creative arts in public & private schools · 2013-09-12 · 2 durhamarts.org • 919-560-2718...

CAPSCREATIVE

ARTSin PUBLIC & PRIVATESCHOOLS

DURHAm ARTS COUnCIL

2013-2015 GUIDEBOOK

Over 150 exciting Teaching Artist programs

for school grades K-12, after-schools and

community programs!

ARTS InTEGRATIOn RESOURCE

2 D U R H A M A R T S . O R G • 919-560-2718

How to Utilize CAPS 1-3CAPS Order Form 5

CAPS provides an easy-to-use and effective way for educators to integratethe arts into the curriculum. Primarily a partnership between Durham ArtsCouncil and Durham Public Schools, this 41-year program places professionalartists in public and private classrooms throughout Durham, Alamance,Chatham, Granville, Orange and Person counties to provide creative andinteractive residencies that teach core subjects (math, science, writing,social studies), character education and a variety of life skills through thearts. CAPS impacts the lives of over 25,000 students each year.

CAPSCreative Arts In Public and Private Schools

Community Arts Partners Programs

African American Dance Ensemble 6-7Burning Coal Theatre 8The Carolina Theatre 9Duda/Paine Architects 10Flamenco Carolina 11Nasher Museum of Art 12Patanjali’s Place Yoga 13Poetry Alive! 14

Cultural/Multidisciplinary Arts Bucket & Sweet 15 – 16Mad Science 17 – 18Surteg Sandhu 19 - 20

DanceLeBrandi Dance 21Jody Cassell 22 – 23Martha Connerton/Kinetics 24 – 25Stephanie Hope 26 – 27Mr. Marlon 28Footworks Percussive Dance Ensemble 29Triangle Youth Ballet – Math Circus 30

Literary ArtsKim Arrington 31Willa Brigham 32 - 33Mimi Herman 34Chris Vitiello 35Buffy Silverman 36 - 37 Anita Woodley 37

Music Beverly Botsford 38 - 40Adia Ledbetter 42Diali Cissokho 42 – 43Mallarme Chamber Players 44 – 45Braima Moiwai 46 – 47Mickey Mills 48Pline Mounzeo 49Mary Ann Nilsson 50Charles Pettee 51 – 52Teli Shabu & Magic of African Rhythm 52String Celebration 53The Beast 54Transit Vocal Band 55Lola Youngman/ Captial Transit 56

Theatre Arts Joe Appleton 57Shelia Kerrigan 58 – 60Virginia Queen 60 - 61Maria Piskor 62

Visual ArtsArt Therapy Institute 63Jeannette Brossart 64Jan French 65Sallye Coyle 66- 67Brenda Miller Holmes 68 – 69Randall Leach 70 – 71Lucartha Kohler 71Jeanmarie Griffin 72Jesa Rae Richards 73Julie Russo 74Lynn Wartski 75Tsong Yuan 76

CAPS Guidebook

Editors:Shana AdamsSherry DeVriesLauren TannenbaumAmanda Lee Anderson

Designer:Pam Lappegard, The Herald-Sun

DURHAM ARTS COUNCIL, INC.120 Morris StreetDurham, NC 27701-3242www.durhamarts.org(919) 560-2787

CAPS OFFICE(919) 560-2718CAPS Office Hours of Operation: Monday - Friday 9 a.m. to 5 p.m.

CONTENTS

About DAC 77Index 78-82Special Acknowledgements 83

3919-560-2718 • D U R H A M A R T S . O R G

1) Select a contact/representative for CAPS at your school or organization2) Browse through our CAPS Guidebook and contact the CAPS office at 919.560.2718 for details and

questions.3) Select the program(s) of your choice4) Coordinate funding through your school district, PTA, or organization5) Submit your order form online to the CAPS office at www.durhamarts.org or by fax or mail. See

CAPS order form on pg. 5.6) The CAPS office will send a contract to your school for the CAPS programs requested.7) Plan a Teacher/Artist Meeting to schedule program dates, times, and details.8) Enjoy your CAPS program & submit a program evaluation at the completion of your program!

Once CAPS receives your order forms, contracts are sent to the requested artists and your principal and school representative for processing. The CAPS artist/ensemble will contact you to schedule a Teacher/Artist meeting, which provides the opportunity for participating teachers and artists to articulate needs and express expectations for the residency or program. At this meeting, dates and times for the requested program are scheduled. Pre or post CAPS program learning materials and evaluations will also be provided to educators in this meeting.

Classroom ResidenciesAfter-School ProgramsYear-Round IntersessionSummer ProgramsSchool AssembliesCultural FestivalsLong-Term Artist Residencies

FundraisingEnd of Year CelebrationsGirl and Boy ScoutsPTA ProgramsTeacher Workshops in Arts IntegrationWorkshops for Seniors

• Durham Public Schools provides a CAPS budget line item to each school based on enrollment. The allotment provides $2 per enrolled elementary and middle school student and $1 per enrolled high school student. Contact your school principal and treasurer learn about your school’s CAPS Budget.

• Area school districts provide funding for CAPS programs• PTA’s support CAPS enrichment • Grants through the CAPS office. Call to inquire (919) 560-2718• Business sponsors and Grants

FUNDING CAPS

HOW CAN YOU USE CAPS?

Here are a few examples of how CAPS programs are utilized:

Student participating in poetry and art residency at Easley Elementary.

4 D U R H A M A R T S . O R G • 919-560-2718

TEACHER wORkSHOPSIn this workshop an artist works with a group of educators to examine specific aspects of curriculum and discover natural cross-curricular connections utilizing arts-integrated instruction. Educator workshops are hands-on, interactive, and approximately 1 - 3 hours in length.

PERFORMANCEIn a performance the artist or presenting ensemble performs for an audience composed of one or more classrooms for a single session lasting approximately one hour. Through performances the artist entertains, educates, and cultivates student participation.

RESIDENCyIn a residency, the artist works with one classroom of students for multiple sessions over multiple days to broaden and reinforce core curriculum through the arts. Each session is approximately one hour a day. Up to 5 classrooms can be scheduled in a day and are often classrooms within the same grade level. All residencies encourage CAPS teaching artists and school educators to work together to develop a program that best meets the needs of the students. Residencies culminate with a presentation.

wORkSHOPIn a workshop, the artist works with one classroom of students for a single session lasting approximately one hour. Up to 5 different classrooms can be scheduled in a day.

“The programs are interactive, hands-on programs provided by knowledgeable well prepared presenters. The children definitely walked away with an increased understanding of Indian culture

as well as Rangoli Art with Surteg Sandhu.” - Kim Dunderdale- Orange County Librarian

“Ms. kim (Arrington) was prepared with everything. Also, it was incredibly helpful how she included what standards were being addressed through her teaching. Ms. kim was amazing with the kids and it was great to see them so excited and engaged with

poetry.” – 5th Grade Teacher at Bethesda Elementary

“Ms. (Mary Ann) Nilsson was definitely on time and prepared, in fact, she made a special trip prior to the performance to go over materials and fine tune the content.” - Pat Vanderhoof, Art Teacher

at Creekside Elementary

“Since February is Black History month, we have been highlighting specific people school-wide, and individual teachers

have been doing the same.”The Beast” reinforced some things that have been already taught and learned.” – Jill Keller at Y.E.

Smith Elementary

“I liked the point where we were able to let our creativity out. I learned mosaic patterns and a new type of art!” – Nour Elkhatib,

8th grade student at Mary Potter Middle School

“I loved the accident song! we learned a lot of cool songs. we also learned what some instruments were and a lot about

our ancestors.” - 2nd grade student on Charles Pettee’s Southern Folk Music Then & Now Residency at Sandy Ridge Visual &

Performing Arts Elementary

“They were absolutely wonderful!! we could not have asked for a better program. The literacy angle nailed it!!! Also, their

ability on the instruments kept the attention of everyone--even the teachers!!! The students were entertained. I asked the

teachers, and their comments were positive as well! The one thing I would like to emphasize was the teachers saying the

program exposed the students to a variety of different “venues” and instruments. The EC students as well as the higher level

students were all engaged in the program!” – Joylene McFarland, Music Teacher at Glenn Elementary School

TYPES OF CAPS PROGRAMS

CAPS Artist Jody Cassell with students at Hope Valley Elementary.

5919-560-2718 • D U R H A M A R T S . O R G

CAPS APPLICATION INSTRUCTIONS

1. Select a CAPS contact or representative for your school who will act as liaison and contact person at your school.

2. Determine funding allotment with principal and treasurer.

3. Choose a CAPS Program

4. Submit CAPS Order Form

5. Receive contracts from CAPS Office.

ORDER FORM FOR CAPS PROGRAMS

To order additional programs, please photocopy this form.

Please select method of payment for CAPS program: DPS Purchase Order School Check PTA Check

Principal/Director________________________________Email:__________________________________________

Principal/Director Signature_____________________________________________________________________

Name of Bookkeeper_________________________________________________________________________

Phone of Bookkeeper__________________________________________________________________________

Email______________________________________________________________________________________

CAPS APPLICATION DATE:____________

School/Organization______________________________________

Address_________________________________________________

School Contact____________________________________________

Phone #_____________________ Email________________________

PTA Contact (if PTA issues payment for program): ____________________________________________________

Phone #_____________________________________ Email__________________________________________________

PROGRAM REQUESTED Residency Workshop Performance Teacher Workshop

CAPS Program Title____________________________________________ Grade Levels _______________

CAPS Artist/Ensemble Name: _____________________________________ # of Students _______________

Date Requested (1st choice) : ____________________________________ Time Requested _____________

Date Requested (2nd choice) : ____________________________________

# of classes participating: ______________ Fee per Program: $_________ ____ Total Program Fee: $__________

Lead Educator Name_______________________________ Email: ________________________________

Mail to: CAPS Durham Arts Council 120 Morris Street Durham, NC 27701-3242FAX: 919.560.2725

wE ENCOURAGE yOU TO BOOk PROGRAMS AS EARLy AS

POSSIBLE TO ENSURE RECEIVING THE PROGRAMS OF yOUR

CHOICE.

6 D U R H A M A R T S . O R G • 919-560-2718

PERFORMANCE II

CULTURE AND REfLECTION

Students will learn about diverse cultures to gain an appreciation for the marvelous diversity around us. We’ll site examples in history and literature to provide insight into the core values of a culture, and reflect on cultural traditions across the globe. This performance is interactive, inviting students and participants to call and response.

CURRICULUM STANDARDS: CCSSMath.Content.2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. ELA-Literacy.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 3.MEH.1Understand positive stress management strategies.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER): Multi-purpose room for workshops, secure dressings rooms (NOT PUBLIC BATHROOM), no concrete floors, splinter free surfaces, and clean performance areas, microphone if available, 3 chairs.

MAXIMUM PARTICIPANTS: 600

DURATION (Length of Performance): 45-60 min

PERFORMANCE II FEE: SINGLE PERFORMANCE FEE $1,500 TwO PERFORMANCES FEE $2,375

COMMUNITY ARTS PARTNERS

AFRICAN AMERICAN DANCE ENSEMBLE, INCOur mission is to preserve and share the finest traditions of African and African American Dance and Music through research, education, performance and entertainment. With our motto: “Peace, Love, Respect for Everybody” the Ensemble celebrates traditional African culture, aesthetics and values to encourage cross-cultural dialogue, cooperation and understanding. Dr. Chuck Davis, Founder and Artistic Director of The Chuck Davis Dance Company (New York, 1967-1982); DanceAfrica America (1977-present) The Cultural Arts Safari (1980-present); The African American Dance Ensemble (1983-present) is a native North Carolinian. Dr. Davis and the AADE has been a CAPS artist since 2007.

