This fall, Turnaround Arts: California hosted Inside Out Project Group Actions to support our newest cohort of schools in making bold, visual statements about their commitment to leveraging the arts for educational equity. From our state’s southern border to our northern coast, first-year #TAcalifornia teams transformed campus walls into celebratory messages of creativity, community, and identity — bringing the magic of teaching and learning through the arts from the inside… out!
Mary Chapa Academy partnered with Turnaround Arts: California in 2014, and their journey of school change through the arts is truly remarkable. Thank you to Nabil Abdulkadir for capturing their story!
by Laura Compton, Science teacher at Willard Intermediate School (Santa Ana, CA)
Though one will be hard-pressed to deny the importance of the arts in a school’s curriculum, its place in the worlds of science, math, technology, and engineering may be more difficult to pinpoint. Volcano projects, habitat dioramas, jello mold cells… is that all that arts integration within a science curriculum is? While these projects do bring an art component to the curriculum, they fall short of showing mastery of the Next Generation Science Standards (NGSS).
How can art be integrated into science curriculum to effectively show understanding of the NGSS performance expectations?
The answer lies in collaboration.
As a middle school science teacher, I need STEM (Science, Technology, Engineering, and Math) to manifest into STEAM (Science, Technology, Engineering, Art, and Math): in which art must work side-by-side with one or more of the disciplines in the acronym. As arts integration educators, we incorporate art within math and technology, just as we do with science.
While planning my Evolution and Extinction curriculum, I wanted to make science and art work together to enhance the students’ learning experiences. I began to research, scour the internet, and seek advice from my coworkers for ideas on how to effectively integrate art into science.
I found my answer on one of my Facebook group pages: a fellow science teacher posted her students’ poetry that she had them create to show their knowledge of space. They were beautiful and truly showed her students’ knowledge of the content. They were called Blackout Poems.
“Blackout Poetry uses the pages of an existing text to isolate, then piece together single words or short phrases from these texts to create lyrical masterpieces. Creating a blackout poem involves steps that are all about deconstruction then reconstruction.”
– John DePasquale’s Blackout Poetry
I needed to incorporate Next Generation Science Standard MS-LS4-4 into my lesson. According to NGSS, students who demonstrate understanding in this standard can “construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.”
The students needed to understand natural selection before they could explain it, and if they were able to do so successfully, then they could construct a piece of poetry to showcase this knowledge.
With a high population of English Language Learners (ELL) and low lexile readers, I began the lesson with a whole group reading strategy using Naturally Selected to Survive an article found on Readworks.com.
Using a reading comprehension strategy similar to Marking, we were able to:
- Review important vocabulary words.
- Highlight the author’s claims.
- Annotate these highlights.
- Connect highlights to our Next Generation Science Standard, MS-LS4-4.
Using this strategy ensured that the students were familiar with the text. In addition, by asking the students to isolate the key words and themes from the reading, and then piecing them together, I could assess the student’s knowledge of natural selection!
I instructed the students using these steps:
- Scan the text for anchor words, one word on the page that stands out because of its meaning or significance. Select three to four anchor words that convey understanding of natural selection.
- Read the article in its entirety. Circling words that relate to the anchor words chosen.
- Using a new blank piece of paper, write the words in the same place they appear on the text.
- Here’s where the creativity begins: select words, without changing their order, so they can be pieced together to create a poem.
- When the poem is completed, return to the original text. Erase the circled words that are not used for the poem and emphasize the words that are going to be highlighted.
- Draw over “blacked out” words with an illustration that emphasizes the meaning of the poem.
My students couldn’t get enough of this project. Some of them made two, three, even four pieces of poetry! The best part? Students had to read the text three to five times. They were reading it, learning about science concepts, and loving using art and science together!
See below for students’ written statements about their Blackout Poetry, where they reflect on their science and art learning from the project, and articulate how the arts deepened their motivation and interest levels.
I would love to share and collaborate.
Twitter/instagram: @Compton1206, @WillardInt
“Our community needs two things: inspiration and information” – Mr. Hughes, Resource Specialist Teacher at Warren Lane Academy of the Arts, a Turnaround Arts partner elementary school located in Inglewood, California.
Warren Lane’s recent Black History Month Showcase stems from both.
