oak Park Schools Involved in the Program, but the Dance Groups are all Mixed with Teachers Jumbled Up from the District.
© Suburban Journals of Chicago Inc. photo
Below are five of the dance groups presentations to the class and the
press.
Jason D. Palmquist, Executive Director of Hubbard Street Dance leans forward watching the Oak Park Teachers do their thing.
© Suburban Journals of Chicago Inc. photo
"HSDC’s Move Right Into Reading program", caught my
attention since I love learning as much as your favorite teacher.
I have reviewed the dance of Hubbard Street Dance for years
and have always found them fun and exhilarating. My ears and
mind were called to attention with the phrase of linking reading
and dancing. This program in the city of Chicago was used to help increase attendance and keep or get kids interested in going to school, at those schools most at risk of educational failure.
A noble cause with little or no scientific data to show success, at
the same does no apparent harm. Dance and exercise will help
combat obesity to a given extent and a social attraction should
even assist in getting kids to school who have more social interest in attending than pedagogical.
The causes for the education gap have been known for decades,
the fixes are another thing altogether. Dancing is not a fix for
lack of achievement, that is best done by trying to achieve in the
first place. The teachers all seemed to be having a good time
and some even had some nice steps to show for their work.
© Suburban Journals of Chicago Inc. photos
Press Release to District 97
HUBBARD STREET DANCE CHICAGO PARTNERS WITH OAK PARK SCHOOLS ON COMPREHENSIVE DANCE EDUCATION PROGRAM
CHICAGO—Hubbard Street Dance Chicago (HSDC), the internationally acclaimed contemporary dance company, will partner with Oak Park District 97 to provide dance programs to five elementary schools for the 2007–08 academic year. This partnership is supported by a $55,000 grant from the National Endowment for the Arts.
HSDC teaching artists will work with teachers and administrators at William Beye, Longfellow, Horace Mann, Irving and Whittier elementary schools in Oak Park to develop long-term, comprehensive dance education curriculum. Under the banner Movement As Partnership, HSDC will partner with the schools to establish an integrated, dance program. Teachers will attend a professional development summer institute, HSDC’s Move Right Into Reading program, at the Oak Park Public Library, followed by three half-day programs throughout the year, 10-week in-class residency and performances by HSDC’s second company, Hubbard Street 2, both in the schools and at the Harris Theater for Music and Dance in Millennium Park.
“These partnerships are dedicated to creating a deep knowledge base for dance education in each school, with committed teachers and an administrative team that understands the power of real, integrated dance instruction,” said HSDC Education Director Kathryn Humphreys.
“Movement As Partnership provides teaching artists and educators the opportunity to plan, teach and learn together to create exciting and meaningful integrated curriculum, which challenges students and takes learning to new levels.”
Each school’s dance program will serve classrooms in grades 2–5, reaching approximately 80 students per school and 6-8 teachers, arts specialists and administrators per school. To assist schools in meeting federal and state standards, HSDC provides arts instruction that is standards-based, sequential and sustainable as part of the core curriculum and is directly connected to state and national fine arts standards.
“HSDC’s integrated approach to dance education brings students into the world of dance through a variety of explorations that actively engage them in perception, research, reflection and discussion,” Humphreys explained. “Our process-based curriculum, developed in partnership with the classroom teachers involved in our programs, assists students in discerning and strengthening basic proficiencies that readily apply across the curriculum and throughout life, developing skills of analysis, abstract thinking, interpretation and problem-solving that are as relevant to studying a dance work
as to analyzing a work of literature or exploring physics.”
Hubbard Street Dance Chicago (HSDC), under the dynamic leadership of Artistic Director Jim Vincent, is among the most original forces in contemporary dance. Critically acclaimed for its exuberant, athletic and innovative repertoire, HSDC presents performances that inspire, challenge and engage audiences worldwide. The company's ensemble of dancers displays unparalleled versatility and virtuosity, allowing HSDC to expand its eclectic repertoire continually with works by master American and international choreographers. HSDC also contributes to dance's evolution by developing new choreographic talent and collaborating with artists in music, visual art and theatre. Since Lou Conte founded the company in 1977, HSDC has expanded beyond its main company to include Hubbard Street 2, which cultivates young professional dancers and choreographers, serves as the foundation of HSDC’s education initiatives and performs nationally and internationally with a diverse and engaging repertoire; extensive Education & Community Programs, under the direction of Kathryn Humphreys, which offer city- and state-accredited professional development for teachers to incorporate movement into curriculums and expose young people to dance; and the Lou Conte Dance Studio, under the direction of Lou Conte
and Claire Bataille, one of the original HSDC dancers, which offers a wide variety of classes weekly in jazz, ballet, modern, tap and hip-hop at levels from basic to professional, as well as workshops and master classes.
