A resource for ACS teachers and families
www.acsf.org
Catalog of teaching artists 2015-2016
TAPAS “The TAPAS program gave the students and me the opportunity to not only learn and practice new skills, but to experience new ways of being in the world. Here, the arts truly served as vessel for life lessons and real life inspiration. I have a notebook full of letters from students speaking to their renewed dedication to tell their stories and to tell them in ways that demand attention, compassion, and humanity.� ACS Teacher
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TAPAS
Teaching Artists Presenting in Asheville Schools
Dear Asheville City Schools Staff, Families, and Friends: Why fund Teaching Artists in our schools? All students can be reached through the arts, and many students who cannot otherwise be inspired, can be touched by opportunities to learn about and create art. In a community filled with great artists, our classrooms should be filled with the artistry for which Asheville is known, and every student should have access to learning with artists. These are the assumptions that started a conversation among our three organizations more than three years ago. We were frustrated that the small amount of funds designated to provide artist residencies were quickly expended and few classrooms got to experience high quality art with trained teaching artists. Grant requests often included travel, and lodging, and made all but a few extended residencies impossible to fund.
How will TAPAS address the problem? In June of 2010, a team of artists and teachers created a “Teaching
Artist Training” that identified great local talent eager to work in our schools. We are now embarking on our fourth year, with a jam-packed day of training for artists on the Common Core & Essential Standards, lesson planning, arts integration and alignment, and more. We’ve added checklists for teachers and teaching artists to use to ensure a smooth collaboration. Through this program, the Asheville City Schools Foundation, LEAF Schools & Streets, and Brent Skidmore are committed to funding up to 200 days of artists-in-residence this year. The TAPAS catalogue is a tool for parents and educators to identify trained Teaching Artists who are best aligned with your classroom and subject area.
Who can apply for a Teaching Artist residency? Teaching Artist residencies will be awarded using a grant process. Applications must be submitted by a lead teacher, but we encourage parents and PTO members to support teachers by interviewing artists, gathering materials and filling other supportive roles. 2015-2016 TAPAS Grant Application Deadlines will be September 30th and January 20th Here’s how to apply: 1. Read the catalogue, and identify artists who are aligned with the grade-level and subject area appropriate for your classroom. 2. Contact Miranda Bailey at ACSF for assistance, or contact the artist directly. 3. Meet with the artist in person and talk with the artist about the need you have in your classroom, and be open to their great ideas about how to connect their artistry with your curriculum. 4. Review the Artist and Teacher Checklists when you meet. 5. Begin the application process by going to http://acsf.org/schools/teachers---apply-for-a-grant-or-scholarship/tapas-grants.php, start an account- or sign in, and click the TAPAS 2015-16 Catalog link. Complete the application with your artists- you each have information to complete. 7. Enjoy a fantastic experience in your classroom as you build a relationship with a teaching artist. 8. Contact Miranda Bailey at the end of your residency. She will give you the link to be able to complete a brief evaluation of the residency through your online grant account.
We look forward to celebrating the inspiration and opportunity you bring to our students! Jocelyn Reese LEAF Schools & Streets Brent Skidmore Local Artist and Community Craft Advocate
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TAPAS Artists Name
Common Core / Essential Standards
Grade Level Page No.
Performing Artists PreK-12
4
Theatre, Playwriting, Songwriting
K-5
11
Music, Dance, Social Studies, Health Ed
K-12
11
3-8
12
Music, Science, Technology
5-9
12
Moviemaking, Art, Language Arts, History
3-12
13
Erinn Hartley
Language Arts, Social Studies, Theatre
5-12
14
Wendi Loomis
Language Arts, History, Math, Science
K-12
14
Grayson Morris
Art, Language Arts, Social Studies, Theatre
1-5
15
David Novak
Art, Language Arts, Science, Social Studies
PreK-5 / EC
15
Sharon Smith
Language Arts, Social Studies, History
K-12
16
Lisa Aimee Sturz
Science, History, Literature
K-12
16
Amelia Terrapin
Dance, Science, STEM
17
Heather Allen-Hietala
Art, Language Arts, Social Studies
7-12
4
Norma Bradley
Language Arts, Social Studies, Math
3-12
5
Holly de Saillan
Social Studies, Math, Science
PreK-12
5
Carla Filippelli
Language Arts, Social Studies, Math, NC History
K-8 / EC
6
Audra Holden
Mathematics, Social Studies, Language Arts, Science
PreK-12
6
Christopher Holt
Art, Language Arts
Ginger Huebner
Art/Art Ed, Language Arts, Science, Social Studies, Geography
Jim McDowell
Joseph Adams
Dance, Math, Language Arts
Marci Bernstein Adama Dembele Christine Garvin
Social Studies, Health Ed, Dance
David Hamilton Bruce Kennedy
Visual Artists
K-8
7
PreK-12
7
Art, History, Social Studies
9
Leslie Rosenberg
Math, Science, Language Arts, Social Studies, Art
K-12
9
Melissa Weiss
Art, Language Arts, Science, Social Studies
1-12
10
Ian Wilkinson
Art, Language Arts, Science, Social Studies
K-8
10
Asheville Writers in the Schools (AWITSC) Laura Boffa
Language Arts, Social Studies, Drama
K-8
17
Janet Hurley
Language Arts, Social Studies, Science, Technology
K-12
18
Meggen Lyon
Language Arts, Social Studies, Drama
2-12
20
Tamiko Ambrose Murray
Language Arts
6-12
18
Indy Srinath
Spoken Word Poetry/Environmental Education
3-12 / EC
19
Jonathan Santos
Language Arts, Social Studies, Drama, Music
K-12
19
Resource Pages Classroom Teacher and TAPAS Artist Checklists
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TAPAS Application Example (get digital application online at www.acsf.org)
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2015 2016
TAPAS
Joseph Adams
bboyeducator@gmail.com
Teaching Artists Presenting in Asheville Schools
Performing Art/ Dance
Since 2003, Joseph Adams has been teaching the art of Bgirling or Bboying (commonly known as Breakdance). He is a multi-talented artist who uses Hip Hop as a platform to encourage youth to become self-directed, self-motivated, and selfdisciplined learners.
PreK-12 Dance, Math, Language Arts
Mr. Joe, as he prefers to be called in the classroom, offers that his lessons are highly adaptable to meet curriculum needs. Joseph invites educators to think creatively about how to incorporate Hip Hop, and he will partner with you in creating a unique and exciting lesson plan. Generally, Mr. Joe teaches the basics of breakdancing, Hip Hop culture, and the importance of self control. Hip Hop movement can illustrate books, mimic creatures found in nature, explore physics, dramatize history, express patterns, visualize geometry, and much more.