Dr. Chuck Davis of African American Dance Ensemble

GRADES: K-12, After-schools

PERFORMANCE I

AADE LECTURE/ DEMONSTRATION II

In this interactive lecture/performance, students will learn the Art of Dance and the history of African instruments. Participants will learn about the shapes and sounds of several African Drums and how their shape affects sound. Using the Griot, students and sponsors will be asked to join in the Bantaba, (Public Dancing Ground).

CURRICULUM STANDARDS: CCSSMath. Content.2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.ELA-Literacy.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 3.MEH.1Understand positive stress management strategies.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER): Multi-purpose room for workshops, secure dressings rooms (NOT PUBLIC BATHROOM), no concrete floors, splinter free surfaces, and clean performance areas, microphone if available, 3 chairs.


DURATION (Length of Performance): 45-60 min

PERFORMANCE I FEE: SINGLE PERFORMANCE FEE $1,500 TwO PERFORMANCES FEE $2,375

GRADES: K-12, After-Schools

7919-560-2718 • D U R H A M A R T S . O R G


WORkSHOP I

DANCE, MUSIC & CULTURAL AwARENESS

Students will learn the importance of not being a bully and students will learn the dangers of bullying and the effect it has on them and their peers. The program is designed to help not only those being bullied but those who are the perpetrators to see the need to work together in a positive manner. Students and sponsors will be able to participate in the instruction and applicable aspects of the dance.

CURRICULUM STANDARDS: CCSS ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.ELA-Literacy.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER): Multipurpose room for workshops, secure dressings rooms (NOT PUBLIC BATHROOM), no concrete floors, splinter free surfaces, and clean performance areas, microphone if available, 3 chairs.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 60 Minutes, 2 classes per day

SINGLE ARTIST wORkSHOP I FEE: $156.25MULTIPLE ARTIST wORkSHOP I FEE: $750


TEACHER WORkSHOP I

CULTURAL AwARENESS

Teachers will learn how to notice bullying and how to approach students who show signs of bullying behavior. The program is also designed to assist and aid teachers in recognizing a student who is being bullied. Teachers and administrators will be able to participate in activities, role play, and demonstrations.

CURRICULUM STANDARDS: Language Arts and Math, History & Social StudiesCCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.CCSS.ELA-Literacy.SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER): Multi-purpose room for workshops, secure dressings rooms (NOT PUBLIC BATHROOM), no concrete floors, splinter free surfaces, and clean performance areas, microphone if available, easels, dry board, eraser and markers.


wORkSHOP DURATION: 60 Minutes

TEACHER wORkSHOP I FEE: $375

TARGET GRADE LEvELS: 3-12 Teachers

AfRICAN AMERICAN DANCE ENSEMBLE, INC CONTINUED

8 D U R H A M A R T S . O R G • 919-560-2718


BURNING COAL THEATREBurning Coal’s mission is to create literate, visceral, affecting theatre that is experienced, not simply seen. We produce neglected classic, modern classic and new plays using new performance, directing and design methods that emphasize the audience’s relationship to the stage and the performer’s relationship to the other performers, to the physical space, and to the audience. Race, age and gender non-specific casting is an integral component of our perspective, as well as an international viewpoint. By hiring professional theatre artists from both North Carolina and New York, we seek to support the local arts community, as well as bring in new voices and perspectives. Burning Coal Theatre Company’s education outreach program is dedicated to bringing theatre to life in an immediate, visceral way. With a focus on impassioned exploration of classic texts (Shakespeare, Moliere, Brecht, etc.), innovative new theatre techniques (Viewpoints movement, etc), and the freeing power of playwriting, we aim to reveal theatre as the powerful and vital medium it is meant to be. CAPS Partners since 2005. www.burningcoal.org

RESIDENCY II

SHAKESCENES: SHAKESPEARE fOR ELEMENTARy, MIDDLE, AND HIGH SCHOOLERS!

SHAKESCENES provides a fun, high-energy introduction to Shakespeare for elementary, middle, or high school students. Having found that, by the time students first encounter Shakespeare they have often picked up myths about the Bard and his work (that it’s boring or hard to understand), Burning Coal created the SHAKESCENES curriculum to introduce the idea of Shakespeare being accessible and exciting before those myths take hold. This is achieved through a weeklong residency culminating in an exciting, interactive 50-minute performance for the whole school by Burning Coal’s troupe of professional actors. This program is also available as just a weeklong residency or as just the 50-minute performance. Contact us for more details!

CURRICULUM STANDARDS:CCSSCCSS.ELA-Literacy.SL.5.4 - Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.NCES1.C.1 -1.C.2 - Use movement, voice, and writing to communicate ideas and feelings. Use performance to communicate ideas and feelings.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER): Performance space for the performance segment of the residency.

RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: SHAKESCENES is a one week (5 day) program taught by Burning Coal’s Director of Education. Up to three classroom hours per day are available, generally divided into three one-hour or four forty-five minute sessions to reach all classes in a given grade.

RESIDENCy II FEE: $1,625

RESIDENCY I

wILLPOwER! RESIDENCy PLAywRITING: BUILDING A PLAy

WillPower! Residencies bring a trained, professional theatre artist into your school to conduct workshops with your drama, theatre, or English classes. In this playwriting intensive, students learn about the art of playwriting by reading great works of drama, learning about basic Aristotelian elements of dramatic structure, and then putting those skills to the test in the writing of their very own short plays! This program is designed to demystify the playwriting process and encourage self-expression. Other WillPower! Residencies are available on a variety of different subjects (acting, script analysis, Shakespeare, directing a production at your school, etc) and for a variety of lengths (1-6 weeks). Contact us for more details!

CURRICULUM STANDARDS: CCSSCCSS.ELA-Literacy.SL.6.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.NCES1.C.1 -1.C.2 - Use movement, voice, and writing to communicate ideas and feelings. Use performance to communicate ideas and feelings

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER): N/A

RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: Fee includes 5 days, with a maximum of 3 classroom hours per day.

RESIDENCy I FEE: $938

GRADES: K-12 GRADES: K-12

9919-560-2718 • D U R H A M A R T S . O R G


THE CAROLINA THEATREThe Carolina Theatre presents an annual Arts Discovery educational series featuring captivating stage performances to complement classroom curriculum and engage students and inspire learning outside of the classroom. www.carolinatheatre.org

ARTSCONNECTCarolina Theatre and Durham Arts Council CAPS Program partner to provide ARTSConnect, a series of workshops designed by CAPS Teaching Art- ists to complement the Carolina Theatre Arts Discovery performance series. Schools can schedule ARTSConnect workshops before or after attending an Arts Discovery show at the Carolina The-atre. ARTSCon- nect workshops are designed to expand and reinforce classroom curriculum through the arts. Programs are provided by CAPS artists at the school.

For more information, and a list of 2013 - 2015 ARTSConnect workshops, contact the CAPS Office at (919) 560-2718. To reserve tickets to a show in the Carolina Theatre Arts Discovery series, contact the Carolina Theatre box office at (919) 560-3030 or complete the online reservation form at www.carolinatheatre.org/teachers

GRADES: K-12

10 D U R H A M A R T S . O R G • 919-560-2718

WORkSHOP I

SKySCRAPER COLLEGE

A team of two staff from Duda/Paine Architects provides a visual lesson and hands-on workshop. Using posters and a model example, the team leads the students through a question and answer discussion, followed by creative play — a ‘do-it-yourself’ model-making workshop. The following objectives are delivered through the question/answer discussion:

• History of the Skyscraper in pictures• Who are the people who design Skyscrapers?• Where are the tallest buildings in the world?

CURRICULUM STANDARDS:CCSS - CCSS.ELA-Literacy.SL.3.1c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.CCSS.ELA-Literacy.SL.3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.NCES - 2.V.3.1 - Use a variety of tools safely and appropriately to create art.2.CX.2.3 - Recognize that some artists work in teams to create art.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER): Tables for distributing supplies and building materials, space to display example model and presentation boards.

MAXIMUM PARTICIPANTS PER wORkSHOP: 25

wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 1.5 hours, 4 classes per day

wORkSHOP I FEE: $150


DUDA/PAINE ARCHITECTSDuda/Paine Architects, LLC is a full-service architecture and lead-design firm founded by Turan Duda, AIA and Jeffrey Paine, AIA in Durham, NC in 1997. In its inaugural year, the firm won its first national competition for Gateway Village Technology Center in Charlotte, North Carolina, and has since evolved into an award-winning practice with an esteemed reputation and worldwide recognition. Duda/Paine boasts a comprehensive and international portfolio including more than one hundred design commissions, ranging from entire city and institutional master plans, cultural arts complexes, high- rise developments and corporate headquarters, to small-scale signature projects and commercial revitalizations.

GRADES: 3-5

11919-560-2718 • D U R H A M A R T S . O R G


FlAMENCO CAROlINAFlamenco Carolina is based in Durham NC. We teach and organize workshops in Durham, Chapel Hill, Cary, and Greensboro and perform throughout the State. Flamenco is a form of Spanish folk music and dance from the region of Andalusia in southern Spain. This enchanting art form includes cante (singing), toque (guitar playing), baile (dance) and palmas (handclaps).

WORkSHOP I

fLAMENCO DANCE ExPRESSIONS

Learn about the cultural and historical influences of the Spanish dance style, Flamenco. Guitar, clapping rhythms and traditional songs accompany Flamenco dancers in Spanish costume. Flamenco Carolina offers workshops and performances for grades K – 12, after-schools, libraries, and other community programs. Please contact the CAPS office at (919) 560-2718 for program and pricing information.

CURRICULUM STANDARDS:NCSS7.C.1.2 - Explain how cultural expressions (e.g. art, literature, architec-ture and music) influence modern society.K.DM.1 - Understand how to use movement skills in dance.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER): Tables for Classroom or Dance room with open space for movement

wORkSHOP I FEE: Please contact the CAPS office at (919) 560-2718 for program and pricing information.

GRADES: K-12, Libraries, After-Schools

12 D U R H A M A R T S . O R G • 919-560-2718


ART SQUARED - NASHER MUSEUM OF ART AT DUKE UNIVERSITY The Nasher Museum of Art at Duke University presents performances by CAPS artists related to exhibitions on view. This program provides students a unique opportunity to experience a double dose of art: visual art on a guided tour at the Nasher Museum and performing art. When possible, performances will be held at the Nasher Museum so students may take a guided tour of the exhibitions before or after attending the live performance. Additionally, CAPS Artists offer programs to coincide with Nasher exhibitions to reinforce and complement exhibition themes that can be held at the school. For some exhibitions, the guided tour and the live performance will be held on different days and at different locations. Guided tours at the Nasher Museum are inquiry-based, connected to NC curriculum, and engage higher-order thinking skills. CAPS Partners since 2007. www.nasher.duke.edu

WORkSHOP ICREATING TESSELLATIONS wITH SLIDES, fLIPS AND TURNS wITH JEANNETTE BROSSART

Doris Duke’s Shangri La: Architecture, Landscape, and Islamic Art On view August 29, 2013 - December 29, 2013

Artist will instruct students in method appropriate to age/group. Basic geometry of tessellations (slide/symmetry, flip/reflection, and turn/rotation) is demonstrated. Students will additionally be encouraged to view their geometric pattern with creative eyes; does their shape look like an animal? A funny face? Strong math curriculum concepts with fun, creative design choices.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classroom with clear tables, project area; Program easily modified for 3-8th grades, minimal supply fee (paper, tape, pencils).


