Communication Project |
||||||||||
|
Learning Communication Skills Through the Arts (Year One) In
2004-5, this Learning Early Network Communication Skills project brought
age-appropriate music, storytelling, dramatic play and visual arts activities to 289
children from low income, rural families in the 17 Bradford-Tioga Head Start (BTHS)
centers. Rural isolation is a major
challenge when providing arts activities in small population centers, as is the limited
attention span (30-40 minutes) of children three to five years old. To meet these challenges and ensure a significant
impact, the program included activities for building skills of teachers, aides and parents
to reinforce arts activities designed by master artists.
The first
year of this project included training and planning activities for teachers, aides and
artists; master artist residencies; and two live performance/exhibitions for parents and
children. At a culminating event the master
artists demonstrated the arts activities used, handout study guides, and present some
results of their work with BTHS teachers and children.
To accomplish project goals, the master artists will be in residence for 34 days
each. Training and
Planning Activities - The initial meeting and training session of participating
artists and BTHS teachers was held at the April 30, 2004 annual Learning Early
Network Conference, “Helping
Children Learn Communication Skills Through the Arts.”
In addition to presentations, the master artists were introduced to the wider
regional early childhood community, as well as the BTHS teachers at this event. On August 11, 12,
& 13, 2004 a three-day Summer Institute was held for the artists and BTHS teachers and
aides. Consultant Paula Bing facilitated the
first two days, and project artists took over on the third day. In early
October and November 2004, parents of the 289 Head Start children met with
teachers, administrators and participating artists to learn about Learning
Communication Skills Through the Arts and the year ahead. Ideas for keeping parents involved were
incorporated into the program. For example,
“Ask me” notes; a note sent home with children at the end of the day, encouraged
parents to discuss the day’s activities. Artist Residencies - Four master
artist residencies provided the 17 BTHS Centers with 16 artist visits each. At the outset all activities were artist-directed,
supported by teachers. By the end of
residencies, the teachers and aides had developed the ability to continue future
activities. This was accomplished through
on-the-job practice and debriefing with the master artists.
In addition to the survey observations given below, the Canton Head
Start teacher recently sent a telling e-mail. “Mary’s
musical experience has hit home in the dev. (developmental) continuum: social emotional – self-control, self-expression,
making friends, etc; physical is obvious
– moving all around using small and large muscles; cognitive – counting,
opposites, etc; and language – foreign lands, etc.” The master artists are stimulating the children
and encouraging teachers to use quality arts activities to nurture their development and
communication skills. Live Performance/Exhibitions -
The performances were presented to parents and children at the Keystone Theatre in
Bradford County (Paperbag Players) and the Arcadia Theatre in Tioga County (KJ Smile). Study guides and show introductions informed both
children and parents about theatre etiquette. Culminating Event - On April 29,
2005 at the 6th annual Learning Early Network Conference; the artists presented
workshops, study guides and audio/visual materials detailing their work with BTHS (see
attached brochure). The goal was to encourage
the (non-BTHS) educators, artists, librarians, YWCA and other Network members in the use
of high quality arts activities to encourage communication skills in young children. |
|||||||||