In “Mr. Joe’s Neighborhood,” participants are actively engaged while being encouraged to explore and share. Like Mr. Rogers, Joseph cares very much for the emotional and intellectual development of youth. Joseph expresses empathy as an undercurrent in all of his offerings. Whether the lesson be about counting and basic shapes; or physics and the universe, students will learn in a safe, fun, and inclusive setting.
Heather Allen Hietala hallenstudio@earthlink.net heatherallenhietala.com 828-281-1778
Visual Art / Mixed Media / Book Arts / Ceramics
Using books or clay, K - 12 projects will engage and inspire young people to explore and expand their boundaries. Books are a versatile medium that can be used 7th-12th to explore math, history, the science of the materials, and cultures, sequencing and measuring, problem solving, hand dexterity and creativity of course! Books Art have a long history throughout the world and can take many forms depending on Language Arts what you are studying. They can be receptacles for stories, poetry and images of personal exploration pushing the boundaries of what we consider a book. They Social Studies can be simple or complex. She is passionate about using the book as a vessel to record personal narratives, poetry, images, whatever your students need to record, explore or present. Heather inspires the students to think beyond the concept of the traditional book. Heather loves to write on any surface! Some of the earliest records are on clay, inscribing, impressing, writing or mark making as a record on the surface of ceramic pots and tiles. Every culture uses clay differently, there is a long history here in western NC that can be tapped into as well as traditions worldwide depending on what you are studying. Heather is works with hand building and surface patterning. Her extensive teaching experience makes her adaptable, flexible and inventive and a teacher. Heather will meet with you and tailor her residency to fit in with your lesson plan. Heather Hietala is a passionate multi talented artist/teacher working in many different media, books and clay being two of her passions. Her TAPAS residencies to date have worked with 4th and 6th graders to create journals to record their personal narratives. The students designed and painted paste paper covers and learned how to fold and sew signatures to create a large format journal for use with their classroom teacher. Books and clay are very versatile and she is available for K-12. A full-time mixed media artist, Heather is versed in the Fine Arts - BFA in Painting and Sculpture and Crafts - MFA in Textiles. When teaching Heather combines the inspiring act of making and the personal to teach alternative sculptural techniques and bookmaking/ journaling.
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Norma Bradley
828-273-7509 normabradley1@gmail.com www.normabradley.com
Visual Art / Writing / Art Quilts
Norma Bradley’s passion for the history of traditional quilts, the creation of contemporary Art Quilts and arts integration makes each residency exciting and innovative. Her vibrant contemporary fiber quilts have been exhibited in museums and galleries and are in personal and corporate collections. She has been a teaching artist for more than 30 years and participated in the State of North Carolina Visiting Artist Program. Norma is the creator of the nationally recognized Earth Quilt Project.
3-12th Language Arts, Social Studies, Math
After creating three, fiber art quilts during a residency at an A+ elementary school, an arts coordinator noted“…your handling of the students, their level of engagement, and the volunteers you enlisted made your residency one of the best we have had”. An art teacher wrote “You inspire me so much as a teacher and artist and I am so glad to have formed our relationship”. Fiber and Paper Arts Quilts: The craft, art and rich history of the “quilt” as a means of personal expression come alive as students participate in the creation of an original “Art Quilt” and learn that quilts tell stories. Parents, community members, students and teaching staff are invited to share their personal quilts and to tell the stories they each hold. In a planning meeting, a theme will be determined. For example, the theme can be inspired by a specific celebration, weather patterns, music, books, Japanese art and culture, personal experience or other research and learning related to school curriculum. In longer residencies, collaborative fiber quilts will be created and become permanent pieces of art installed at the school. Students will learn to collaborate, draw with their scissors, use appliqué and piecing techniques, needle and thread. The cutouts of Henri Matisse, color interaction experiments of Joseph Albers, painting and collage narrative of Romare Bearden will be introduced. Inspired by their process each student will have the opportunity to write a poem or story. Finally, in the tradition of the quilting party, students will celebrate their accomplishments by sharing their experiences and writing.
Holly de Saillan
Hollydesaillan@gmail.com 828-280-8804
Visual Art / Ceramics / Mosaics
Holly combines thirty years of artistic expression in clay and mosaic with her love for helping all children create at their fullest potential. She is deeply inspired by nature, with her long-time signature series being raku-fired beetles. Her love and reverence for art and nature inform her desire to use reclaimed materials, such as tumbled pottery shards and hand-mixed glazes. Her extensive experience in arts integration -- within NC content standards -- positions her to work closely with teachers to bring math, landforms, and natural sciences to life. She has provided direction for students in collaborative mosaic installations and has led raku workshops.
Prek-12th Social Studies, Math, Science
Holly has a Masters degree from the University of Northern Colorado School of Art & Design with an emphasis on art education. She has a BA in Visual Arts and an AA in Early Childhood Education. She worked for 6 years with a non-profit agency for abused and neglected children and for 7 years within the public school system with exceptional learners. She has travelled and studied art in Italy, Spain and France. Her work has been published in two of the Lark Publication Series (500 Vases and 500 Raku).
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Visual Art / Fiber Artist / Sculptor / Basketry
Carla Filippelli
cranberryc@bellsouth.net 828.299.3246 By teaching an easy-to-master basket technique, Carla Filippelli engages children in grades 4-12 by exploring the ancient craft of basketry. In each workshop or residency, participants create one or several woven baskets to take home with them.
K-8 / EC Language Arts, Social Studies, Math, NC History
A typical fourth grade, 2-3 hour workshop consists of teaching the twining technique and creating a small garlic basket or water bottle holder. Using thematic issues in ancient cultures, social studies of early North Carolina settlers and simple math concepts; these weaving activities also inspire writing and new uses of vocabulary words. Discussions of recycling and reusing is encouraged and SCOS includes: grade 4-1.04, 2.01.2.04,Social Studies 4,5 Language Arts 1,5 and Math 1,2,5 also grade 8 Social Studies 1.02,2
As an accomplished artist and educator, Carla has seen first-hand how empowering children through craft studies has positively impacted their behavior and attitudes. At-risk students have especially benefited from hands-on lessons with relevant moments to reflect and integrate action with creativity. For longer residencies of 3-5 days, Carla teaches Appalachian ribbed basketry or more advanced twining techniques. Each student will take home at least 3-4 baskets with a clear understanding of technique and color combining. Carla provides all materials and tools for several popular workshops as she shares her passion of basketry and fiber arts.
Audra Holden
lifeonaloom@gmail.com 828-989-1908/ 828-255-7913
Visual Art / Fiber Arts
Audra Holden’s weaving projects engage children of all ages and abilities in a broad range of lessons such as patterns, measuring, geometry, sequencing, problemsolving, physics, history, and/or community-building. Presenting weaving as a metaphor for life can also provide many opportunities for language arts activities and character exploration. Projects can be tailored to your time constraints and grade level, ranging from simple individual projects to complex large-group weavings, using any of a wide range of looms.