“The most rewarding thing about the showcase is how excited our students get. They’re excited to learn about this history. I call it the ‘missing pages’ of history – the facts and stories that are not widely known, yet have impacted our community.”
During Warren Lane’s recent Black History Month showcase, Black and Forth, TK to 6th graders took to the stage to share their knowledge of Black history.
Words of wisdom from Maya Angelou, Sinte dance of West Africa, and songs of resistance graced the stage.
“We were absolutely packed! There were at least 250 people in our auditorium.”
Warren Lane has put on a Black History Month Showcase every year since 1999. For these 19 years and counting, families – even alumni and parents of children who have graduated – visit year after year to support the students of their community.
This year, students at Warren Lane had a guest arrive just a few days before their showcase: none other than award-winning actress and Turnaround Artist, Kerry Washington.
“The students really felt touched with how personable Kerry was with them. She led them through performance warm-ups and coached them through their stage performances just a few days before the show.”
“Her coaching – giving advice on confidence, discipline, and how to get beyond the normal nerves that everyone encounters – that was remarkable. It gave the students confidence to move forward and to know that they’re going to be okay regardless of what happens on stage.”
After previewing the showcase and viewing their most recent artistic creations, she gifted each student at Warren Lane a copy of Ta-Nehisi Coates’ Black Panther comic book. “When you watch Blank Panther, remember that it all started from an idea that someone wrote down to share with others,” says Washington. She emphasized how important the students, their ideas, and their ability to read and write were.
The students were over the moon.
“I liked the fact that she tuned into what they need – something that hones in on the importance of their academics as well as the excitement of the Black Panther experience. That, for me, shows how thoughtful and relevant she is: focusing on the students and furthering their education.”
*All quotes are from Mr. Hughes, unless otherwise noted.
By Shelese Douglas, EdD, Arts Integration & Dance Specialist at Fremont/Lopez Elementary
A “Dance, Care, Share” event happens when a catchy song, “When You’re Smiling” (the Leftover Cuties version), gets rooted in your brain and later spills out of your body in the form of a dance that is shared with nearly 300 kindergarten through second grade students…. or something like that! This event — part performance, part fall family festival, part pep rally — was inspired by an effort to support our school’s behavior intervention program. Originally, I was looking for a fun way to encourage kids to take care of each other. I felt that a little bit of dance, music, and fun could help our young people learn to connect with their classmates while giving older youth an opportunity to use leadership skills and foster empathy.
By Deirdre Moore, Arts Specialist at Burbank Elementary
It was 20 minutes before the event. Inside the Multi-Purpose Room, a team of dedicated volunteers was busy covering tables and putting out art supplies while outside a line was forming down the sidewalk of families eager to get started. It was Burbank Elementary’s first-ever Family Art Night in collaboration with P.S. ARTS*, a nonprofit organization based in Los Angeles. As I stood at the door and took the tickets for entrance, I witnessed the smiles on the faces of the dads, moms, grandparents, teens, and toddlers who’d come with their Burbank students to enjoy a night of making art together as a family.
By Charlotte Borgen, Primary SDC Teacher at F. G. Joyner Elementary
On October 11th, the halls of Florence Griffith Joyner Elementary School were transformed into a vibrant, colorful art gallery. Every inch of wall space held a student-created self-portrait in the style of a famous artist. Mothers, fathers, siblings, and grandparents streamed through the front door in droves, stopping to admire the work and talk to their children about the process of creating their masterpieces. Everywhere you turned, a student was shouting “Look at my art!” or explaining their inspiration to friends and family. Parents stopped to write “Artist-Grams,” to be delivered to classrooms later in the week, for their children telling them how proud they were. Outside, families posed for their own portraits taken by a professional photographer. It was our school’s first art show, and our first event as a Turnaround Arts: California partner school, and it all started at the Turnaround Arts Summer Leadership Retreat.
On May 25, 2016, nine students from Dr. Martin Luther King Jr. Elementary School (King) in Compton, CA, confidently took the stage and performed at the Turnaround Arts Talent Show, hosted by First Lady Michelle Obama at the White House! Their powerful spoken word piece, “Flight,” was aptly titled, as many of the student performers had never been on an airplane before — it also spoke symbolically to the ways in which King’s entire school community has soared since becoming a Turnaround Arts: California partner school in 2014.