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Celebrating Students + Teachers: Performance and Costuming Workshops & Back-To-School Dance Party
Frist Center for the Visual Arts Nashville, Tennessee
Organized and Facilitated by
Lindsey Bailey Doctoral Student Florida State University MFA Studio Art MA Community Arts
September 2018
Overview
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Proposal
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Materials
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Personnel
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Budget
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Outreach
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Advertising
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Timeline
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Partnerships
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OVER The following proposal offers children and youth enrolled in the Costuming and Performance Workshop series at the Frist Center for the Visual Arts the opportunity to engage in and complete contemporary fine arts projects in a safe and collaborative environment; one in which young people can explore possibilities and personal creativity through the process of art making. At the end of the Costuming and Performance Workshop series, there will be a culminating event to celebrate the work that the students created in the workshop series in a public setting. This culminating event will feature a dance party, performances by youth participants, art making opportunities, school supply giveaways, and displays of the art pieces created in the workshops. Families, friends, and the Nashville community will be invited to take part in this event and celebrate student work. Most of the projects that are being offered have been previously implemented within an academic curriculum in visual arts programs at Brookwood School in Thomasville (GA), University School of Nashville in Nashville (TN), All Saints Academy in Lakeland (FL), SEK International School in Qatar, and Stamford American International School in Singapore. Each project embodies thematic collaboration, action plans, and a timetable that are geared toward each child and youth achieving greater continuity between the disciplines of contemporary fine art and academics which promotes increased lesson retention for the children prior to the beginning of the school year, as well as promoting individuality and creativity through self expression. The inspiration for this proposal comes from my experiences as an instructor in visual art for Grade Pre-K through Grade 6 students, as well as my familiarity with facilitating artsbased projects with young people. It is also not lost on me, as a community enthusiast, that lots of neighborhoods and people have felt divided over the past several years, especially this past year. The climate of the United States since I have returned home from teaching overseas feels contentious at best. My initial thought when speaking to people and students about this project was the want to have participants, partners, and communities feel a sense of being united, not divided. Celebrations bring people together. The most measurable and successful experiences are art
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VIEW projects and celebrations that come together and initiate collaborations between facilitators, participants, and the community.
The curriculum, according to administration, co-teachers, and students of the previously mentioned schools, was proven successful in several ways. 1)
Art became an integral part of the educational and learning process as experienced by its infusion into academics.
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The co-teachers began to learn the processes of the implementation of art projects so that their students could benefit from similar projects in future lessons.
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The students effectively completed each project within the projected timeframe, enjoyed the processes of art making, and, according to the co-teachers and administration, did more fully retain the lessons taught because of the verbal and applied aesthetics that each student experienced when completing each project.
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Everyone had a lot of fun in the artmaking experience, and each student had a unique project to take home with them at the end of the experience.
Each project that is offered maintains a high degree of expectation for the young people and participants involved to produce quality finished artwork. The culminating event will be a dance party held on the grounds of the Frist Center for The Visual Arts. This event will celebrate the contemporary fine art making experiences and projects that the young people completed in the 6 weeks of Performance and Costuming Workshops. The dance party will feature performances, displayed artwork, and costumes created and worn by the young people and participants. Parents, families, community members, and the general public will be invited to the culminating event which will feature a family friendly DJ, school supply giveaways, two free art making stations, and an infectious host engaging the crowd to take part.
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The Proposal The project that I am interested in proposing to the Frist involves two parts: 6 weeks of weekend workshops in costuming and performance art, and a Back-To-School dance party complete with a DJ, free school supplies (backpacks filled with essential items), and participatory displays of the costumes/performance art created in the workshops. I look at this project as being a fun way to excite students for the upcoming school year, engage with the Frist in new and fun ways, and learn about performance art and costuming (a precursor to Nick Cave’s November show). The disciplines of contemporary fine art that will be offered for the young people and participants enrolled in the Performance and Costuming Workshops are designing, woodworking, costuming, performance, and installation. Each of the disciplines offered have been chosen to help build skills in manual dexterity, balance, and perspective; promotes self discipline; encourages critical and creative thinking; and engages students in problem solving activities, introduces each participant to the basic processes of contemporary fine art disciplines, and insists upon a quality end project. Each student will also be offered ways to better understand their personal environment, employ time management, and learn team-building skills. All of the provided formats can be adapted to “curriculum-based” agendas. And, it should be expected that each workshop will begin with an introduction and presentation of artist-focused inspiration (Nick Cave, Trenton Doyle Hancock, Julie Taymor, Yinka Shonibare, Mary Reid Kelley, etc.), medium examples, and demonstrations.