PreK-12th Mathematics Social Studies Language Arts Science
Although Ms. Holden has a B.S. in Mechanical Engineering and an M.S. in Applied Statistics, her weaving education came in the folk art tradition, handed down by her elders. She learned inkle weaving from her mother and advanced four-harness loom techniques from an eminent Lithuanian textile ethnographer, subsequently weaving a Lithuanian folk costume for herself. Most of her weaving has been on the four-harness loom until 2010. At that point she discovered “Weaving a Life�, which uses tapestry weaving techniques in the process of self-exploration, and she became certified as a Weaving a Life Circle Leader. She has facilitated projects at local schools, such as the garden looms at Claxton Elementary, and has been the weaving instructor at Camp Neringa, a Lithuanian cultural camp for children, for many years. Her Story EarthLoom is engaged for community weavings at various events in the Asheville area.
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Christopher Holt
echristopherholt@gmail.com 828.252.5050
Visual Art / Drawing Media / Painting
Through the discipline of drawing, K-2nd grade projects will encourage students to expand vocabulary, manage new tools and use them to reflect and expand their environment. As this process continues in grades 3-5 and beyond, children will plan a project to completion incorporating a variety of mediums. Exploring and practicing drawing/painting will give students confidence and a deeper understanding of the world as it relates to the academics offered at each grade level. Holt’s experience within the master/ apprentice studio has prepared him to work in the classroom where one must be able to work with students of various skill levels.
K-8th Art Language Arts
Christopher Holt has a degree in Studio Art and English Literature from UNC-Chapel Hill. In 2003 he began as a student at The Fine Arts League of the Carolinas, a non-profit art school dedicated to teaching the tools and techniques of the Old Masters. Holt was an apprentice under Benjamin Long, taught drawing classes, and was the Director of Students. He is currently the Executive Director. Holt works with drawing media and painting in the realist tradition (charcoal, graphite, conte, pen & ink, watercolor, oil, and fresco).
Ginger Huebner
ginger@gingerhuebner.com www.gingerhuebner.com 828.545.4827
Visual Art / Collage / Chalk / Encaustic Wax
Inspired by the power of words, Ginger Huebner’s works are visual translations that manifest rich imagery, symbolism and metaphor through the mediums of chalk pastel, collage and encaustic wax. Ginger’s educational workshops thread the elements of the common core standards into the exploration of both the realistic and abstract representations of place, literature and creative writing. Students will create original works of art that visually represent what they are studying, writing or reading. Workshops can be easily adjusted for time, class size and grade level.
PreK-12th Art / Art Ed. Language Arts Science Social Studies Geography
For Huebner, life is full of stories and each fragment of life is an opportunity to capture artistically what often transcends expression in mere words. Her work embodies people’s hearts, their dreams, their passions in life, and the moments and individuals that define and refine them. With a Bachelor of Architecture and a Masters in Teaching Visual Art, Ginger’s teaching experience spans a variety of disciplines. A certified K-12 Visual Art instructor, Ginger has worked with students of diverse backgrounds using a collaborative approach. She founded Roots + Wings School of Art and Design in Asheville, NC to provide unique visual art education to all people, as well as connect the strong local artist community with the rest of Asheville and surrounding regions through classes and workshops. The school provides a variety of programming, including a Visual Arts Preschool, After School Community Design Lab program, Art + Design Semester programs, Custom Private Art sessions, and Homeschool programs for people of all ages and abilities.
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Thank you to our financial supporters: Windgate Charitable Foundation
New for Spring 2016! TAPAS Legacy Grant are now being offered at $3,500.00 We will give 2 TAPAS Legacy grants per semester at this new amount! Imagine the possibilities!
Jim McDowell
jim@blackpotter.com 828.989.8484
Visual Art / Ceramics
Jim McDowell has worked as a studio potter/teacher for over thirty-five years. His teaching venues have included schools from elementary grades through high school, summer community programs, major corporations, and many art residencies under the auspices of Southern Alleghenies Museum of the Arts. He’s the recipient of an Andy Warhol Museum Grant and awards from the Heinz Foundation. He’s taught at the Chautauqua Institution, the Winterthur Museum, and Warren Wilson College, among others, and has presented programs at the Mint Museum and Touchstone Center for the Arts.
3rd-12th Art, History, Social Studies
While he creates all styles of decorative and functional pottery, Jim specializes in unique face jugs and folk art representative of his African-American background and family history. His work has been displayed in art centers and museums across the country and in Europe, among them 4-F Gallery, Los Angeles; Walter Anderson Museum of Art, Ocean Springs, MS; and Cubitt Gallery, London, England. He’s also been a featured potter in several independent films, on the DIY television network, and on PBS’s History Detectives. He earned an Associate of Art degree from Mt. Aloyisius College, but Jim is essentially self-taught as a ceramicist, fine tuning his art over the years through workshops and under the mentorship of several world class potters. Jim McDowell works out of a studio in Asheville’s River Arts District and lives in Weaverville.
Leslie Rosenberg
leslie.rosenberg@gmail.com (828) 231-3108 Leslierosenbergart.com
Visual Art/ Wood Carving/ Mixed Media
Wood, the possibilities are endless! Carve it, paint it, nail it, glue it, burn it, mark it, assemble it, distress it, sculpt it, silkscreen it, reuse it! From mask making, to geometric tessellating assemblage, from small buildable environments to larger reused wood installations, students will develop an idea, research and plan, learn woodworking techniques, and create a finished product they can take pride in. These wood based residencies will have a strong focus on idea development, medium exploration, problem-solving and discovery. Project ideas are easily catered to curricular standards, thematic units, and grade level.
K-12th Math, Science, Language Arts, Social Studies, Art
As a certified K-12 art instructor with a Master’s degree in Art Education and a Bachelor’s in Sociology, Leslie Rosenberg has been teaching students from preschool age to adults since 2000 in public and private schools, treatment centers, after-school programs, and internationally. Leslie currently teaches for Roots + Wings School of Art and Design and LEAF’s Easel Rider. She is endlessly curious about the possibilities that arise when we engage students, schools, and communities in the art and design process. Leslie creates mixed media pieces in paint and wood. She employs paint, texture, mark-making, shape, and color in both abstract and objective ways. She is most interested in the interaction between humans and nature, the push and pull of our wants and needs in this world, and the compromises we ultimately face in our future. Her work explores this interplay with the natural world and the contrast of beauty and harshness within it. Leslie was the recipient of a Windgate Scholarship to Penland School of Crafts in 2014, and has won Best in Show twice for Western Carolina University’s Art Educator’s Exhibit. She is currently working on a body of work to show in and around Asheville, NC.