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: Maximum 4 classes per day

wORkSHOP I FEE: Please contact the CAPS Office at 919-560-2718 for workshop fee. Fee is based on scope of mosaic project and materials selected.

*RESIDENCy OPTION: Collaboratively design a tessellating pattern to create as a minimural panel with mosaic tile; appropriate for 6-12th grades, but can be modified for younger students. Artist will lead design session (similar to above workshop), and will facilitate a pattern selection for creation of the minimural panel. Repeating school mascot abstracts and simple letters are strong, bold choices for this larger project. Collaborative group work for several classes of students. Additional material costs average $300 per 3x5’ hanging panel.

Contact the CAPS office to inquire about performances, residencies, and workshops to complement the following exhibitions during the 2013- 2014 school year.

• Lines of Control: Partition as a Productive Space On view September 19, 2013 - February 2, 2014

• Archibald Motley: Jazz Age Modernist On view January 30, 2014 - May 11, 2014

To learn more about Nasher Museum 2014 – 2015 exhibitions, schedule a school tour or attend teacher workshops, contact the Nasher Education Associate at [email protected]/ 919-684-1169.

13919-560-2718 • D U R H A M A R T S . O R G

PATANJAlI’S PlACECommitted to cultivating community in downtown Durham, Patanjali’s Place has been teaching yoga to children for the past six years, while the director, Bryan Carey, has been teaching children in Durham for over fifteen years. Patanjali’s Place is Durham’s community yoga space offering classes for all ages in yoga, Pilates, meditation, Feldenkrais and ZenKids summer camp. Patanjali’s Place hosts a variety of studio events throughout the year and yoga outreach programs in area schools, after-schools and businesses in the Durham community. Our goal at Patanjali’s is to make you comfortable and give you the space and the support to explore the practice and find the elements of yoga that work best for your body and your mind.


WORkSHOP I

yOGA fOR ALL

Yoga for All is a mindfulness-based yoga workshop where students will experience the joy and excitement of yoga and meditation! In addition to learning yoga poses, coordination and balance, students will practice breathing techniques to promote stillness of mind and increased focus. Workshops can be extended into a 3 to 5 day residency designed to expand yoga learning, incorporate art, and allow students to design and perform in skits about yoga concepts, and more.

CURRICULUM STANDARDS: NCESSocial Studies: 3.C&G.2 - Understand how citizens participate in their communities. Exemplify how various groups show artistic expression within the local and regional communities. Healthful Living: 3.MEH.1 - Understand positive stress management strategies. 3.MEH.2 - Understand the relationship between healthy expression of emotions, mental health, and healthy behavior.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Open space, yoga mats or towel for each student.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: Maximum 4 classes per day

SINGLE ARTIST wORkSHOP I FEE: $100MULTIPLE ARTIST wORkSHOP I FEE: $200*To inquire about Yoga for All residencies, contact the CAPS Office at 919-560-2718.

GRADES: K-12, Preschools, After-Schools, Libraries, Senior Groups

14 D U R H A M A R T S . O R G • 919-560-2718


POETRY AlIVE!Founded in 1984, Poetry Alive! has reached an audience of over 7,000,000 in all 50 states as well as the District of Columbia, Guam, Puerto Rico, Saipan, South Korea, China, the Bahamas, Venezuela, Peru, Turkey, Shanghai and Japan. Poetry Alive! conducts performances, classroom follow-ups, teacher workshops and specialized onsite In-Services. Poetry Alive! actors theatrically perform memorized poems, from the classics to the popular and contemporary, with students joining us on stage during many of our poems. The company sends out actors in pairs to schools, libraries, festivals and anywhere there is an audience for poetry with a twist. CAPS Artist since 2005. www.poetryalive.com

PERFORMANCE I

POETRy ALIvE!

Energize your school’s Language Arts curriculum with this powerful way of looking at poetry! Watch poetry come alive as two professional actors theatrically perform memorized poems typically found in textbooks, anthologies and the latest poetry books. Audience members come to the stage to become part of the show. Performers are available to visit individual classrooms for optional classroom follow-ups to work directly with smaller groups.

CURRICULUM STANDARDS: CCSS -CCSSCCSS.ELA-Literacy.L.5.3b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. CCSS.ELA-Literacy.SL.3.1c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.NCES2.CX.2.3 - Recognize that some artists work in teams to create art.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Maximum audience size 400. Block Booking - Choose from the following options: (1) Three shows (can be at different sites). (2) Two shows and one after-school teacher workshop (3) Two shows and two classroom follow-ups. (4) One show and four classroom follow-ups.


DURATION (Length of Performance): 45 minute performance/workshop

PERFORMANCE I FEE: $1,000(choose one of the 4 program options above)

GRADES: K-12

15919-560-2718 • D U R H A M A R T S . O R G

CUlTURAl/MUlTIDISCIPlINARY ARTS

BUCKET AND SwEETProfessional actor, Paul Garrett, began his career performing for “Theater Works USA”, and is a member of the Burning Coal Theater Company. Mr. Garrett has performed as an historical Actor/Interpreter for Colonial Williamsburg’s, “Revolutionary City”. Mr. Garrett’s career includes performing the roles of Hoke for Triad Stage’s “Driving Miss Daisy, and the Street Preacher on the TV series “Revolution.” Winifred Garrett is the Founder, Artistic Director, and Harp Instructor for “The Harp Studio”. Principal Harpist for the Fayetteville Symphony, Ms. Garrett heads the pilot harp program for Durham Public School, which is based at WG Pearson GT Magnet Elementary School. Paul and Winifred Garrett have been CAPS Artists since 2011.

PERFORMANCE I

BUCKET AND SwEET, TELLER Of TALES

Students will learn the stories of African American artisans from early America to today. Students will learn about the folk instruments and songs of African Americans. Students will learn how to embellish original poems with rhythm and sound. Program summary: Bucket and Sweet, will introduce students to Dave, the potter, a man who was an artist, poet and slave. Folk instruments, harps, original song, and poetry will be used to tell his story.

CURRICULUM STANDARDS: CCSSCCSS.ELA-Literacy.RL.2.1-Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.NCES5.ML.3.1 Use improvisation to create short songs and instrumental pieces, using a variety of sound sources, including traditional and nontraditional sounds, body sounds, and sounds produced by electronic means

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classroom, media center, auditorium, gym/1 volunteer, 1 technical assistant


DURATION (Length of Performance): 45 minutes

PERFORMANCE I FEE: Single Performance Fee $750Two Performances Fee $1,000

GRADES: K-5, Pre-Schools, After-Schools

PERFORMANCE II

fREE TO BE!! (wHAT EvER yOU wANT TO BE)

During Free to Be!! students will learn about the Underground Railroad, abolitionists, and discuss the Emancipation Proclamation with American slave, Dave. Dave is a potter and central character in this theatrical performance by Bucket and Sweet. Free to Be!! tells the story of America’s journey from a country built on slavery to one that is now free.

CURRICULUM STANDARDS: CCSS CCSS.ELA-Literacy.SL.6.5 - Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.NCES5.ML.3.1 - Use Improvisation to create short songs and instrumental pieces, using a variety of sound sources, including traditional and nontraditional sounds, body sounds, and sounds produced by electronic means.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Auditorium/gym


DURATION (Length of Performance): 45 Minutes

PERFORMANCE II FEE: Single Performance Fee $750Two Performances Fee $1,000

GRADES: 3-8

16 D U R H A M A R T S . O R G • 919-560-2718


WORkSHOP I

PLAy ME A wASHBOARD

Bucket and Sweet will give a demonstration and history of various folk instruments. Students will compose and read their own original poems or short stories and participate in using folk instruments, harps, and percussion instruments to enhance their stories. Two works will be chosen and presented in performance.

CURRICULUM STANDARDS: CCSSCCSS,ELA-Literacy.RL.2.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.CCSS,ELA-Literacy.RL.2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.NCES5.ML.3.1- Use improvisation to create short songs and instrumental pieces, using a variety of sound sources, including traditional and nontraditional sounds, body sounds, and sounds produced by electronic means.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classroom or media center


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 1 hour, 3 classes per day

SINGLE ARTIST wORkSHOP I FEE: $250MULTIPLE ARTIST wORkSHOP I FEE: $375

GRADES: K-5

BUCKET AND SwEET CONTINUED

17919-560-2718 • D U R H A M A R T S . O R G


MAD SCIENCEWith over 25 years of science presentation experience, Mad Science is the world’s leader in science entertainment and hands on education! We provide a fun, safe way to bring science entertainment to your students by using exciting programs that fit your budget. Enhance your EOG preparation, complement your current science program, or simply have a blast with our high energy, interactive, inquiry based programs. We keep learning fun with engaging instructors, amazing experiments, and a huge selection of programs! Performances and workshops help students become scientists in a creative way. Spark YOUR imagination with Mad Science!

PERFORMANCE I

fIRE AND ICE

SAFE fun with fire and ice! Students will learn about the properties of fire and combustion with a flaming fireball! Then see spectacular demonstrations involving dry ice as we explore this amazing frozen gas. Students will be dazzled with foggy dry ice storms, piezo poppers and special potions as they learn about chemical reactions and the states of matter. 6-10 volunteers will be called and the entire audience will be engaged with our inquiry-based performance.

CURRICULUM STANDARDS: CCSS 2.P.2 Understand properties of solids and liquids and the changes theyundergo.5.P.2 Understand the interactions of matter and energy and thechanges that occur.CCSS.ELA-Literacy.SL.5.3 - Summarize the points a speaker makes andexplain how each claim is supported by reasons and evidence

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Access to water, and (depending on group size) stage/performance area/speaker system optional



PERFORMANCE I FEE: Single Performance Fee $350Two Performances Fee $600

GRADES: K-5, After-Schools, Libraries

PERFORMANCE II

UP, UP AND AwAy

This event introduces children to the principles of air and pressure. Student will learn how the weight of our atmosphere pushes down with the force of two elephants! Explore how Bernoulli’s principle creates lift and watch as our vortex generator creates giant smoke rings. Hot air balloons and even a hovercraft will help children understand the power of air. Six to ten volunteers will be called and the entire audience will be engaged with our inquiry-based performance.

CURRICULUM STANDARDS: CCSS3.P.1 Understand motion and factors that affect motion.3.P.2 Understand the structure and properties of matter before andafter they undergo a change.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Access to electricity, and (depending on group size) stage/performancearea and speaker system optional




GRADES: K-8, After-Schools, Libraries

18 D U R H A M A R T S . O R G • 919-560-2718

CUlTURAl/MUlTIDISCIPlINARY ARTSMAD SCIENCE CONTINUED

WORkSHOP I

SONIC SOUND

Merry sounds engage children in experiments and demonstrations showing the properties and transmission of sound waves. Volunteers role-play molecules to demonstrate sound wave motion. Children participate in producing and identifying acoustic sounds from a variety of materials. Electronic distortions link shifting frequencies to voice alterations. Children bring home the Sonic Horn resonance chamber. Students will learn how sound moves in waves, that vibrations causesound, and that vibrations create different sounds.

CURRICULUM STANDARDS: CCSSELA-Literacy.SL.4.5 - Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.NCESScience 2.P.1 - Understand the relationship between sound and vibrating objects. Theatre Arts 5.AE.1 - Understand how to design technical theatre components, such as costumes, sets, props, makeup, lighting, and sound.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classroom


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 60 minutes, 4 classes per day

SINGLE ARTIST wORkSHOP I FEE: $150

GRADES: K-5, Libraries

WORkSHOP II

wALLOPING wEATHER

Students will conduct experiments to understand how and why weather occurs. They will find out why the seasons change. Children learn that air affects weather. They perform experiments to prove that air has mass and takes up space. Students will recreate the water cycle and mimic a rain cloud. They try out meteorology measurement tools and act like weather reporters. They make and take home a color changing ultraviolet light detector.