Title I — Improving The Academic Achievement Of The Disadvantaged
SEC. 101. IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED.
Title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.) is amended to read as follows:
TITLE I--IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED
SEC. 1001. STATEMENT OF PURPOSE.
The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments. This purpose can be accomplished by —
(1) ensuring that high-quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with challenging State academic standards so that students, teachers, parents, and administrators can measure progress against common expectations for student academic achievement;
(2) meeting the educational needs of low-achieving children in our Nation's highest-poverty schools, limited English proficient children, migratory children, children with disabilities, Indian children, neglected or delinquent children,
and young children in need of reading assistance;
(3) closing the achievement gap between high- and low-performing children, especially the achievement gaps between minority and nonminority students, and between disadvantaged children and their more advantaged peers;
(4) holding schools, local educational agencies, and States accountable for improving the academic achievement of all students, and identifying and turning around low-performing schools that have failed to provide a high-quality education to their students, while providing alternatives to students in such schools to enable the students to receive a high-quality education;
(5) distributing and targeting resources sufficiently to make a difference to local educational agencies and schools where needs are greatest;
(6) improving and strengthening accountability, teaching, and learning by using State assessment systems designed to ensure that students are meeting challenging State academic achievement and content standards and increasing achievement overall, but especially for the disadvantaged;
(7) providing greater decisionmaking authority and flexibility to schools and teachers in exchange for greater responsibility for student performance;
(8) providing children an enriched and accelerated educational program, including the use of schoolwide programs or additional services that increase the amount and quality of instructional time;
(9) promoting schoolwide reform and ensuring the access of children to effective, scientifically based instructional strategies and challenging academic content;
(10) significantly elevating the quality of instruction by providing staff in participating schools with substantial opportunities for professional development;
(11) coordinating services under all parts of this title with each other, with other educational services, and, to the extent feasible, with other agencies providing services to youth, children, and families; and
(12) affording parents substantial and meaningful opportunities to participate
in the education of their children.
ELEMENTARY & SECONDARY EDUCATION
Title I — Improving The Academic Achievement Of The Disadvantaged
Oak Park District 97 Letter on the Elementary School's
Achievement GAP
No Child Left Behind U.S. Government
United States Department of Education (2005). Title 1 – Improving the academic achievement of the disadvantaged. Retrieved June 12, 2005 from
New Illinois School Laws for 2007
Hubbard Street Dance Programs for Schools
Quotes from CPS
teachers who have participated in our residency
programs.
“My students are more fluent thinkers
because of
their work with improvisation and risk-taking. Dance differentiates
learning in
ways I did not envision”
3rd
grade teacher, Burley Elementary
School
“I think the students are more engaged when
the
arts are integrated. And it’s fun—it’s fun for the kids and fun for the
teacher!” Literacy Specialist, Pulaski Elementary
Overview
Now in
our 10th year, since 1997 HSDC Education & Community Programs has:
•
Empowered more
than 1300 educators through our
accredited professional development workshops;
•
At least one
residency program in schools every
day that schools are in session, reaching more than 2500 students
annually;
•
Partnered with
more than 200 schools throughout
Chicago;
•
Exposed more
than 16,500 students to
professional dance;
•
Created exemplary programs that are
consulted
locally and nationally for models of partnership, dance education and
professional development.
Specific Program
Information
Hubbard
Street Dance Chicago (HSDC) Education & Community Programs has one
overarching goal: to
utilize dance to
change the arts environment and enhance the learning process in the
public
schools. In Chicago
specifically, cultural institutions are challenged to assist the
Chicago Public
School system in making the arts a core academic subject and a resource
for
learning. Studies have concluded that the skills developed in an
arts-rich
environment have a direct correlation to success in the classroom and
in life. Dance not only reaches those
kinesthetic
learners who often have little or no other acknowledgement of their
learning
styles, but a Laban-based dance curriculum has been shown to encourage
critical
thinking skills, creative problem solving, enhances students ability to
work in
small groups, increases self-confidence, persistence, reading skills,
non-verbal reasoning, expressive skills, social tolerance and
appreciation of
individual/group social development”. [1]
As Nick Rabkin,
in his paper, Reframing Education,
states:
“…arts educators have been among
the first to recognize that concepts, skills, processes and habits of
mind
cultivated in arts learning are closely related to learning in other
domains.