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Melissa Weiss
melissa@melissaweisspottery.com www.melissaweisspottery.com 828-776-3953
Visual Art / Ceramics
Clay is a versatile medium that can be used to express and translate many ideas. History, science, literary arts and visual art can be built upon with ceramic projects to enhance their meaning. Every culture utilizes clay, it is the oldest art form. I want to keep my subject matter wide open because it can be so easily applied wherever there may be a need or idea. I am experienced in functional pottery hand-built and wheel thrown, tile making and installation. I am influenced by pottery made in other cultures throughout time and use them for inspiration and ideas incorporating that into my work. The magic never goes away in ceramics. You take a piece you have made and lock it away in the kiln and when you open that door the transformation is always amazing.
1st-12th Art Language Arts Science Social Studies
Melissa Weiss has been working with clay since 2005. She has taken classes and workshops at Odyssey Ceramics Center, John C. Campbell and Penland. She has learned to fire wood kilns and make clay, glazes and slips with local potters. She was a member of Clayspace Coop in the RAD from 2007-2013. She now runs an 8000 square foot warehouse near the Swannanoa River in SE Asheville where she makes her own work and rents out space to other artists. Melissa received a BFA from SVA in photography in 2000. She received her teaching license from UNCA in art K-12 in 2010. She fulfilled her student teaching in the art classroom of Robbie Lipe at Vance Elementary. During that semester she worked on projects with every grade level which culminated in an integrated show and art opening at Vance called Vance Village. Melissa has a daughter in 4th grade at Isaac Dickson. She is currently an active substitute teacher in the Asheville City School System.
Ian Wilkinson
info@ianthepainter.com www.ianthepainter.com 505.231.2190
Visual Art / Mural Arts
Ian began his career early as the lead muralist at the Holocaust Museum of Virginia. He was the co founder of Dcfreelance art and design,since their beginning they designed and created hundreds of commercial and residential murals. He holds a BFA in painting, from Adams State College, in Colorado. He has extensive experience teaching painting an drawing to all age groups.
K-8th Art Language Arts Science Social Studies
Ian is currently the program director for the Asheville Mural Project. AMP is a non profit that uses murals and public art to bring about social change.AMP offers murals for commercial, and residential needs, and 100% of their profits go to community projects throughout Asheville. AMP uses the mural arts to raise social awareness, and communicate a wide variety of topics. Murals can be very effective for language arts, social studies, and science. Creating a murals is a superb way to create lasting teaching tools for future classes, and vividly etch that same curriculum into the minds of those that create the work. Our mural methods can be tailored to any age group. We would like to focus on middle and elementary school. We are very interested in the possibility of working with any isolated special needs.
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Marci Bernstein marci@atticsalt.org www.atticsalt.org 347-678-9869
Performing Art / Actor / Director / Playwright
Marci uses a distinctive blend of standard curriculum spiced with theater arts to create a program tailored precisely to your classroom. From using folktales to examine writing concepts so your students can create and perform their own original plays, to using books already being studied in class to create a classroom news show overflowing with both informative and hyperbolic language, Marci will work with you to develop a program that uniquely suits the direction of your curriculum and your students’ specific needs.
K-5th Theater Playwriting Songwriting
Some of Marci’s past residencies include: Studying the Fifty States with Puppets; Examining Class, Race, Gender, the Evening News and To Kill a Mockingbird; Learning Main Ideas and Supporting Ideas through Songwriting. Marci has nearly twenty years experience in classrooms building programs using a cross-curricular approach. She is the founder and Education Director of Attic Salt Theatre Company, a non-profit arts-education company and the author of three theater education books published by Scholastic, Inc.
Adama Dembele
adamadembele2@gmail.com www.adamadembele.com www.zansamusic.com 828.407.6325
Performing Art / Musician: West African Drum / Dance
Students will focus on learning about the cultures and traditions of West Africa from a native West African musician. In addition to learning the actual rhythms and dances, students will explore the folklore represented by the music, the way the instruments are made, and current events relating to West Africa.
K-12th Music Dance Social Studies Health Ed
For 33 generations, Dembele’s family has carried the tradition of drumming, dancing, and oral history of their people in Mali and Ivory Coast. In 2005 he moved from Abidjan, Ivory Coast to the United States to further spread the sacred beauty of his people’s tradition through instruction and performance. In 2007 he settled in Asheville, NC, and has been enjoying teaching students from age 4 to 104. His curriculum of instruction meets (and exceeds) the Essential Standards of North Carolina for K-12 in four subject areas (music, dance, healthful living, and social studies).
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Christine Garvin
Performing Art / Body Wellness Coach / Writing / Dance
christinegarvin@gmail.com christinegarvin.com/ Blog: holisticwithhumor.com 828-548-0698
What is the common thread of movement through different cultures and ages? Christine poses this question via the kinetic application of dance. Teaching 3rd-8th historical practices and social justice through the art of movement, students will learn dance steps that are steeped in traditional cultures, but are still used Social Studies today. The residency can be based on African, Indian, European, or US history, Health Ed. or a combination of two or more. Students will walk away with not only a deeper Dance knowledge of world history, but also a choreographed routine based on a song chosen by consensus. Focusing on community-building, an example of a residency would be a cross-cultural performance, where the students choose a song of significance and help co-create the choreography along with a group of elders, or incarcerated women, or with other national artists. Digital technology can be used to facilitate this experience across town or across the country, culminating in a performance in the Asheville community. Christine Garvin teaches Hip Hop, Bhangra/Bollywood, and jazz dance to adults and kids in the Asheville area. She uses dance as a way to create and strengthen connections to the body, while instilling cultural traditions and connecting them to present day America. Through application of her Masters in Holistic Health Education, she tackles issues of body image, culture, and health. She has worked with youth in a wide variety of settings, including San Francisco’s historic Stern Grove Festival, Asheville City Schools, and as a LEAF Schools and Streets teaching artist.
Dave Hamilton
moogerfooger@gmail.com www.blindingstandstill.com 828.215.2138
Performing Art / Musician: Theremin / Audio Production
Dave focuses on the correlations between science, music, and technology. By utilizing his experience with classic electronics in conjunction with modern musical tools, he provides an engaging, scientific historical journey for participants. Through the use of the Theremin, a unique musical instrument dating back to the 1920’s, students learn engaging ways of creating, controlling, and shaping sound waves. Through performance as well as the option for interactivity, empowering lessons on the physics of sound, technological design, motion and forces, the human body, and energy transfer are provided.
5th-9th Music, Science, Technology
Dave has spent years studying music production techniques in both academic and professional settings. Through being employed by synthesizer pioneer Bob Moog, he was able to study electronic musical instrument design, production, and performance techniques. Dave has served as a volunteer for the Bob Moog Foundation, a non-profit with a mission to educate and inspire children and adults through electronic music. Since moving to Asheville in 2000, he has been involved with the construction and operation of a recording studio, worked in a production role for various venues and festivals, as well as mentoring youth through shared experiences.