CURRICULUM STANDARDS: NCESScience 5.E.1 - Understand weather patterns and phenomena, making connections to the weather in a particular place and time.2.E.1 - Understand patterns of weather and factors that affect weather. Theatre Arts 3.C.2 - Use performance to communicate ideas and feelings.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classroom with access to electricity and water.



SINGLE ARTIST wORkSHOP II FEE: $150


19919-560-2718 • D U R H A M A R T S . O R G


SURTEG SANDHUSurteg has presented over 300 contact hrs in 75+ venues over the last 12 years. The programs cater to grades K-12 in Dance, Visual Arts and Social Studies. All workshops are hands-on, participatory and informational regarding history, Rangoli art and Bhangra dance from India. Surteg’s goal is to assist teachers in imparting education on multiculturalism and South Asia.

PERFORMANCE I

CULTURAL PRESENTATIONS Of INDIA

With volunteer participation, we give multimedia, hands-on experience on India built around social studies, visual arts and dance. Particular emphasis is put on turban demo, dot demo, Bhangra Dance, Rangoli art, Gandhi and Bollywood Cinema.

CURRICULUM STANDARDS: CCSSR4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.R7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.NCESCP.2 - Understand how to use performance values (kinesthetic awareness, concentration, focus, and etiquette) to enhance dance performance.DM.1 - Understand how to use movement skills in dance.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Power Point projector, stereo, mic, table.




GRADES: 3-8

RESIDENCY I

CULTURAL INDIA

Students get hands-on learning experience especially 7th graders studying South Asia. Residency covers values and beliefs of people, the environments in which people live, social organization, occupations and changes. Participants will have hands-on interaction with Bhangra dance, Rangoli art , AND religions, traditions and artifacts from India. Various workshops can be requested.

CURRICULUM STANDARDS: CCSSR4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.SL4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.NCESCP.2 - Understand how to use performance values (kinesthetic awareness, concentration, focus, and etiquette) to enhance dance performance.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Stereo, Dancing area, Art supplies fee


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy:3 days, 5 classes per day

RESIDENCy I FEE: $1,225

GRADES: 3-8

20 D U R H A M A R T S . O R G • 919-560-2718

CUlTURAl/MUlTIDISCIPlINARY ARTSSURTEG SANDHU CONTINUED

WORkSHOP I

RANGOLI ART

It is an art painted by commoners, by joining pre-determined dots, without formal training. In a traditional household, the lady of the house starts her daily chores with purifying herself, drawing some Rangoli lines in front of the pooja (worship) room and the tulsi (plant). Her regular routine begins after this ritual. With this, her entire day remains fresh and lively. The art varies from state to state within India.

CURRICULUM STANDARDS: CCSSR4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.SL4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.NCESV.3 - Create art using a variety of tools, media, and processes, safely and appropriately.CX.1 - Understand the global, historical, societal, and cultural contexts of the visual arts.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classroom facility, 1 volunteer




GRADES: 3-8, After-Schools

WORkSHOP II

BHANGRA DANCE

Bhangra, a folk dance from Panjab, originated during the time of Alexander The Great in 300 BC, and was performed to keep the soldiers in shape according to some scholars. Bhangra is the most popular vibrant, traditional folk dance of Punjab, India. It is a physical fitness dance, spiritual ecstasy dance, harvest dance, joy and romance dance. No folk dance in the entire world has the range of Bhangra. From the height of joie-de-vivre to sudden bursts of warlike emotions can be expressed. Participants, after attending the class will have an understanding of variety of dance moves and be able to enjoy them on their own.

CURRICULUM STANDARDS: CCSSR4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.SL4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.NCESFrom the Arts Education, Dance K-8 Standards: CP.2 - Understand how to use performance values (kinesthetic awareness, concentration, focus, and etiquette) to enhance dance performance. DM.1 - Understand how to use movement skills in dance. C.1 - Understand cultural, historical, and interdisciplinary connections with dance.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Dancing area for 15, Stereo, 1 volunteer





21919-560-2718 • D U R H A M A R T S . O R G

DANCE

LEBRANDI DANCELéBrandi has been teaching workshops and dance classes at local businesses, studios and schools for 7 years. She has a B.S. in Education from NC State University. During her college career, she joined DanceVisions, a university sponsored dance team focusing on African dance and La Raza de mil Colores, a multicultural dance team focusing on Latin dance. She was also a guest member of the Duke University Dance Ensemble and was a performer in a new piece, entitled Common Ground, which was showcased at the Kennedy Center in Washington, DC. After graduating she began teaching Zumba, Line Dancing, Stepping and Hip Hop dance classes.

RESIDENCY I

DANCE AND CHOREOGRAPHy

Do you think you can Dance? Well, let’s create some original moves together! This residency will begin with students learning different types of dance styles/movement vocabulary which includes but is not limited to; Hip Hop, Stepping, Salsa, Merengue, Bachata and African dance. These moves will serve as inspiration when it’s time to create YOUR own choreography. Each student will be asked to either create choreography by themselves (solo) or with a group.

CURRICULUM STANDARDS: CCSSMath.Content.HSG-CO.B.6 - Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.

NCESDance K.CP.1 - Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Open space to move, sound system to play music


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: Two-day or Five-day, $500 (2-day) or $1,250 for 5-day and includes up to 5 classes per day.

RESIDENCy I FEE: $1,250 *residency length and fee negotiable.


MASTER ClASS I

HIP HOP

Learn either a Hip-hop or Stepping routine that will be performed in groups at the end of class.

CURRICULUM STANDARDS: NCES - Dance goal 2.04: Improvise, create, and perform dance sequences using ideas and concepts from other sources. 4th Grade Math goal 3.02: Describe the relative position of lines using concepts of parallelism and perpendicularity 1.01 Demonstrate increasing kinesthetic awareness. 1.02 Utilize and elaborate on the element of space in dance

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Open space, sound system.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy:1 hour, up to 3 classes per day.



WORkSHOP II

DANCE fOR fITNESS

Let’s Move! Learn basic Latin and Hip Hop moves while getting aworkout!

CURRICULUM STANDARDS: NCES - Dance goal 2.04: Improvise, create, and perform dance sequences using ideas and concepts from other sources. 4th Grade Math goal 3.02: Describe the relative position of lines using concepts of parallelism and perpendicularity 1.01 Demonstrate increasing kinesthetic awareness. 1.02 Utilize and elaborate on the element of space in dance

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Open space, sound system.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy:1 hour, up to 3 classes per day



22 D U R H A M A R T S . O R G • 919-560-2718

DANCE

JODy CASSELLJody Cassell, Teaching Artist in Dance, interactive dancing storyteller, and author of the children’s book Where’s Leon? is a Durham Arts Council 2010-2011 Ella Fountain Pratt Emerging Artist Recipient and a Master Artist for the Wolf Trap Institute for Early Learning Through the Arts in Vienna, VA. She earned a M.F.A. in Dance from New York University School of the Arts, New York, NY and a M.S. (Dance/Movement Therapy) from Hunter College of the City University of New York, NY. She specializes in the integration of curriculum and dance/creative movement with an emphasis on professional development. Her work has been presented nationally. *Contact CAPS office for programs tailored to your particular school needs. Jody Cassell welcomes experiences with Special Needs students.

PERFORMANCE I

DANCING STORIES! STORIES COME ALIvE!

These stories are specifically chosen to enhance sequencing, vocabulary, rhyming, critical thinking and fluency skills. The theatre space vibrates with life as students become actively involved in rhythms, self-generated sounds, and creative movements. Performance materials are drawn from storybooks, folk stories, Jody’s own creations or stories found in the newspaper. Participants develop their ability to comprehend as they view, hear and kinetically participate. Ideas for classroom movement challenges and journal experiences are provided.

CURRICULUM STANDARDS: Modified per Grade LevelGrade 1 Dance 1.R.1 - Use a variety of thinking skills to analyze and evaluate dance. CCSS.ELA-Literacy.RL.1.2 - Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-Literacy.RL.1.9 - Compare and contrast the adventures and experiences of characters in stories.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Clean, open space, easy access to electric outlet, someone to help “seat” students, perhaps someone to start music


DURATION (Length of Performance): 45-50 minutes

PERFORMANCE I FEE: Single Performance Fee $520Two Performances Fee $852.50

GRADES: Pre-K, K-5, Preschools, After-Schools

PERFORMANCE II

HEALTHy BODIES!

Healthy Bodies! engages and motivates your students to learn about healthy, nutritional food choices, regular physical activity, good breathing habits, stress reduction, and good sleep habits. The theatre space vibrates with life as students become actively involved in rhythms, self-generated sounds and creative movements. As the students engage in the telling of the stories, they practice fluency. Students will develop their ability to comprehend as they kinetically participate. Ideas for classroom journal experiences are provided.

CURRICULUM STANDARDS: Modified per Grade LevelGrade 3 Dance C.1 - Understand cultural, historical, and interdisciplinary connections with dance. 3.MEH.1 - Understand positive stress management strategiesGrade 1 CCSS.ELA-Literacy.RL.1.2 - Retell stories, including key details, and demonstrate understanding

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Clean, open space, easy access to electric outlet, someone to help “seat” students, perhaps someone to start music



PERFORMANCE II FEE: Single Performance Fee $640Two Performances Fee $960


23919-560-2718 • D U R H A M A R T S . O R G

DANCE

CURRICULUM STANDARDS: Modified per Grade LevelCCSSELA-Literacy.W.3.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.NCES3. ICR.1 - Understand healthy and effective communication and relationships. Dance R.1 - Use a variety of thinking skills to analyze and evaluate dance.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER): Clean, open space, easy access to electric outlet, space to hang visuals.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: 4 classes for 5 days


JODy CASSELL CONTINUED

RESIDENCY I

READ! DANCE! wRITE!

Students will creatively move and dance their way into a physical and cognitive understanding of the mechanics of reading and writing as they: evaluate basic sentence structure, learn to identify the verb in a sentence, read language of dance motif symbols, develop their own dance/English dictionary of symbols and words, create movements for each dance symbol, choreograph dance sequences, informally perform dance sequences and then write sentences in English that correspond to the choreographed sequences.


WORkSHOP I

DANCING MATH!

Jump into learning mathematical concepts such as relative positions, geometric shapes, place value and the steps of long division to name a few. Your classroom becomes a learning theatre while students engage in a series of rhythms, songs, and movements to create shapes, demonstrate columns of numbers, relative positions or to clarify the steps of long division. Repetition is the key to learning as they enjoy this kind of practice.

CURRICULUM STANDARDS: Modified per Grade LevelCCSSMath K.G.A. 1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.A. 2 - Correctly name shapes regardless of their orientation or overall sizeNCESK.DM.1 - Understand how to use movement skills in dance.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Clean, open space, easy access to an electric outlet and a place to hang visuals.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 40-50 minutes, up to 4 classes per day


GRADES: Pre-K-5

WORkSHOP II

DANCING SCIENCE!

Dance into Science - Learn about the skeleton, muscles or joints, by drawing a skeleton before and after movement experiences that teach the functions of the skeleton. Students twist their way into understanding how muscles stretch and contract and create dance phrases emphasizing movements of the joints. Drums, rhythms and American Sign Language signs reinforce process. Other grades: Dance the laws of motion and changes of states for liquids and solids!

