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Broadway, Baby! |
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Integration of Students in the
Arts A Public Policy Analysis Prepared by Mr. Chamberlain bchamberlain@schools.nyc.gov Bread and Roses Integrated Arts
High School |
INTRODUCTION
When students attend a Broadway show, they are blown away by the talent, skill, and drama of the production. It inspires creativity in them; their writing process, reading curiosity, and general curricular and extra-curricular interests grow as a result. This may not be related exclusively to the artistic experience, but the effect is obvious. However, very few students voluntarily become involved in the many professional artistic experiences available to them in New York City.
You are a new production team working on Times Square who wants to encourage students from the city to be involved in Broadway shows. What can you do to encourage participation?
TASK
You will follow SIX steps to come up with a solution. These will be compiled in a document to be printed and turned in with your final project. Your Final Project could take the form of an ad campaign, a presentation to give in schools, a workshop to hold with students (like our TDF Stage Doors program), an afterschool class, a workshop in Times Square, or anything else you can think of! (Final project must be pre-approved by teacher).
You will be working in
a group of THREE and each group must include:
A Producer: You’re responsible for coming up
with ideas and resources. You’ll be in
charge of getting the materials and getting approval from the teacher.
A Director: You will be making this HAPPEN. Come
up with the design ideas and make sure everyone is doing their job (use the Process Checklist). You’ll be in charge of the document outlining the SIX steps your group
took and the checklist.
An Actor: The one who gets your hands dirty, you’ll be in charge of CREATING the final
project to encourage NYC youth participation in professional arts.
PROCESS/RESOURCES
African-Americans and Latinos in Harlem have little involvement in the mainstream artistic organizations in New York City.
Use the following sites to inform your final project – what will best reach students?
General
Information about putting together web resources (you will be evaluated on
these):
Information
about professional arts organizations in New York City:
Information
about students in the arts:
EVALUATIONS
You will be evaluated using the following rubric:
Group
Presentation Web-Based Rubric
Your group will receive ONE grade. That means the
director really needs to use that Process
Checklist to
keep everyone on task!
If
you need further guidance, this rubric may also be helpful
CONCLUSION
Great job on reaching the end of this process!
But the end
is
just
the
BEGINNING.
When you think about publishing this awesome project,
there are a few things you need to keep in mind. Who owns the art you’re
talking about and creating? Will they give you permission to talk about them?
Do you have to pay to use your supplies? (these are
questions that REAL producers always ask!)
To learn more about this process, review these helpful
presentations on Copyright & Citation.
HINT: There may be a pop quiz on these!!**
As they say in showbiz, THAT’S ALL FOLKS!
STANDARDS
W.9-10.1. Write arguments to support claims in
an analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
·
Develop
claim(s) and counterclaims fairly, supplying evidence for each while pointing
out the strengths and limitations of both in a manner that anticipates the
audience’s knowledge level and concerns.
W.9-10.2. Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
W.9-10.4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards
1–3 above.)
W.9-10.5. Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
W.9-10.6. Use technology, including the Internet, to produce,
publish, and update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display information
flexibly and dynamically.
W.9-10.7.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
W.9-10.8. Gather relevant information from multiple
authoritative print and digital sources, using advanced searches effectively;
assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citation.
SL.11-12.2. Integrate multiple sources of information presented
in diverse formats and media (e.g., visually, quantitatively, orally) in order
to make informed decisions and solve problems, evaluating the credibility and
accuracy of each source and noting any discrepancies among the data.
SL.11-12.5. Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
L.11-12.3.
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.