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Bruce Kennedy
Moviemaking and Editing Skills / 2D + 3D Art and Design
brucekennedy49@gmail.com 828.253.2954
For over 7 years, Bruce Kennedy has explored the power of story with hundreds 3rd-8th of Asheville and Buncombe County youth. His program “Directing Ourselves” uses ‘facilitated reflection’ to help lead each group to discover the stories they Moviemaking, find important and choose to turn into movies. The group’s process employs Art, Language studying others’ stories, cooperative discussion, sharing personal experiences Arts, History and interactive inspiration. Technical moviemaking skills and dramatic storytelling techniques are practiced in a ‘do no harm’ environment. Mocking and bullying, so common in many schools, is simply not allowed. Any anti-social behavior is immediately addressed as a possible ‘learning moment’ and could even become the subject of a film. The Kennedy restricts his class direction to the minimal needed to jump-start the group’s own creative energies, as they search for direction and solutions. Kennedy’s varied background adds to the direction and curriculum of the program. In addition to founding and developing ‘Directing Ourselves’ here in WNC, he has excelled at first-rate art schools, lead a number of financially successful businesses, lived in various stimulating locations, here and abroad, been enriched by numerous outdoor activities, logged hundreds of hours in the air as pilot-in-command, been married for 42-years to his wife, Carmen Ramos- Kennedy, and is the proud father of two highachieving, entrepreneurial women. Kennedy is also a sculpture, painter, illustrator, designer, writer, moviemaker, avid reader and social activist. Many of lessons learned in this diverse life now find there way into the program.
Asheville Asheville City City Schools Schools Celebration Celebration of of Champions Champions April 16, April 16, 5:30pm 5:30pm Crowne Crowne Plaza Plaza Expo Expo Center Center Celebrating the Celebrating the committed committed volunteers volunteers in in Asheville Asheville City City Schools. Schools.
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Erinn Hartley
ehuntley11@gmail.com www.anamcaratheatre.com 828.545.3861
Performing Art / Theatre / Visual Art / Writing
Erinn Hartley presents engaging workshops in performance, writing, and theater design. Hartley’s workshops spark creativity, build confidence, and encourage students to delve deeper into the subjects they are studying. As an experienced artist and educator, Hartley is able to adapt her workshops to fit the needs of your particular students.
5th-12th Language Arts Social Studies Theatre Science
Hartley’s workshops include, but are not limited to the following: Exploring Plays through Design: Hartley guides students deeper into the world of a play through exploring elements of scenic, lighting, costume, and sound design. Students choose time periods and design areas, and work collaboratively in small groups. Through research, analysis, and artistic expression, students gain deeper understanding of characters, text, and historical and cultural practices. Spoken Word Poetry: Students sharpen skills in writing, public speaking, and expression creating poetry for performance. This workshop supports skills learned in Language Arts. Hartley utilizes both writing and theater exercises to engage students. Erinn Hartley is the Executive Artistic Director and founder of Anam Cara Theatre Company in Asheville. She has professional experience and graduate level education in design and technology for the theatre; a BA in English and Theatre; and extensive coursework, training and experience in Education. In addition to her work with TAPAS and Anam Cara, Hartley works as a Teaching Artist through LEAF Schools & Streets and UNCA’s Super Saturday Program. Hartley is a 2013 recipient of an Asheville Area Arts Council Regional Artist Project Grant.
Wendi Loomis
wendi@jazzandpoetry.com www.jazzandpoetry.com 828-280-9092
Performing Art / Musician / Poet / Actor
Wendi offers an introduction to traditional American music and poetry forms encouraging students to make poetry and music out of their everyday environment. The goal is to create an exciting interactive experience for students integrating curriculum content. Integration units include: War-time Blues—Connect History to Song Writing: Students will develop blues songs based on their perspective of key concepts from history.
Musical Math—Division of Sound in Music: Students explore how rhythm patterns in music and lyrics relate to fractions of time and create their own patterns and
K-12th Language Arts History Math Science
songs.
Sound Science—Explore how Wind and Vibration create Pitch and Tone: Students will build simple instruments from recycled materials that create tone and pitch with either wind or strumming.
Wendi received a Bachelor of Arts in Acting, Playwriting, & Musical Theatre from Western Washington University. Since 1997 she has used her performance and writing skills for Poetry Alive! based out of Asheville, NC. She has conducted performances, workshops and residencies as well as in-services for teachers at all levels across the country. She also taught Music and Drama at the Middle and High School levels in South Carolina and worked with the Greenville Metropolitan Arts Council’s SmartArts Arts Integration program since 2004. Her writing has been published in Poetry Slam: The Competitive Art of Performance Poetry Anthology among other places. She has performed for Diana Wortham Theatre, ACT’s 35Below, and taught Acting at Tanglewood Theatre Camp in addition to playing and singing traditional jazz with some of her favorite Rhythm Rascals, and The Gypsy Swingers. Currently, Wendi performs with The Red Hot Sugar Babies singing roaring 20’s hot jazz and sultry blues and as a solo artist with ukulele singing her original songs.
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Grayson Morris
morris.grayson@gmail.com 828-707-6261
Performing Art / Storytelling / Puppetry
Grayson Morris offers workshops on storytelling through puppetry because she believes that everyone is a storyteller. With Grayson, students will learn all the elements of producing a show including set design, building puppets, creating sound effects, and storytelling and puppet manipulation skills. The workshop will culminate in a final performance for other classes. Folktales - Students will work in groups to adapt folktales and rewrite them in their own words. They will then create handmade puppets to illustrate their stories and take
1st-5th Art Language Arts Social Studies Theatre
turns reading the narrative and manipulating the puppets behind a playboard.
Personal Stories - Each student will write a true personal story and create shadow puppets to illustrate it. They will record their voice reading the story and play the recording as they perform a shadow puppet show on an overhead projector.
With 7 years of experience as a puppeteer, and a lifetime of experience making costumes, funny voices, and creating little worlds, Grayson builds and performs with puppets in a wide variety of styles. She has worked with children for the past 10 years as a teacher, tutor, mentor, and nanny and has three years of experience working as a teacher assistant at Woodfin Elementary and Isaac Dickson Elementary. In 2011 Grayson started Asheville Puppet Club which is a community outreach program that meets monthly to teach puppetry skills for free and empower others to become puppeteers. She has performed in puppetry slams in Asheville, Durham, and Atlanta and she performs regularly in Asheville as a storyteller at the Synergy Story Slam and Listen to This storytelling showcase.