CURRICULUM STANDARDS: Modified per Grade LevelCCSSELA-Literacy.SL.3.1c - Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.NCESHealthful Living3.L.1 - Understand human body systems and how they are essential for life: protection, movement and support. Dance -3.DM.1 - Understand how to use movement skills in dance.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Open, clean space Easy access to an electric outlet; space to hang visuals.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 40-50 minutes, up to 4 classes per day


GRADES: Pre-K-5

24 D U R H A M A R T S . O R G • 919-560-2718

DANCE

MARTHA CONNERTON/KINETIC WORKS DANCEMartha Connerton is the Director of Kinetic Works Dance. Her performing and choreography credits include ballet and modern dance companies, theater, musicals, opera and television/video. Martha has taught at colleges and universities. She has received grants, awards and fellowships from private and public sources including annual grants from The NC Arts Council and The Arts and Science Council of Charlotte. Kinetic Works’ innovative approach to teaching core curriculum through movement keeps us in high demand throughout the Carolinas.

PERFORMANCE I

AROUND THE wORLD IN 60 MINUTES

Students take a whirlwind trip to four continents: North America (Native American Village), Africa (Village life and Safari), China (Traditional Folk Tale) and South America (Argentine Tango). KINETYX is a five-member group, with four different Active Learning Performances that tour schools teaching math, science, language arts and social studies through dance. Programs include audience participation and are engaging for grades K-12. View samples of each show on our website: www.mckineticworks.org

CURRICULUM STANDARDS: NCES4.01 - Describe and compare physical and cultural characteristics of the regions.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Gym or multipurpose room, microphone, changing area.



PERFORMANCE I FEE: Single Performance Fee $1,312.50Two Performances Fee $2,187.50

GRADES: Pre-K, K-8

PERFORMANCE II

SCIENCE IN MOTION

Students will use diagrams, patterns, geometric forms to create and perform dances. KINETYX is a five-member group, with four different Active Learning Performances that teach math, science, language arts and social studies through dance. Programs include audience participation and are engaging for grades K-12. View samples of each show on our website: www.mckineticworks.org

CURRICULUM STANDARDS: NCES3.P.3.1 - Recognize that energy can be transferred from one object to another by rubbing them against each other.3.L.2.3 - Summarize the distinct stages of the life cycle of seed plants.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Gym or multipurpose room, microphone.



PERFORMANCE II FEE: Single Performance Fee $1,312.50Two Performances Fee $2,187.50

GRADES: Pre-K, K-8

25919-560-2718 • D U R H A M A R T S . O R G

DANCEMARTHA CONNERTON/KINETIC wORKS DANCE CONTINUED

RESIDENCY I

KINETIKIDS wEATHER OR NOT

In this residency students will learn core concepts of air pressure, wind, air moisture, water cycle, cloud types, climate vs. weather and causes of storms.

CURRICULUM STANDARDS: NCES5.E.1.1 - Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns.5.E.1.1 - Explain how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Room free of obstructions.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: Fee includes 50 minutes, 4 classes for 4 days or 5 classes for 4 days

RESIDENCy I FEE: $ 1,750 (includes travel and lodging)

GRADES: Pre-K-8

RESIDENCY II

KINETIKIDS MOvIN INTO MATH

Students will be able to identify, describe and model the difference between 2D and 3D shapes. Students will be able to identify, describe and model three to five 3D shapes including Sphere, Cone, Cylinder, Cube and Rectangular Prism. They will learn basics of modern dance technique and fundamentals of choreographic composition. Each class will begin with a warm up and discussion of the day’s topic/activity. Students will be guided to create a short choreography, in groups or as a whole class that demonstrates a specific 3D form.

CURRICULUM STANDARDS: 3.G.1. - Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Room free of obstructions.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: Fee includes 50 minutes, 4 classes for 4 days or 5 classes for 4 days

RESIDENCy II FEE: $ 1,750 (includes travel and lodging)

GRADES: Pre-K-8

WORkSHOP I

BALLET OR MODERN DANCE TECHNIQUE

Students will participate in a ballet or modern dance technique class at the Intermediate or Advanced level. They will learn body awareness, proper alignment, and articulation of legs, feet, arm movement, head and torso. They will understand concepts of movement dynamics and performance presentation. The class will include a standing warm up and a center floor, across the floor movement section.

CURRICULUM STANDARDS: NCES - 5.D.M.1.1 - Use muscular strength, flexibility, stamina, and coordination in the development of beginning dance technique.5.D.M.1.3 - Integrate locomotor and non-locomotor (axial) movement and stillness into dance sequences through use of transitions.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Dance studio (barres for ballet).


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 90 Minutes, 3 workshops per day

SINGLE ARTIST wORkSHOP I FEE: $312.50MULTIPLE ARTIST wORkSHOP I FEE: $625

GRADES: 3-12, Afterschools

TEACHER WORkSHOP I

KINETICONNECT TEACHER wORKSHOPS

Educators will learn how to use creative movement to enhance teaching and learning of curriculum. They will learn how to design a dance integration lesson plan and implement it with their students. They will learn that you do not have to have specialized dance training to infuse your teaching with creative movement. Activities will include a math lesson (2D/3D shapes), science lesson (Wind/Weather) and language arts (Punctuation) lesson.

CURRICULUM STANDARDS: NCES - 5.E.1.1 - Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns.3.G.1. - Understand that shapes in different categories

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Room free of furniture.


wORkSHOP DURATION: 2 – 6 hour workshop, Up to 3 one hour workshops, or 1 full day 6 hours

TEACHER wORkSHOP I FEE: $187.50 per hour

Target Grades Levels: Elementary School Teachers 3-5

*Additional residencies are offered in any subject area or grade level. Please contact the CAPS office at (919) 560-2718 for more information.

26 D U R H A M A R T S . O R G • 919-560-2718

DANCE

AyA SHABUAya “Hope” Shabu is a professional dancer and choreographer living in Durham, North Carolina. Mrs. Shabu was awarded a 2012-2013 Emerging Artist Grant by the Durham Arts Council. She has choreographed for ManBites Dog, PlayMakers, and Mike Wiley Productions. An alum of the nationally and internationally recognized African American Dance Ensemble, Aya is currently a dancer and drummer with The Magic of African Rhythm. Aya is passionate about the preservation of African diaspora cultural traditions through theater and dance, and is co-creator of Hayti Heritage Center’s first historic Hayti walking tour.

PERFORMANCE I

HAyTI: If yOUR wALLS COULD TALK

This multi-media performance brings Hayti, in its hey-day, back to life! Students will become familiar with this beloved neighborhood through images of the original Fayetteville Street, Piedmont Blues music, and re-enactments with NC Mutual leadership and the people they served. Surviving institutions such as Lincoln Hospital, St. Joseph’s AME Church, and The Carolina Times will have historical context and new meaning. Students will explore the social, economic, and political tides that built up and leveled this mecca of self-help and entrepreneurship.

CURRICULUM STANDARDS: CCSS6.SL.2 - Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.1. 9-10.RL.7 - Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).NCES1. 5.C.1 - Understand how increased diversity resulted from migration, settlement patterns and economic development in the United States. 1. 5.C.1.3 - Explain how the movement of goods, ideas and various cultural groups influenced the development of regions in the United States.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Stage, wireless microphones, audio/video player, digital projector, projection surface.



PERFORMANCE I FEE:SINGLE PERFORMANCE FEE- $487.50TwO PERFORMANCES FEE- $1,475

GRADES: 5-12, After-Schools, Senior Groups

RESIDENCY I

DANCING ADINKRA: STORIES THAT MOvE yOU

In this residency students will “write” their own creation stories using three different art disciplines. Students will be introduced to the ancient African art of Adinkra Stamping, and practice stamping techniques to design personal emblems based on character traits. Visual arts concepts of shape, form, pattern, balance, and tone are embodied. Following their meaningful designs as a dance map, students create movement, develop relationships with the space and each other, and add text to original choreography. Verbal-Linguistic, Intrapersonal, Visual-Spatial, and Bodily-Kinesthetic intelligences are used to explore English Language Arts objectives.

CURRICULUM STANDARDS: CCSSCCSS.Math.Content.4.G.A.3 - Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.CCSS.ELA-Literacy.SL.5.2 - Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.NCES3.C&G.2 - Understand how citizens participate in their communities3.C&G.2.1 - Exemplify how citizens contribute politically, socially and economically to their community.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Access to running water, 6 6ft long tables, t-shirts per child, smocks.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: 5 days, 3 classes per day



27919-560-2718 • D U R H A M A R T S . O R G

DANCE

WORkSHOP I

OUR HAITIAN NEIGHBORS

Imagine a group of students going to Haiti as volunteer aid workers offering help after the 2010 earthquake. Their trip is made even more challenging by the climatic, linguistic, social, and cultural differences. By taking a crash course in Haitian folkloric dance, students begin to communicate in a “language” rich in culture and history. Within the pantheon of dances, students discover Haiti’s African origins and European influences, relationship to agriculture and land, military pride and revolutionary ideals of freedom. Partnering with interactive internet resources students will unearth the foundations of enduring stereotypes, shatter intolerance, and rebuild their compassion, truly making them Haiti’s neighbors.

CURRICULUM STANDARDS: CCSS - 6-8.LH.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.1. 8.W.7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Audio/DVD players, digital projector, projection surface, internet access, large open space.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy:1 hour, 3 classes per day

SINGLE ARTIST wORkSHOP I FEE: $125MULTIPLE ARTIST wORkSHOP I FEE: $212.50

GRADES: 6-12

AyA SHABU CONTINUED

28 D U R H A M A R T S . O R G • 919-560-2718

MR. MARLONMarlon Torres is an international choreographer, dancer and master teaching artist. He began his career as a principal dancer in Mini Pops – a highly rated Venezuelan televised dance ensemble featuring child performers, which enchanted millions of loyal viewers in Venezuela and the Caribbean. As principal dancer and vice president of Galumpha, Marlon created and performed award-winning choreography showcased around the world. His love of children and his dance experience made him an important part of North Carolina Arts in Action as a lead teaching artist. He teaches elementary and high school children at public schools in North Carolina, and conducts over 300 dance workshops worldwide at institutes and universities every year.

MASTER ClASS I

ExPERIMENTS IN HUMAN ARCHITECTURE

Teaching Artists Marlon Torres works with grades 3rd-12th in schools to create Human Architecture. In this process the artist guides the students through warm up sequences, choreographic games, trust and awareness exercises, as well as elementary acrobatic partnering focused on building shapes with our bodies. The resulting poses appear as spectacular feats of physical strength, but in fact are more reliant for their success on skeletal cantilevering than on brute force. The students create pieces collaboratively through experimentation. Students will learn to provide stunning examples as a result of clear communication, focus, and hard physical work among trusting and creative teammates. Master class can be extended into a residency.

CURRICULUM STANDARDS: CCSS - ELA-Literacy.SL.3.1 - Students will engage effectively in a range of collaborative exercises (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly.NCES - Students will build upon their ability to demonstrate chronological thinking that will serve as a building block for more sophisticated analyses in subsequent grades.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER): Workshops must be held in spaces suitable for rolling around on the floor. Students dress to move, and generally remove their shoes. The artist designs a given workshop’s specific content and length to suit student skill-level and institutional preference.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 1 hour, up to 4 classes per day


GRADES: 3-12, Preschools, Festivals, Seniors, LIbraries

DANCE

29919-560-2718 • D U R H A M A R T S . O R G

DANCE

FOOTWORKS PERCUSSIvE DANCE ENSEMBLEFootworks Percussive Dance Ensemble was founded in 1979 by Eileen Carson, who is the artistic director of the company. She is a choreographer, dancer, vocalist, songwriter, and teacher. With strong roots in Southern Appalachian culture and a continuing interest in traditions related to these roots, Footworks presents live music and dance as a celebration of cultural diversity and traditional arts. Their work is known for its irresistible appeal to a wide range of the general public, including enthusiasts of folk and traditional arts as well as theater concert audiences. Due to Ms. Carson’s ongoing dedication to artsin-education, Footworks performances have an energy and enthusiasm that appeals strongly to young audiences.

