Hands-on learning through arts integration
By Christa Huber, Arts Integration Coach, Patterson Park Public Charter School
I have been with Patterson Park Public Charter School for six years in various teaching positions in Title I, third grade, the English for Speakers of Other Languages (ESOL) program, and am now the school’s arts integration coach. This year has been a learning process, but also such a positive experience working in partnership with Young Audiences and Arts Every Day.
It was a personal goal for me to transition Patterson Park Public Charter School into becoming an arts-integrated school. I wanted to maximize our artist-in-residence programs with outside artists as much as I possibly could this school year. We believe in the strength of the impression that residencies make upon students and teachers. All of the work that comes out of a residency versus a day-long field trip makes such a difference. Residency programs allow students more time to engage with and learn from the artists. This exposure to artists is also important for the teachers because it provides a longer period of professional development so that they can learn skills and strategies that they can carry out in the future.
We had a fantastic variety of Young Audiences artists out to our school this year. These artists included: spoken word poet Femi the Drifish, ceramic visual artist Amanda Pellerin, Baltimore Improv Group, Flamenco dancer Anna Menendez, and more. These programs were made possible through Access for All grant funding from Young Audiences and funding from Arts Every Day.
We spread the residency experiences across different grade levels of the school. It was very helpful having the Young Audiences artist and program information online because it allowed me to search for artists that matched and linked to the content areas that our teachers were looking for.
There were a variety of stand-out experiences from our residencies, but here are a few:
- Femi the Drifish worked with our middle school students in Language Arts. A great thing about that residency was the response we received from students who typically are not comfortable with performing in front of people. By their culminating performance, those students in particular were the ones to stand up and share their poetry with strength.
- The third grade worked with Amanda Pellerin to create an Ancient Egyptian mosaic. This piece of work related to their study of the ancient civilization. Mr. O’Connell, our third grade science and social studies teacher, was blown away by how Amanda challenged the students to do their best work in a really positive way. We’re very excited to have that piece of artwork as a permanent fixture in our school.
- Anna Menendez brought some of the Spanish culture into our school. Some of our middle school students had just returned from a trip to Spain during spring break, so this residency was another way to connect with what they learned and saw on their travels. It also provided a relatable experience for the students who didn’t have the chance to travel to Spain.
I have personally seen the impact that residencies have had upon teachers compared to other arts-related experiences. I believe that having artists at Patterson Park helped our teachers develop a great deal. Artists exposed teachers to new art forms that they may not have had any experience with, such as spoken word poetry or improvisation, and gave our teachers opportunities to learn how to tie these art forms to the curriculum.
One of our charter school philosophies is that children learn best through hands-on activities with interdisciplinary and semantic learning models. Arts integration is at the core of our values and it naturally makes sense for Patterson Park.