David Novak
David@david-novak.com www.david-novak.com 828.280.2718
Story Arts: Spoken Word / Creative Writing / Storytelling
What is a book? Where do stories come from? David explores these questions with grades K-12. Students will: learn to hold stories in paper-folding and string figures; find stories in stones, weather patterns, and the life cycles of plants and animals; invent finger plays and pattern stories; compose and retell something beautiful from their own life experience. While David’s residencies directly address competency goals in Arts and English Language, students also explore core concepts in Science for Inquiry, Systems, Order, Change, and Constancy as they explore the natural world for ancient patterns that create new stories. As your class discovers and creates stories, they will practice 21st Century skills of Collaboration, Critical Thinking, CommunicAtion, and Creativity. A residency with David Novak is A Telling Experience! David has experience with all grade levels.
PreK-12th Theater Math Language Arts Science Social Studies
David Novak is an award-winning storyteller, author and actor, performing on the main stage at the nation’s top storytelling festivals and as a featured storyteller at the prestigious National Storytelling Festival. Highly prized for his amazing vocal pyrotechnics and dynamic physicality which bring ancient tales, classic myths, and original stories to life and captivate audiences of all ages, Novak is in demand for his keynotes, workshops and as a one-on-one coach. He’s thrilled audiences from Hawaii to New York, and in countries around the world including a recent encore tour in China.
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Sharon Smith
starsmith13@gmail.com 202.441.0390
Story Telling / Writing / Poetry
Sharon Smith uses improvisational theatre techniques to bring Language Arts and Social Studies lessons to life. An experienced classroom teacher, Sharon tailors workshop activities to core academic standards, student needs and different learning styles. Past workshops have included, but not by any means been limited to: Storytelling: Students learn the art of storytelling, which culminates in a “Tellabration” or storytelling festival.
K-12th Language Arts, Social Studies, History
Living History: Consciousness and comprehension of historical issues and themes is improved as students focus on developing improvisational acting skills in preparation for performance. Sharon Smith is a Multicultural Theatre Arts Educator and Cultural Consultant with over 20 years experience, teaching and directing. She is a graduate of Fiorello H. LaGuardia High School of Performing Arts (the FAME School) in New York City, and has a degree in Multicultural Education from the University of Massachusetts At Amherst. Sharon Smith specializes in multicultural improvisational theater/“Theater of the Oppressed” and is a member of the board of AWITSC.
Lisa Aimee Sturz
lisa@redherringpuppets.com www.redherringpuppets.com 828-252-1692/ 828-273-1488
Performing Art / Puppetry / Theatre
Red Herring Puppets’ hands-on residencies enrich and support classroom learning. Students research selected topics, help with scripting, design and create a puppet in a specific visual or cultural style, record the soundtrack, learn the basics of puppet manipulation, and perform a puppet show. The process expands curriculum learning while encouraging teamwork, cooperation, and self-esteem. Past topics for K-5 have included electricity, the history of flight, life cycles, phonetics, Appalachian culture, Greek myths, fairytales, constellations, weather patterns, Native American stories, and dreams. Work with older students has included producing music videos on overhead projectors and building puppets and costumes for school productions
K-12th Science History Literature
Lisa Sturz, has an MFA in Puppetry from UCLA and has participated in Arts and Integration trainings with the Kennedy Center, Blumenthal Performing Arts Center, UNCA, and North Carolina Arts Council. She has worked with Henson Productions, Disney Imagineering, Lucasfilm, PBS, Ice Capades, UNC-TV, the Asheville Symphony, Birmingham Children’s Theatre and The Lyric Opera of Chicago. Red Herring Puppets’ curriculum based “edu-tainment” has been featured at the Center for Puppetry Arts in Atlanta and several Puppeteers of America Festivals earning an UNIMA citation of Excellence – the highest honor in American puppetry.
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Amelia Terrapin
amelia@mobiusmoves.com www.mobiusmoves.com 828 989 3843
Creative Movement, Dance, Choreography
Why does the moon change shape in the sky? What does a sound wave look like traveling through space? How does a volcano erupt? Amelia’s lessons deliver K-12 science standards through creative movement, reaching visual, auditory and kinesthetic learners simultaneously. The joy of movement blends together with the wonder of science to create an exciting and active learning experience. Residencies often culminate with a performance, giving students an opportunity to demonstrate their knowledge while working creatively and collaboratively together.
K-12th Dance, Science, STEM
Amelia is happy to collaborate with teachers to create customized residencies to fit learning needs; some of Amelia’s past residencies include: Solar System in Motion, States of Matter, Water & Wind, and Systems Thinking Amelia Terrapin is a dancer, choreographer and educator with over 15 years of experience as a teaching artist, integrating movement into academic curriculum. She is the founder of Mobius, a K-12 science curriculum taught through movement (www. mobiusmoves.com). She has worked with youth in a wide range of settings across the US in public schools, at-risk teen summer camps and after school programs. Amelia also offers professional development and team-building workshops to teams of educators and administrators (www.mobiusmethod.com).
Laura Boffa
laura@ashevillewritersintheschools.org http://beinglauraboffa.wordpress.com
AWITSC / Creative Writing / Author (Poetry, Fiction, Personal Narrative, Opinion, Comics, Storytelling)
Laura discovered her love for writing when ‘Take Your Daughter to Work Day’ quickly became ‘Type Stories on Dad’s Typewriter While He Makes Phone Calls K-8th Regarding Truckloads of Vinegar Day.’ She is now a children’s writer, and her story ‘The Day the Sea Split’ was published in Spider Magazine. Although Laura Language Arts, knew that she was a writer from a young age, she believes that everyone is a Social Studies, writer because everyone has a story, but that many don’t know it yet. Laura has Drama been helping children find their creative voices through True Ink writing camps at the Thomas Wolfe Memorial, Roots + Wings Community Design Lab at Vance Elementary, two bilingual writing camps at a Latino center in Burnsville, and Family Voices, a 12 week TAPAS sponsored program at Hall Fletcher through AWITSC in which all third grade students explored the culture and values of their families, school, and community through writing and families gathered for bilingual evenings of writing with their children at the school. Students who work with Laura will explore, critically analyze, and express opinions or conclusions formed about curriculum content through creative writing. Whether poetry, fiction, or other forms of storytelling, students will experience the full writing process, from idea-storming through peer revision. They will develop confidence in writing and practice skills such as questioning, organizing ideas, description and figurative language. Students will come out of the residency with a finished piece of writing, whether an individual piece that they present aloud or publish in an anthology or a collaborative poetry map, poetic collage, or story. Beyond that, they will build a stronger writing community in the classroom – a safe space to share their creative voice, collaborate on ideas, and help each other to experiment with and improve what they have written.