PERFORMANCE I

KEEPING THE BEAT: CONTEMPORARy AMERICAN TRADITIONAL DANCE

Footworks conveys the joy of dance while students learn the historical and multicultural perspectives of different American percussive dances. The program includes live music and percussive dance from many different cultures. Students will see, hear and learn about the music and dance that developed across the continent, stemming from African-American, Celtic and Native American cultural traditions still found in Southern Appalachia.

CURRICULUM STANDARDS: NCES Social Studies/History1.C.1 - Understand the diversity of people in the local community - compare the languages, traditions and holidays of various cultures.Dance1.C.1 - Understand cultural, historical and interdisciplinary connections with dance.CCSSIntegration of Knowledge and IdeasR 7, SL 2 - Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively as well as in words.SL2 - Speaking and listening. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitative and orally.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):1 mic on a stand; wooden floor/stage (preferred, if available), or other hard surface; space in which to change costumes, close to performance area.



PERFORMANCE I FEE:SINGLE PERFORMANCE FEE $1,000TwO PERFORMANCES FEE- $1,375

GRADES: K-12, After-Schools, Senior Groups

30 D U R H A M A R T S . O R G • 919-560-2718

DANCE

TRIANGLE yOUTH BALLET - MATH CIRCUSLauren Lorentz de Haas, Artistic Director and North Carolina native, began her training in Fayetteville with Josephine von Strasnicsak. She studied ballet at Virginia Intermont College in Bristol, VA and North Carolina School of the Arts. An anthropology graduate of UNC, she received her MA in dance from UNC-Greensboro with recognized credits from American Dance Festival. Ms. Lorentz de Haas has been teaching ballet for over 30 years. She founded the Triangle Youth Ballet to serve the needs of young aspiring dancers and has served as director since 1995.

PERFORMANCE I

MATH CIRCUS

Students will see math principles in action through dances that highlight: shapes, comparisons, addition, fractions, subtraction, weights and measures and telling time. During this 30-minute performance, the ringmaster will engage with the audience and the finale invites all the children to follow the leader in a circus march.

CURRICULUM STANDARDS: K.1CR.1 - Understand Healthy and effective interpersonal communica-tion and relationships. Dancers will demonstrate sharing.1.R.1 - Use a variety of thinking skills to analyze and evaluate dance. In the classroom, students can discuss and evaluate the dance perfor-mance with regard to dance principles and math principles and how different dances made them feel.1G - Demonstrating shapes and their attributes1MD - Telling and writing time

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Dressing room, open area and a sound system



PERFORMANCE I FEE:SINGLE PERFORMANCE FEE- $ 937.50*Contact the CAPS Office at (919) 560-2718 for multiple performance fees.

GRADES: K-2

31919-560-2718 • D U R H A M A R T S . O R G

lITERARY ARTS

KIM ARRINGTON Kim Arrington is a teaching and performing artist using poetry, drama, and music to tell stories. She graduated from North Carolina Central University with a Bachelor of Arts in English. The press released her first volume of poetry, the lapis dwellers, in August 2005, which was voted the Independent Weekly’s Best Poetry Book. Kim’s writing has appeared in Black Arts Quarterly,Southern Quarterly, and Drumvoices Revue. Through her numerous arts residencies, Kim teaches poetry, playwriting, and songwriting to 20,000 youth each year, including as artistin-residence through the Durham Arts Council, Carrboro ArtsCenter, and is on the faculty at Duke University’s Young Writers Camp.

RESIDENCY I

SAy wORD: POEMS THAT PERfORM

Say Word: Poems that Perform is a multi-faceted series of poetry and performance workshops that reinforces K-12 Common Core State Standards in English Language Arts. This fun activity gives young people an opportunity to increase their self-esteem through writing and public speaking skills. A fun and interactive icebreaker is used to increase student morale. The artist-in-residence is supportive and very comfortable with various youth.

CURRICULUM STANDARDS: CCSSProduction and Distribution of Writing4. With guidance and support from adults produce writing* in which the organization is appropriate to the task and purpose.5. With guidance and support from adults, add more and clarify writing* to strengthen and develop it.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Paper, pencils, whiteboard.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy:1-day - 30-day, 5-day most common

RESIDENCy I FEE: $ Call for pricing

GRADES: K-12, Afterschools

32 D U R H A M A R T S . O R G • 919-560-2718

lITERARY ARTS

WILLA BRIGHAM Welcome to the wonderful, wacky world of Inspirational Storyteller/Speaker, Writer, Performing Artist and Two Time Emmy Award Winner Willa Brigham. This Carolina Ha Ha Entertainer of the Year and Workshop Facilitator is an awesome one-woman adventure. Her contagious energy inspires challenges and moves audiences of all ages. She is a native of Tuskegee, AL and a graduate of Alabama State University in Montgomery, and Indiana University in Bloomington, IN. This national storyteller and speaker has shared presentations with audiences in Corporate America: Glaxo Smith Kline, Greater Urban League, Wythe, united Way, Boys and Girls Clubs, NC Greater Federation of Women, YMCA, and Partnership for Children all over the sate of NC. She hosted Smart Start Kids. Her songs and stories; capture in six CD’s are not only fun and entertaining they also contain educational components that are useful all the days of your life. www.willabrighammusic.com CAPS Artist since 1994

PERFORMANCE I

PROUD TO BE DRUG fREE

This presentation feature songs, stories and poems singing the praises of a drug free life. Stories will paint a very clear picture of the positive expectations to be gained by keeping their body clean and free of drugs. Songs will emphasize the importance of making choices that will lead to a quality of life that includes health, families and careers. Poems will plant a seed of wholesome living and great expectations in the future. Audience participation will include call and refrain, chants and sing-alongs.

CURRICULUM STANDARDS: CCSSImproves student awareness of drugs and it’s dangers *focus on improving the health of students via knowledge of what drug use can do them, their families and communities

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Auditorium/Library


DURATION (Length of Performance): 45 Minutes (3rd-5th grades)

PERFORMANCE I FEE:SINGLE PERFORMANCE FEE $750.00TwO PERFORMANCES FEE $1,100.00

GRADES: K-8

PERFORMANCE II

STORyTELLING fUN

Develop your students’ listening, understanding and character as they gather around Willa Brigham for stories, songs and poems that educate, entertain, motivate and inspire! Students will learn the basic needs of a good story; a strong opening, colorful adjectives for a detailed middle and descriptive characterization that leaves no doubt as it all comes to an explosive end!

CURRICULUM STANDARDS: CCSSLanguage Arts1.03 Increase reading a writing vocabulary1.04 Use word reference materials2.03 Read a variety of text.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Gym or classroom with room for movement



PERFORMANCE II FEE:SINGLE PERFORMANCE FEE $750.00TwO PERFORMANCES $1,100.00

GRADES: K-12

33919-560-2718 • D U R H A M A R T S . O R G

lITERARY ARTS

RESIDENCY I

HAPPy HEALTHy HABITS

Learning good and useful habits can be fun and entertaining. In this essential residency, Willa Brigham teaches and happily reinforces the basic needs of fire and personal safety, good eating habits, dental care, and good manners. Each happy healthy habit will be introduced in an exciting sing-along story, poem or song with lots of student participation.

CURRICULUM STANDARDS: CCSS1.01 Summarize and demonstrate expected standards for behavior such as honesty, trustworthiness, and respect for others.2.01 Describe and demonstrate measures for preventing the spread of germs.2.01 Demonstrate the proper technique for tooth brushing and describe the benefits of good dental health.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER): Gym


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy:4 sessions/contact hours with one class

RESIDENCy I FEE: $306.00 (includes 4 sessions with one class)

GRADES: K-12, Preschools, After-Schools, Senior Groups

wILLA BRIGHAM CONTINUED

WORkSHOP I

LINE DANCING

Dance! and Get Your Body Moving with Line Dancing! Dance education enables students to discover their on innate capacity for the communication of ideas, thoughts and feelings through the medium of dance. Dance contributes to a healthy life style, as well as, the development of individual and social skills. Students will explore, perform and create dances from various cultural and social genres to increase their knowledge and appreciation of dance. Learning movement routines with several steps, students will leap, stomp, twirl, turn, drag, slide, sailor shuffle, and grape vine.

CURRICULUM STANDARDS: CCSS1.05 Observe and describe the inter-relatedness of dance elements in a brief movement study.2.02 Create a sequence with a beginning, middle and end both with and without accompaniment.2.03 Demonstrate and develop the following partner skills: copying, leading and following, mirroring.6.01 Demonstrate modified, square and line dances.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER): Gym


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 1-5 hours

SINGLE ARTIST wORkSHOP I FEE: $375.00 per hour

GRADES: K-12, Afterschools, Senior Groups

34 D U R H A M A R T S . O R G • 919-560-2718

lITERARY ARTS

MIMI HERMAN Mimi Herman is a teaching artist, a consultant, an associate editor for Teaching Artist Journal and the director of the United Arts Council Arts Integration Institute. She holds a BA, cum laude, from UNC-Chapel Hill, and an MFA in Creative Writing from Warren Wilson College. Mimi has worked as an arts education consultant since 1990, engaging over 25,000 students and teachers with writing residencies, as well as providing professional development for teachers and teaching artists. The author of Logophilia and The Art of Learning, her poetry, fiction and articles have been published throughout the county.

TEACHER WORkSHOP I

CONDENSING THE wATER CyCLE: A STEAM POETRy wORKSHOP fOR TEACHERS

If you were a body of water, what would you notice? How does the water cycle really work? In this hands-on workshop, teachers write about bodies of water from the point of view of their favorite lake, rivers and streams. They then discover how to translate the water cycle into movement and create collaborative concrete poems demonstrating how the water cycle works. In Condensing the Water Cycle, teachers will gain confidence in writing their own poetry as they develop their skills in integrating poetry across the curriculum.

CURRICULUM STANDARDS: CCSSW.1 - Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.NCES5.P.2.1 - Explain how the sun’s energy impacts the processes of the water cycle (including, evaporation, transpiration, condensation, precipitation and runoff).

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):A room suitable for the number of participants, with tables and chairs and an informal performance space, whiteboard or computer and projector.


wORkSHOP DURATION: Fee includes 3 hours, 2 workshops per day


TARGET GRADE LEvELS: 3-5 Elementary School Teachers

TEACHER WORkSHOP II

COMING TO AMERICA: DISCOvERING HISTORy THROUGH POETRy

You arrive, with nothing but a trunk and a few members of your “family,” at Ellis Island, where you have to learn how to live in a whole new country without leaving your own culture behind. Through poetry, social studies and theatre arts, teachers will experience an engaging, hands-on approach to teaching history and English Language Arts through catalogue poems, epistle poems and drama. As we immigrate, we will integrate, weaving the arts seamlessly with Common Core and Essential Standards to provide you with a deep understanding of the complex process of becoming an American.