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Designing At the beginning of this workshop series, each student will make a sketchbook that will serve as their design portfolio. During each week of this workshop series, the students will be presented with a concept or theme. Using critical thinking and creative problem solving skills, the students will be encouraged to draw and plan out their ideas in association with this theme or concept. Costuming Expression and movement can change drastically when costuming is introduced into an art project. Costuming helps students learn how to work with others (in fittings or rehearsals) and it can bring another dimension into a work of art when a student is creating something that is not just sitting on a pedestal, but being worn by a live human being. Students will learn techniques such as beading, hand sewing, fabric dying, appliquÊ, and machine sewing. We will discuss how costuming can convey meaning through form, construction, and human interaction. Performance As with theatre, movement within a created environment can influence and inform both the performer and the viewer. Performance encompasses all of the previously mentioned parts: costuming, design, and building an environment. As both the performer and the creator, how will this aid creative decision making? Installation How does a constructed environment inform both the costumes being worn and the performance taking place? If each student could build an environment for the parts and pieces mentioned previously, what would that look like? How would a viewer interact with the space? Installation helps students to round out an art piece with their own staging ideas. Not only does this take a design from 2D to 3D, but it engages viewers in an immersive experience. Woodworking One of the most enjoyable ways to construct an environment is by using wood. It’s paintable and strong, it holds weight (spatially) and it’s easy to come by. Working with wood engages students in construction and large-scale conceptualizing, taking a project from 2D to 3D. Students will begin working on paper before transferring their designs to wood. After the transfer process, the students will use the appropriate tools to bring their wood structures to life.
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DESIGNING
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COSTUMING
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PERFORMANCE
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INSTALLATION
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Materials It is suggested that art project materials be provided through various vendors that are currently utilized by the Frist Center for the Visual Arts and ordered in a timely fashion so that the items are on site on the day the projects begin. The materials lists will be organized and submitted to the Frist not less than 5 months from the start of the workshops. The purchase of all project supplies, materials, and culminating event particulars is the responsibility of both the Frist Center of the Visual Arts and myself, to be negotiated at the time of proposal acceptance. Residual supplies at the end of the workshop series will be the property of the Frist. I will establish and maintain each project’s art supply and materials inventory and a tracking record for expenditures and material needs/usage for each project. Materials and supplies are project-specific although basic art materials such as paper, pencils, erasers, paint and/or watercolors, paint brushes, scissors, glue, etc. as well as hand soap, paper towels, trash bags, drop cloths can be shared between projects. Extra supplies that fulfill project requirements will be listed as well with the supply request. Very careful consideration will be given to supply and materials budgets and expenses thereof. The facilities that have been found to be the most effective and conducive for making art are: 1) An existing arts/craft room with art tables and running water. 2) A classroom that has adequate light, storage, ventilation, desks, and operable sinks with running water. My facilities and parking logistics to be discussed with the Frist once budget and project details are complete. Suggestion is for buses to bring students and families to the Frist for the culminating event.
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Personnel Aside from the two school partnerships involved with this project, I will be the only facilitator of each of the 6 weeks of workshops. It is highly suggested that college students and students involved in the teen program at the Frist Center for the Visual Arts rotate to assist with the art projects. This will ensure several points: 1) That the curriculum remains on track and meets the overarching timeline. 2) The integrity of art in the classroom remains uncompromised. 3) Students are continually made aware that learning and high expectations are still necessary even while making art. 4) I can learn from and collaborate with a variety of workshop participants.
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The Budget The following budget is a combination of several factors: 1)
Art projects planned, facilitated, and implemented for the Costuming and Performance Workshop series on dates to be determined (preferably September or October).
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The planning, facilitation, and implementation of the culminating event: Back-toSchool Dance Party.
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Any and all expenditures incurred by the facilitator, including (but not limited to) mileage and transportation, one-off co-teaching artist fees, equipment rentals.
Please note that some supplies that are purchased for this project and reusable, such as scissors, glue, paint brushes, etc., will be considered a part of the Frist Center for The Visual Arts inventory for use in subsequent projects and workshops, and may not have to be repurchased for several years if cared for properly. Very careful consideration has been given to the amount and quality of supplies needed for each site’s project. The higher quality of the materials used is indicative of the quality and quantity of the overall art works produced by the students. Also, the use of certain art materials and objects in these projects may be unfamiliar to the students but is intentional on the part of the facilitator. Gaining new skills by learning to use and combine various mediums effectively can increase personal perspectives on what is or is not considered art and has been observed to increase self confidence in the students’ abilities to learn new concepts that are within or out of the contexts of the processes of artmaking. All aspects of the budget are negotiable, as supplies may be donated, borrowed, or lessened and the workshop timings will be in conjunction with what the Frist staff deems is appropriate for their timing and participants.
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Based on 15 students per workshop, ages 8 - 12. Art Program Facilitator, $2000 for 6 weeks of instruction (5 hours per week) and 10 total hours of planning and preparation work. Supplies have been priced through Hobby Lobby online, Home Depot, donations of fabric, Dick Blick, and specific stores (listed below). The suggested supply budget for each week not to exceed $500. The suggested budget for the culminating event not to exceed $1000, including school supply giveaways, DJ, and host. Food will be arranged prior to workshops, and will consist of either participants bringing brown bag lunches or food being provided (TBD). Suggested dates and supplies per workshop: 1)
August 25th, 9 - 2pm Basic supplies (scissors, pencils, standard white paper, construction paper, woodless colored pencils, and Sharpies), one bolt of muslin, liquid fabric dye, paint brushes, plastic gloves, rubber bands, acrylic paint, 5 buckets, and scrap felt.