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Janet Hurley
AWITSC / Creative Writing / Author
janet@ashevillewritersintheschools.org www.true-ink.org / www.ashevillewritersintheschools.org / www.trillmagazine.org
Freelance writer, memoirist and creator/facilitator of Writing to Change the World at Isaac Dickson Elementary School, Janet engages students with creative non-fiction forms (memoir, personal essay, profile, narrative journalism and issue-based feature story) and innovative multi-media non-fiction writing and publishing, including writing for radio, public presentation and internet-based platforms.
K-12th Language Arts Social Studies Science Technology
Janet believes that students need to develop and practice writerly habits and writerly ways of thinking in addition to learning discrete writing skills and craft. Janet often says she can relate the writing process to “anything!” and is an advocate for writing across the curriculum. She believes that writing enhances problem solving and critical thinking, develops integration of process, content, and skills, increases decision making abilities, and encourages a healthy skepticism which leads to exploration of ideas, an enlarged world view and a confident imagination. Janet brings is the founding director of True Ink, providing creative opportunities for young writers in the Asheville area since 2008, including summer camp programs, afterschool programs, private classes and special events and workshops. She also publishes Trill, a complete arts magazine for teens. She is the co-founder and acting administrator for Asheville Writers in the Schools, which trains and places writers in long-term residencies in local schools and community programs. She recently completed a year-long residency at Isaac Dickson Elementary which included a collaboration with WCQS to record and air 60 This I Believe essays in the greater WNC area, as well as the second annual production of TEDxyouth@isaacdickson. Janet has a Master of Fine Arts in Creative Writing from Lesley University in Cambridge, Massachusetts and has a BA from the University of North Carolina-Chapel Hill , where she completed the honors program in creative writing.
Tamiko Ambrose Murray
tamiko@ashevillewritersintheschools.org 828.318.6310
AWITSC / Author / Spoken Word Poet
Motivating young people through creative writing to combine imagination, personal perspective and life experiences is a natural context to incorporate Common Core curriculum literacy standards appropriate for a student’s grade level. Through guided practice, Tamiko facilitates the free-writing process to harness
K-12th Language Arts
students’ imaginations to create creative non-fiction, fiction and poetry while building confidence in the analysis and use of selected literary devices. With embedded explicit Common Core State Standards, students experience language arts as a functional and positive means of self-expression, a strategy that has resulted in a demonstrable increase in EOG scores with students Tamiko has worked with in the past. In celebration of the completion of their stories, students will read their work aloud in front of other students and teachers. Tamiko is an Asheville Arts Council Regional Artist Project Grant (RAPG) recipient, winner of the Wilma Dykeman Award for creative non-fiction and is a co-founder of Asheville Writers in the Schools (AWITSC) and resident writer. She is the former program and community coordinator for LEAF Schools & Streets and presently serves as the local coordinator for a southeast regional arts organization, Alternate ROOTS. She received a Masters in Social Work from Western Carolina University and has worked with both young people and adults within the school system and through local community programs since 2002.
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Indy Srinath
indy.srinath@gmail.com
Spoken Word Poetry / Environmental Education
By viewing writing through the lens of nature, students are able to ground themselves in the fundamentals of literature, borrowing the natural rhythm 3-12 / EC of songbirds and rivers. As a spoken word poet, herbalist and environmental Spoken activist Indy Srinath guides students through the deep woods of poetry and Word Poetry/ prose, rooting common core requirements to broad leafed creative writing. Environmental Through instilling a sense of land stewardship and social justice, students Education are capable of writing about societal issues and the ways in which they are affected by the environment. Indy also incorporates elements of botany, plant identification, nutrition, and basic gardening techniques by leading students on plant walks, creating field guides, and getting their hands dirty in the soil. As a teaching artist, Indy encourages students to find their creative voice, channeling the beat poets of the early 1940s, challenging social conformity and literary tradition to create a unique style of writing that entertains the listener and empowers the author. Indy Srinath specializes in working with the special needs community and has completed a two month residency in Costa Rica teaching visual art to students with special needs. She has worked with The Gallery Group where she taught painting and mixed media, as well as Open Hearts Art Center and completed a one month residency at The Special Childrens’ School in WinstonSalem, NC. She is the resident herbalist at Eagle Rock Farm and attends the Appalachia School of Holistic Herbalism. Indy is also a contributor to the Juniper Bends Reading Series and is a member of the American Herbalists Guild.
Johnathan Santos
innerpeace13@gmail.com jonathansantosmusic.com 828-774-1344
AWITSC / Performing Art / Poetry/ Songwriting / Tai Chi (Hip Hop, Poetry, Song writing & Recording, Health, Community Building)
Through exploring current and past music and poetry, then composing and developing their own unique performance, students explore their identity as it relates to time in history, place, and culture. Incorporating kinesthetic learning through Tai’Chi and Gung Fu fundamentals encourages students to develop deeper presence, explore culture, and overcome inhibitions to self expression. The Goal of each residency is for the student to develop confidence in their unique self image, public speaking, writing, and performing ability while referencing works of music and poetry from the past and present, and creating their own. Incorporating technology, students record their work to share and collaborate with peers locally and worldwide. Students are encouraged to explore topics that reference the theme “Changing the World by Changing Me”
1st-12th Language Arts Social Studies Music Health Ed
Explored topics range from the Environment and consumption, Creating your own Mantra and Word Sound Power, the Civil Rights Movement, Urban Renewal, Immigration, Dream and goal setting, to discovering what is your passion. Lessons are age appropriately adjusted and coordinated with Common Core Curriculum standards. Santos is an accomplished vocalist and performer, completing several studio albums, and touring with noted family Kid Hop Band “Secret Agent 23 Skidoo”. He has a BA in Political Science from North Carolina A&T State University and holds the rank of “Sifu” or Instructor in Shen Tao Innergy Arts, Tai Chi and Gung Fu with over 5 years of teaching experience to all ages. Experience includes working with youth at Carolina Day School; at the Key School, Evergreen Community Charter School, Green Opportunities HHI Youth Programs, Owen Middle, William Randolph Learning Center, and through LEAF Community Arts and Asheville Writers in the Schools and Community. Founder of his own “Edutainment” business, aimed at entertaining and equally educating audiences and participants that impact awareness on intrinsic and social justice levels. He is a member of Alternate Roots.