CURRICULUM STANDARDS: CCSS 5.W.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.NCES5.G.1 - Understand how human activity has and continues to shape the United States.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):A room suitable for the number of participants, with tables and chairs and an informal performance space, whiteboard or computer and projector.


wORkSHOP DURATION: Fee includes 3 hours, 2 workshops per day

TEACHER wORkSHOP II FEE: $750

TARGET GRADE LEvELS: 3-5 Elementary School Teachers

35919-560-2718 • D U R H A M A R T S . O R G

lITERARY ARTS

CHRIS vITIELLO Chris Vitiello is a freelance arts, performance, and hockey writer for various newspapers, magazines, and blogs. His most recent poetry book is Obedience (Ahsahta, 2012), a doubled aphoristic series within two front covers. Other books include Irresponsibility (Ahsahta, 2008) and Nouns Swarm A Verb (Xurban, 1999). When he’s not putting on poet’s plays in spaces around town or writing custom poems as the Poetry Fox, Chris enjoys life in Durham, NC with his two daughters.

RESIDENCY I

ExPERIMENTAL POETRy ENDS wRITERSBLOCK fOREvER

Teachers learn how creative writing and the visual arts can be used across content areas to help students understand and retain informa-tion better. They can connect formal and aesthetic characteristics of writing and visual art to real events.

CURRICULUM STANDARDS: CCSSCCSS.ELA-Literacy.W.9-10.2CCSS.ELA-Literacy.W.9-10.3

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classroom


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: Fee includes 3 days, 2 classes per day



WORkSHOP I

GRAB yOUR READER wITH MICROfICTION

Students will learn how to use different genres of short writing and unconventional narrative structures to build a narrative in a way that hooks a reader’s interest through evocation rather than explanation. Students will combine short multi-genre writing to form a larger coherent narrative with an unconventional structure.

CURRICULUM STANDARDS: CCSSCCSS.ELA-Literacy.W.9-10.3CCSS.ELA-Literacy.WHST.9-10.2

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classroom, video projector.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy:Fee includes 3-5 days, 1 class per day

SINGLE ARTIST wORkSHOP I FEE: $1,125


WORkSHOP II

POETRy LABORATORy

Students learn how experimental poetry is a tool for critical thinking and brainstorming, and can be used for personal expression as well as for beginning expository writing in other content areas.

CURRICULUM STANDARDS: CCSS CCSS.ELA-Literacy.W.9-10.3CCSS.ELA-Literacy.WHST.9-10.2

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classroom, video and audio facilities.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy:Fee includes 3-5 days, 1 class per day

SINGLE ARTIST wORkSHOP II FEE: $1,125


36 D U R H A M A R T S . O R G • 919-560-2718

lITERARY ARTS

BUFFy SILvERMAN Buffy Silverman is the author of more than 60 nonfiction books for children. Her books have won awards from Science Books and Films, the Children’s Book Committee at Bank Street College, and the Society of School Librarians International. Her nature-inspired poems and stories appear in popular children’s magazines. Buffy is a graduate of Vassar College, and has a Master of Science degree from Cornell University in Environmental Education. Buffy’s engaging school presentations have inspired thousands of school children. She has taught college biology, writing for adults, and nature center classes for students of all ages. She loves to speak about science and writing with students!

PERFORMANCE I

SLITHERING SNAKES! NONfICTION STORIES ABOUT ANIMALS

Students will learn how an author researches and writes nonfiction books. Different approaches to writing about one animal will be explored, including informational texts, creative nonfiction stories, and poems. Students will brainstorm questions they have about garter snakes. After learning about snakes through reading an informational text, students will discuss how the same information can be structured in a story. They will act out a creative nonfiction story about garter snakes.

CURRICULUM STANDARDS: Compare and contrast the most important points presented by two texts on the same topic (CCSS.ELA-Literacy.RI.2.9/1.9/K.9)Recall information from experiences or gather information from pro-vided sources to answer a question (CCSS.ELA-Literacy.W.2.8/1.8/K.8)Understand animal life cycles 2.L.1.2

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Media center or gym; LCD projector and table; teachers present.


DURATION (Length of Performance): 35 minutes for separate K session; 45 minutes for 1-2

PERFORMANCE I FEE:SINGLE PERFORMANCE FEE $375TwO PERFORMANCES FEE $625


PERFORMANCE II

READING AND wRITING ABOUT ANIMALS:NONfICTION ROCKS!

Students will learn how an author researches and writes nonfiction books. Using the example of Buffy’s award-winning title Can an Old Dog Learn New Tricks? And Other Questions About Animals, students will brainstorm animal questions. Buffy will share the story of one animal in the book. Different approaches to writing about the same topic will be explored including a creative nonfiction story about the topic and a poem for two voices.

CURRICULUM STANDARDS: CCSS.ELA.Literacy.RI.3.9/4.9/5.9)Pose and respond to specific questions to clarify or follow up on information (CCSS.ELA-Literacy. SL.3.1c/4.1c/5.1c)Understand the effects of environmental changes, adaptations, and behaviors that enable animals to survive in changing habitats 4.L.1.2

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Media center or gym; LCD projector and table; teachers present.



PERFORMANCE II FEE:SINGLE PERFORMANCE FEE $375TwO PERFORMANCES FEE $625

GRADES: 3-5

37919-560-2718 • D U R H A M A R T S . O R G

RESIDENCY I

fLIPPING THE SCRIPT ON yOUR SELf-ESTEEM – wRITING A POwERfUL fUTURE

Growing up under the influence of negative self-esteem and body images from the media and peers is challenging. Students will learn to expand positively in these tricky areas with tools that build their inner strength. Students will understand they are not alone in life’s struggles, know the warning signs of body image issues, and develop a more positive outlook on their personal self-esteem issues. Audience interaction with improvisation and hands-on participation will be utilized.

CURRICULUM STANDARDS: CCSSCCSS.ELA-LiteraryWHST.9-10.5 - Production and Distribution of Writing Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.MEH.1 - Create positive stress management strategies

NCESK.C.1 - Use movement, voice, and writing to communicate ideas and feelings.K.C.2 - Use performance to K.C.2.1 Use dramatic play to improvise stories and situations. communicate ideas and feelings.K.CU.1 - Analyze theatre in terms of the social, historical, and cultural contexts in which it was created.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Space requirements: classroom, auditorium, or stage in theater. Separate cost for all materials, reimbursement for supplies required. Technical Needs: projector, projection screen, table for literature, wireless microphone, and stereo sound system.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: (includes 5 day, with 4-5 classes/contact hours per day)

RESIDENCy I FEE: $1,650 *residency length and fee negotiable

lITERARY ARTS

ANITA WOODLEyANITA WOODLEY is an award-winning actress, journalist, producer, writer, women’s health ambassador/Raindownus.org educational entertainer director, improv performer, and visual artist. She is the creator of the solo performer shows Mama Juggs and The Men in Me, touring throughout the US and Internationally. Woodley, based in Chapel Hill, NC, is the 2012 Durham Arts Council’s Emerging Artist in Drama. As an award-winning journalist/producer, Anita worked for CNN and NPR-affiliate WUNC-FM’s The Story with Dick Gordon. She has won numerous prestigious awards from the Harry Chapin Foundation for Hunger & Poverty, the National Association of Black Journalists, and an Emmy with (CNN) News for Exceptional Coverage on September 11th, 2001. Learn more at www.AnitaWoodley.com


WORkSHOP I

PUT ON yOUR ANIMAL MASK! wRITINGPOEMS THROUGH ANIMAL EyES

Imagine a praying mantis waiting, statue still, for dinner to arrive! How does the world look through mantis eyes? Students will choose a favorite animal and write a mask poem--a slice of life from that animal’s point of view. During the workshop students will listen to several poems and “steal” their favorite descriptive words: vivid verbs, concrete nouns, and strong adjectives. They’ll write sensory descriptions and include them in their poems. Students will learn how to trim the fat and revise and strengthen their poems. Their creations will shine and sparkle!

CURRICULUM STANDARDS: CCSS - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

ELA-Literacy.W.3.5/4.5/5.5NCES- Explain how animals meet their needs by using behaviors in response to information received from the environment. 4.L.1.2Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem. 5.L.2.3

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classroom, LCD projector, teacher present and actively assisting in workshop.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 1 hour, up to 5 classes per day (minimum of 2)

SINGLE ARTIST wORkSHOP I FEE: $ 187.50

BUffy SILvERMAN CONTINUED

GRADES: 3-5, Libraries

38 D U R H A M A R T S . O R G • 919-560-2718

MUSIC

BEvERLy BOTSFORD Beverly Botsford, a cross-cultural percussionist, blends music, movement, and spoken word in solo and ensemble presentations. Embracing drumming traditions of Africa, Cuba, South America and her native North Carolina, Beverly weaves colorful rhythmic tapestries with her infinite array of collected and homemade instruments. She has worked full time as a professional musician since 1978. Her experience includes work with the African American Dance Ensemble, American Dance Festival, as well as hundreds of school and community residencies, performances and workshops. She brings decades of global experience, including touring with Grammy nominated, jazz vocalist, Nnenna Freelon in major venues around the world. *Contact CAPS office for programs tailored for your particular school needs. Beverly also offers teacher workshops for classroom and music teachers.

PERFORMANCE I

DANCING DRUMS

Beverly celebrates world cultures and curriculum with music, spoken word, stories and dance. Drums of Africa, Cuba, Brazil, global percussion colors with a taste of jazz and Carolina spice. Students will understand music in relation to history and culture. They will understand connections to drumming and language and will have a deeper understanding of rhythm and pattern in music, speech and across the curriculum. Highly interactive with call and response, body percussion, song and movement.

CURRICULUM STANDARDS: K-8.C.1. - Understand and compare cultural expressions and diversity.* Specifics vary with each grade level. CCR English Language Arts Anchor Standards for Speaking and Listening K-8SL.2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. K-8.MR.1 - Understand the interacting elements to respond to music and music performances.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Tech needs: PA system with at least 3 inputs and two microphones on stands, 8 folding chairs, 2 med. Tables, CD player, appropriate per-formance space, min. size 15’ X 12’. Access and Volunteers: Artist will need to drive as close as possible to presentation site for unloading and loading; two volunteers are needed to help with equipment and setting up space.


DURATION (Length of Performance): 45 to 60 minutes

PERFORMANCE I FEE:SINGLE PERFORMANCE FEE $562.50TwO PERFORMANCES FEE $875

GRADES: Pre-K, K-8, After-Schools, Libraries, Seniors

PERFORMANCE II

“vIBRATION CELEBRATION”- ROOTS RHyTHM AND THE SCIENCE Of SOUND

Beverly blends music, movement, spoken word and stories in a high energy, interactive performance, celebrating the gift of listening and the science of sound. Students will learn about sound and vibration as drums of Africa and Latin America dance with world percussion and wacky home made instruments in this “Vibration Celebration,” to explore wavelength, frequency, volume, pitch and other scientific sound phenomenon. Highly “edutaining” and interactive with call and response rhythms, body percussion and voice.

CURRICULUM STANDARDS: K-8.MR.1 - Understand the interacting elements to respond to music and music performances.From the Social Studies K-8 Standards: Culture K-8.C.1. - Understand and compare cultural expressions and diversity.Science 2nd grade .P.1 - Understand the relationship between sound and vibrating objects.CCRR- English Language Arts Anchor Standards for Speaking and Listening K-8SL.2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Tech needs: PA system with at least 3 inputs –one for the artist’s per-sonal wireless headset and two extra microphones on stands, 8 fold-ing chairs, 2 med. Tables, CD player, appropriate performance space, min. size 15’ X 12’. Access and Volunteers: Artist will need to drive as close as possible to presentation site for unloading and loading; two volunteers are needed to help with equipment and setting up space.