It seems reasonable that these relationships may be at the root of the
strong
correlations reported between arts learning and student academic
success and
development.”
HSDC’s integrated
approach to dance education brings students into the world of dance
through a
variety of explorations that actively engage them in perception,
research,
reflection, and discussion.
In
urban areas specifically, cultural institutions are challenged to
assist the
public school systems in making the arts a core academic subject and a
resource
for learning. Studies have concluded that the skills developed in an
arts-rich
environment have a direct correlation to success in the classroom and
in
life.
“Dance not only reaches those
kinesthetic learners who often have little
or no other acknowledgement of their learning styles, but a Laban-based
dance
curriculum has been shown to encourage critical thinking skills,
creative
problem solving, enhances students ability to work in small groups,
increases
self-confidence, persistence, reading skills, non-verbal reasoning,
expressive
skills, social tolerance and appreciation of individual/group social
development”. [2]
HSDC has made accessibility to
dance an organizational priority and developed multi-layered
programming that
works directly with students and educators in low-income Chicago
communities. This is
formalized in a separate Education & Community Programs
mission statement:
To introduce, educate
and communicate to a broad range of people
the essence and importance of dance. HSDC’s integrated
approach to dance education brings
students into the
world of dance through a variety of explorations that actively engage
them in
perception, research, reflection, and discussion. HSDC has accumulated
a
substantive body of knowledge and experience in dance education, and
has a
nucleus of teachers, schools and artists that are creating strong
school
communities.
The Movement As
Partnership Program
Annual
components:
Phase 1:
Application
An
application was distributed to all Oak Park elementary schools in May
2007.
Once applications were received, site visits were conducted to
introduce
organizations and assess suitability. Five schools were be chosen from
this
process based on the quality of the application, evidence of adequate
administrative and teacher support for the goals, time needed to
complete all
aspects of the program and demonstrated interest in using the
partnership with
HSDC to advance dance education in the school. Each school will revisit
and
update its application annually.
Phase 2:
Planning
During
this phase, each school’s arts planning committee, made up of the
principal,
classroom teachers and specialists, will guide the partnership and
ensure its
connection to school goals. This planning team will meet bi-monthly
throughout
the year (no more than 10 hours) to learn about the benefits and
structure for
dance-based arts partnership and decide how best to fit a dance program
into
their unique school environment. As
each school will have a different level of experience with dance and
arts
partners, it is expected that this process will take longer for some
schools
than others. During the planning period
each school will create a detailed timeline of activities for the
remainder of
the year, including residency and performance scheduling.
Phase 3:
Residency and Performances
During
phase 3 schools begin the 10-week residency and attend the in-school
and
theater performances. Participating teachers, along with the dance
planning
committee and teaching artist, will continue to meet regularly to
adjust the
program as needed, address issues and
concerns and begin to prepare for performances. During this phase,
students
will engage in in-depth dance learning, focused on improvisation and
choreography, integrated with other curricular ideas. Integration will
be
inquiry-based and will focus on crossover big ideas such as patterns,
sequencing or creativity (in literacy, choreography, creative writing,
etc).
Supporting
Professional Development Activities
Professional
development workshops are a required component of the program.
The participating teachers will have an
introductory professional development workshop (MRIR, below) to
introduce the
vocabulary, concepts and processes of dance education that their
students will
be working with and will meet with the teaching artist (6 hours) to
plan the
residency and schedule all activities. There will be three four-hour
cross-site
meetings throughout the year to continue sharing, as well as discuss
principals
of partnership, inquiry-based lesson planning, documentation and
assessment/evaluation. The third cross-site meeting will also serve as
an
informal curriculum fair for all school partnerships. HSDC views
professional
development and partnership learning as collaborative, all teaching
artists and
staff attend the professional development workshops so that we can
create a
culture of partnership in all aspects of programming.
[1]
Deasy, R. 2002. Critical Links: Learning in the Arts and Student Academic and
Social
Development
[2]
Deasy, R. 2002. Critical Links: Learning in the Arts and Student Academic and
Social
Development
© Suburban Journals of Chicago Inc.
published by Suburban Journals of Chicago Inc.