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Meggen Lyon
lyonmegg@gmail.com
AWITSC / Creative Writing / Collaborative Playwriting (Poetry, Fiction, Creative Nonfiction )
Meggen Lyon has taught creative writing workshops for people aged 7 to 70. A cofounder of Asheville Writers in the Schools and Community, Meggen has worked with 2nd-12th 2nd-4th graders in school-year residencies and ACS summer programming since 2011. Her student-centered workshops have included poetry, multi-genre, mixed media, Language Arts and collaborative performance projects. As a teaching artist, Meggen meets students Social Studies where they are, helping them to see themselves as writers and experience increased Drama confidence in their imaginative and creative abilities. She loves helping to redefine the concept of “writing” for children who have not yet had positive associations with the word. Her favorite moments are when those who struggle and resist at first suddenly find their way in, arriving at their own unique voices, ignited by inspiration and carried along on the group’s general enthusiasm. Meggen earned her MFA in Creative Writing from the University of North Carolina at Wilmington. She has served as Artist-inResidence at Dreams Wilmington, a nonprofit arts education center for at-risk youth in Wilmington, NC. Meggen has been a fellow at the Virginia Center for the Creative Arts, and a finalist for the N.C. Arts Council-sponsored residency at Headlands Center for the Arts. She was a member of Brawdeville, a women’s performance art troupe based in Wilmington, where she wrote and performed poems, songs, and skits. Her poetry has appeared in The Journal, The Kerf, Potomac Review, Elixir, and the anthology Show and Tell: Writers on Writing. Students who work with Meggen will create original pieces of imaginative writing and hone critical thinking and writing skills that can be applied across the curriculum. Each residency is tailored to the time frame, student ability levels, and needs of the classroom teacher. Her specialty is poetry, but she enjoys working in all genres and continues to explore innovative approaches to helping writing come alive for every student.
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TAPAS
TAPAS Classroom Teacher and Artist Checklists CLASSROOM TEACHER CHECKLIST • • • • • • • • • • • • • • • •
Create a time to meet with the artist face to face before residency Be the expert about curriculum connections Be clear on goals and expectations of the project Communicate consistently with artist Discuss and visit classroom space where residency with take place Be clear about curriculum connections Inform artist about media releases for students Be the co-adult in charge Remain in the classroom and engaged during residency Follow through with any pre-lesson with curriculum ties prior to residency Be the disciplinarian of students Inform artist of special need students or behavior triggers for any students Inform artists of any EC schedules or students that may be pulled out of class Use residency for ALL students (it is not to be treated as a ‘reward’) Inform parents / other teachers / administration about residency Complete the evaluation from ACSF at the close of residency
TAPAS ARTIST CHECKLIST • • • • • • • • • • • • • • • • • •
Bring creative experiences to the students Communicate your project clearly to teacher Know the classroom space beforehand Be flexible: go with the flow Find connection to curriculum standards Be a role model Build relationships with students and teacher(s) Be a friend Engage ALL kids – adjust if needed Be the co-adult in charge Be clear on teacher expectations and needs Create a budget Be the co-grant writer Consider how to celebrate student work at the end Consider how to involve parents Be consistent with your communication Complete the evaluation from ACSF at the close of residency Ask the teacher to complete their evaluation
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Advocate for TAPAS
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Application
Asheville City Schools Foundation
TAPAS Application Asheville City Schools Foundation Project Name* Character Limit: 100
Guidelines: Grants are awarded on a competitive basis. Applications are due January 30, 2015. Applications must be submitted by a lead teacher, but we encourage parents and PTO members to support teachers by interviewing artists, gathering materials and filling other supportive roles.
Requirements: 1. The grant applicant must be an employee of the Asheville City Schools System. 2. All grant applications must be completed electronically in this format and each numbered item must be addressed. Application is available at www.acsf.org. 3. Applications will be considered and awarded by the TAPAS selection committee. 4. Recipients agree to complete and submit a simple evaluation form at the end of their residency.
Teacher(s) Info Lead Teacher Applicant Name* Character Limit: 100
Additional Teachers Names
List all teachers applying under this residency. Character Limit: 300
Grade(s)*
List all grades involved in this residency. Choices K 1 2 3 4 5 6
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Subjects*
List all subjects taught by the teachers in this residency. Character Limit: 300
Teaching Artist(s) Info Lead Teaching Artist Name*
List the lead artist for this residency. Character Limit: 200
Additional Teaching Artists
List additional artists applying for residency with your project. Character Limit: 300
Artistry*
List type of artistry the artist(s) employ. Character Limit: 300
List lead artist email.* Character Limit: 254
Phone Number*
List lead artists phone number. Character Limit: 25
Project Residency Information Name of Residency Project* Character Limit: 250
Proposed Date(s) and time(s) of Residency* Character Limit: 1000
Number of students served* Character Limit: 4
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Performance* Choices
This residency includes a performance by the artist This residency includes a performance by the students Performance is not a part of this residency
Project Budget Proposal Total Number of Residency Days* Character Limit: 3
Residency Cost*
Student contact hours: $55/hr and a maximum of $165/day for 3 hours or more. Character Limit: 20
Materials Cost* Character Limit: 20
Post Production Cost Up to 2 days.
Character Limit: 100
Total Requested Funds*
Add residency and material costs. Character Limit: 20
Costs Covered by Other Sources Optional
Character Limit: 20
Project Overview Short Summary*
Write a brief project summary (3-5 sentences) that says the who, what, how, why of your project. Make sure to tell us how many children will be impacted! Character Limit: 3000
Art Product Outcome
If your residency will have a visual piece as your outcome, please upload a sketch or drawing of what you plan to have either the students, or yourself create. File Size Limit: 5 MB
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Project Goals Arts Goal (from Arts Standards)*
Download the project goals planning worksheet here.
Complete and upload into your application. File Size Limit: 3 MB
Evaluation of Student Learning*
Describe how student Learning will be assessed.
Character Limit: 5000
Major Materials*
List the major materials used. Examples:Wood panels, Glue, Paper, Paint Character Limit: 1500
Common Core/Essential Standards Integration In partnership with the proposed artist, create learning goals from the arts education standard course of study which will be taught during this residency.
Integration A*
Describe how this arts experience will be integrated with Common Core/ Essential Standards. Example: Social Studies: The learner will evaluate the impact of political, economic, social, and technological changes on life in North Carolina from 1870 to 1930. Language Arts Goal: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues. Character Limit: 5000
Integration B
Other Activities (not already described) that will help achieve the standards above: Character Limit: 5000
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Integration C*
Evaluation of student learning of Common Core/ Essential Standards: Character Limit: 5000
Project Residency Agreement Teacher(s) Agreement* Choices
I agree to implement the project described above. I agree to complete an evaluation in a timely manner.
Artist(s) Agreement* Choices
I agree to implement the project described above. I agree to complete an evaluation in a timely manner.
Principal Agreement of Support List the email for your principal.*
Please print your application and give to your principal for review and approval. Once you have completed your final edits, your principal will give us an electronic agreement of support for your grant.
TAPAS Grant Support Agreement*
The lead teacher has presented the entire TAPAS application for my review.
I have reviewed this request for a TAPAS grant, support it and agree that it adds value to our school. Choices
No Yes
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