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September 8th, 9 - 2pm Basic supplies would be carried over each week, wood (cut down), acrylic paint (carried over from previous week), paint brushes, string, yarn, buttons, sewing machine, hand sewing needles, embroidery thread, tracing paper, and beads.
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September 15th, 9 - 2pm Wood, paint, brushes, recyclables, LED lights, small casters, grommets, button backs, and basic supplies.
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September 22nd, 9 - 2pm Environment found objects (leaves, twigs), bells, whistles, ribbon, basic supplies, packing peanuts, rice paper, basket weaving reed.
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September 29th, 9 - 2pm Basic supplies, music, keyboard, Dollar Store items (shower curtains, small toys and trinkets, stuffed animals), Christmas lights, balloons, and $2 bouncy balls from Walmart.
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October 6th, 9 - 2pm: Documentation and Rehearsal Basic supplies, music, keyboard, finished costumes, wood pieces, and extraneous materials.
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October 12th, 6 - 8pm: Culminating Event: Back-to-School Dance Party,
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Outreach Outreach begins at the Frist Center for the Visual Arts in March and April, when Nick Cave facilitates and completes his performance piece. This will give the community excitement for costuming and performance, and ignite enthusiasm about the workshops being offered later in the year. Two schools of middle and high school students will be involved, the teen group at the Frist Center for the Visual Arts, and a yet-to-be determined community/neighborhood organization will be the chief participants and students for these workshops. It is important to me that the Frist Center for the Visual Arts help to decide the community/neighborhood organization to take part. Knowing the three other groups of participants, who would best benefit from this type of engagement with the museum?
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Advertising Along with being included on both the University School of Nashville’s website and newsletter, and Nashville School of the Art’s website and newsletter, the Frist Center for the Visual Arts will also include blurbs about the upcoming workshop series on their website and in their newsletters (printed and online). Additionally all partners involved with the project will vocalize both the workshops and the culminating event. And, closer to the start of the project, postcards, flyers, blog posts, and pre-planned articles will provide excitement about the culminating event in conjunction with the workshop series. Additional Means of Advertising 1) Social Media (Facebook, Instagram, Snapchat) - perhaps this can be a fun goal for the teen group to take on! 2) Various News Media Outlets (radio, local magazines, newspapers, community bulletins) 3) Personal Invitations for Culminating Event (local schools, Mayor’s office, City Council, community liaisons, local artists)
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Staff approval of initial proposal from the Frist Center for the Visual Arts
November - December 2017
Timel Projects outlined with participating schools.
March - May 2018 Supply order submitted to the Frist Center for the Visual Arts, workshop space room assignments established, action plans outlined and submitted to participating schools, extra items confirmed for culminating event (performances, DJ, transportation). August - September 2018 Culminating event (Back-to-School Dance Party) takes place at the Frist Center for the Visual Arts, documentation and video creation, document all residual supplies and send a spreadsheet to the Frist Center for the Visual Arts itemizing all expenses. December 2018 52
October 2017
Changes and updates to any part of the proposal as agreed on by both parties (the facilitator and the Frist Center for the Visual Arts)
ne December 2017 - January 2018 Decision made about community organization or neighborhood involvement, curriculum for workshop series turned into Frist Center for the Visual Arts, meeting with teen group arranged, begin to excite the public about the project. May - June 2018 Workshops take place at Frist Center and in participating schools, plans outlined for culminating event, reconfirm additional items for culminating event (performances, DJ, transportation), articles and advertising launched. October 2018
Turn in edited documentation to the Frist Center for the Visual Arts to keep for their records and to ignite future projects (book, images, and final video).
Partnerships William L. Jenkins Community Organizer, Bordeaux Community, host Harold Love State Representative of the 58th District, host University School of Nashville University School of Nashville has a long-standing commitment to the arts. From kindergarten until graduation, students at USN enjoy a wealth of opportunities in both the visual and performing arts. At the helm of this collaboration is Emily Holt, artist and arts educator. Nashville School of the Arts The Nashville School of the Arts is a specialty high school serving talented arts students from across the school district. There are nine unique arts conservatories for which students may audition. These include Dance, Music-Choral, Music-Band, Music-Strings, Music-Guitar, Music-Piano, Theatre Arts, Visual Arts and Literary Arts. As artists, they practice and rehearse and edit, honing their craft over their four years in conservatories that immerse them in artistic excellence. At the helm of this collaboration is Camilla Spadafino, artist, community enthusiast, and arts educator. Pencil Partners PENCIL is the premier organization linking community resources to Metro Nashville Public Schools. Thanks to dedicated PENCIL Partners, students work in state-of-the-art laboratories alongside teachers and industry professionals. Teachers design lesson plans that cross the traditional boundaries of education - like linking data points in algebra with students’ Agricultural Science classes. Dedicated volunteers regularly donate one lunch hour a week to help a child improve his or her reading comprehension. Businesses work to create an engaged and excited student pipeline interested in their industry through internships and job shadowing. I am meeting with Bob Kucher to discuss the details of this collaboration at the end of October.
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Exhibition Proposal by Lindsey Bailey Book Design by Anjali Patel
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