PERFORMANCE II FEE:SINGLE PERFORMANCE FEE $562.50TwO PERFORMANCES FEE $875

GRADES: K-2, After-Schools, Preschools

39919-560-2718 • D U R H A M A R T S . O R G

MUSIC

RESIDENCY I

ROOTS, RHyTHM & THE SCIENCE Of SOUND

Beverly blends music, movement, spoken word and stories in a high energy, “hands on” residency, celebrating the gift of listening and the science of sound. Students will learn about sound and vibration as drums of Africa and Latin America dance with world percussion and wacky home made instruments in this “Vibration Celebration,” to explore wavelength, frequency, volume, pitch and other scientific sound phenomenon. Highly “edutaining” and interactive with “hands on” drums and percussion for all students.

CURRICULUM STANDARDS: CCSSRL 2.4 - Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem or songNCES - Social Studies:2.C.1 - Understand how various cultures influence communities Science:2.P 1 - Understand the relationship between sound and vibrating objects2.P.1.1 - Illustrate how sound is produced by vibrating objects and columns of air

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):A secure space in which instruments can be set up and left overnight and to which students can come to work with the artist; two medium sized tables and 12 folding chairs; access to CD player. Singing and drumming will occur during the residency so the space should be isolated from other classrooms, if possible. Access and Volunteers: Artist will need to drive as close as possible to presentation site for unloading and loading; two volunteers are needed to help with equipment and setting up space.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: Fee includes 4-day residency with 5 classes. This includes providing drums and percussion for every student.

RESIDENCy I FEE: $ 2,000*Residency length and prices negotiable.


RESIDENCY II

“wRAP IT IN RHyTHM”- ExPLORING LANGUAGE AND CULTURE wITH DRUMS AND PERCUSSION

Weaving words and rhythms, students will learn essential music skills playing drums from Africa and Latin America and percussion from around the globe. Spiced with song, stories, movement and spoken word, the classes develop skills of teamwork, listening and self-expression. They will compose rhythms and build a multi-layered rhythm ensemble. Using classroom text from poems, stories, and other content, students will use music to explore the use of rhythm, repetition, accent, and inflection, enhancing language fluency.

CURRICULUM STANDARDS: CCSSSL.2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.R.2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.NCES - Music Literacy K-8ML.1 - Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):A secure space in which instruments can be set up and left overnight and to which students can come to work with the artist; two medium sized tables and 12 folding chairs; access to CD player. Singing and drumming will occur during the residency so the space should be isolated from other classrooms, if possible. Access and Volunteers: Artist will need to drive as close as possible to presentation site for unloading and loading; two volunteers are needed to help with equipment and setting up space.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: Fee includes 4-day residency with 5 classes. This includes providing drums and percussion for every student.

RESIDENCy II FEE: $ 2,000 *Residency length and prices negotiable.

GRADES: Pre-K-12, After-Schools, Senior Groups

BEvERLy BOTSfORD CONTINUED

40 D U R H A M A R T S . O R G • 919-560-2718

MUSIC

TEACHER WORkSHOP I

“wRAP IT IN RHyTHM” ENHANCING LANGUAGE ARTS & fLUENCy wITH DRUMMING AND PERCUSSION

In this music workshop, teachers will learn strategies that use rhythm and percussion to enhance reading fluency and build literacy. Playing drums and percussion, Beverly guides teachers to create a multilayered rhythm ensemble that can engage hard to reach learners while exploring diversity and building character. Using text from poetry and stories, participants will explore the use of rhythm, repetition, accent, inflection and intonation as they create small-group, meaningful, rhythmic compositions. Teachers will learn essential music skills and how to make drums and percussion from recycled material, as they explore connections between language and music.

CURRICULUM STANDARDS: CCSSCCR English Language Arts Anchor Standards for Speaking and Listening K-8SL.2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.NCESMusic Literacy K-8 ML.1 - Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression.ML.3 - Create music using a variety of sound and notational sources.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Limit: 40 participants. Room large enough for teachers to sit in a circle. Chair for each participant plus 6 extras 2 large tables, CD player, flip chart with color markers, whiteboard or bulletin board, close access for loading and unloading equipment. Help with unloading and set up, if possible. Access to the wks room at least 30 minutes before the session.


wORkSHOP DURATION: Adapted to a 1 to 3 hour time frame, up to 3 workshops per day

TEACHER wORkSHOP I FEE: $250 per hour

TARGET GRADE LEvELS: Pre-K, K-12 Teachers

WORkSHOP I

“DRUM TALK”

Drum Talk” is a workshop for students using rhythm, drums, percussion, movement and language to explore culture, character and curriculum. Beverly guides students in a hands-on music journey, learning basic techniques of drumming from Africa and Latin America with some Carolina spice. Using the rhythm of words and language, participants will learn some of the building blocks of music- steady beat, groove, phrasing, call and response, dynamics and improvisation. Students create a multi-layered, language-based, rhythm orchestra, exploring culture, character skills of deep listening and teamwork and on request, as well as grade-specific curriculum- social studies, STEM, language arts. * Beverly provides drums and percussion for all students.

CURRICULUM STANDARDS: CCSSSL.2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.NCESML.1 - Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression ML.3 - Create music using a variety of sound and notational sources. Culture K-8.C.1. - Understand and compare cultural expressions and diversity.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Tech and set up needs room large enough for students to sit in 2 circles and play instruments. Chair for each participant plus 6 extras 2 large tables, CD player, flip chart with color markers, whiteboard or bulletin board, close access for loading and unloading equipment, help with unloading and set up, if possible. Access to the wks room at least 30 minutes before the session.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 60-90 minutes with up to 4 classes per day

SINGLE ARTIST wORkSHOP I FEE: $250*Discounted pricing for multiple workshops same day/same location. Ask about workshop/performance package.

GRADES: Pre K-12, Pre-schools, After-Schools, Senior Goups

BEvERLy BOTSfORD CONTINUED

41919-560-2718 • D U R H A M A R T S . O R G

MUSIC

ADIA LEDBETTERAdia Ledbetter began performing jazz in high school. In 2007, she earned bachelor degrees from NCCU in Jazz Studies and Music Education. After teaching music in Durham Public Schools, she earned her Master’s Degree from the Aaron Copland School of Music. In 2006, Adia was named outstanding performer by Downbeat magazine and was selected to participate in the Kennedy Center Betty Carter Jazz Ahead International Jazz Residency. In 2007 she was listed as a “vocalist to watch” in the NC Independent Weekly. Her 2010 released recording, “Take 2: Rendezvous with Yesterdays” was partially funded by a DAC Emerging Artist Grant. Ledbetter is dedicated to sharing the traditions of jazz music.

PERFORMANCE I

A JOURNEy THROUGH JAzz

This is a 45-minute performance that will take students on a historical journey through jazz from its creation to its present manifestation. Students will enjoy an interactive narrative about the jazz traditions while being entertained with live demonstrations. A jazz trio will join jazz vocalist, Adia Ledbetter, in presenting this musical experience. Students will gain knowledge of the defining elements of jazz music, historical perspective surrounding jazz music, and jazz performance etiquette.

CURRICULUM STANDARDS: NCES8.01- identify the uses of characteristic elements, artistic processes, and organizational principles among the arts areas (dance, music, theatre arts, and visual arts) in different historical periods and cultures.8.05 - demonstrate the character traits of responsibility, self-discipline, and perseverance while informally or formally participating in music.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):School auditorium with a sound system and piano, chorus room with a piano for smaller performances.




GRADES: 3-12, Preschools, After-Schools, Senior Groups

PERFORMANCE II

JAzzy METAMORPHOSIS

This is a 45-minute performance using YouTube clips to illustrate how music from one genre can also be used in another. Students will observe musical theater, hip-hop, rhythm and blues, rock, folk, and country music undergo a metamorphosis to jazz. Students will hear music they recognize take on a new life and witness its transformation. Students will venture on a cultural investigation of jazz music and learn how to identify the defining characteristics of jazz.

CURRICULUM STANDARDS: NCES8.01- identify the uses of characteristic elements, artistic processes, and organizational principles among the arts areas (dance, music, theatre arts, and visual arts) in different historical periods and cultures.8.05 - demonstrate the character traits of responsibility, self-discipline, and perseverance while informally or formally participating in music. SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):School auditorium with a sound system and piano, chorus room with a piano for smaller performances, use of internet and a projector or a classroom with a SMART board and internet access.





42 D U R H A M A R T S . O R G • 919-560-2718

MUSIC

LAMINE “DIALI” CISSOKHO “Teaching is more than a passion for Diali Cissokho; it’s his birthright” (John Hunter, Chatham Record, 4/18/13). “Griot” Diali Cissokho - vocalist, percussionist, master korist, and composer - hails from a famed lineage of musicians, historically charged with storytelling and aural history. He received daily instruction by Griot professionals from the age of five, and as an adult is recognized as a professional Griot in his own right. He has performed and taught in Africa, Europe, and the U.S. for over a decade. With lyrics in Manding, Wolof, French, and English, Diali immerses audiences in stories of ancient and modern Africa.

PERFORMANCE I

AfRICAN BEAT - HEAR THE HISTORy!

Students will sing in Wolof, clap various rhythms, and experience West African drumming with Senegalese musician, Diali Cissokho. Diali will perform on the kora, an African harp, and will engage students on the djembe, accompanied by Hilary Cissokho on various percussion instruments. By the end of this participatory performance, students will have learned about West African culture, music, and its relation to history. Perfect for Black History Month, multicultural celebrations, and assemblies for character education.

CURRICULUM STANDARDS: NCES1.CR.1.1: - Recognize how music is used in customs and traditions of various cultures. 7.MR.1.2: - Analyze aural musical examples representing diverse genres, styles, and cultures, using appropriate music terminology. CR.1: - Understand global, interdisciplinary, and 21st century connec-tions with music.5.C.1.4: - Understand how cultural narratives (legends, songs, ballads, games, folk tales and art forms) reflect the lifestyles, beliefs and strug-gles of diverse ethnic groups

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Stage in large multi-purpose room with microphones and outlets for amplification (provided by artist); access at least 30 minutes before the performance



PERFORMANCE I FEE:SINGLE PERFORMANCE FEE $625TwO PERFORMANCES FEE $1,000


RESIDENCY I

ROCKIN’ RHyTHMS: AN AfRICAN BEAT

Students will learn four to five West African rhythms and basic percussion technique as they play the djembe and sing call and response style songs in several African languages. They will be introduced to the African aural history tradition and the cultural significance of drumming in African society. Students will develop trust, listening skills, focus, and a sense of pride in their cooperative accomplishments, while having a lot of fun in this high-energy musical experience!

CURRICULUM STANDARDS: NCES3.C and G.2: - Understand how citizens participate in their communities7.MR.1.2: - Analyze aural musical examples representing diverse genres, styles, and cultures, using appropriate music terminology. CR.1: - Understand global, interdisciplinary, and 21st century connec-tions with music.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Space large enough to accommodate a circle of chairs for student drummers and instructors.





43919-560-2718 • D U R H A M A R T S . O R G

MUSIC

WORkSHOP I

DJEMBE JAM wITH DIALI

Students will learn one or more West African rhythms and basic percussion technique as they play the djembe and sing call and response style in several African languages. They will be introduced to the African aural history tradition and the cultural significance of drumming in African society. Students will develop trust, listening skills, focus, and a sense of pride in their cooperative accomplishments, while having a lot of fun in this high-energy experience!


SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Space large enough to accommodate a circle of chairs for student drummers.



MULTIPLE ARTIST wORkSHOP I FEE: $312.50 per group


LAMINE “DIALI” CISSOKHO CONTINUED

44 D U R H A M A R T S . O R G • 919-560-2718

MUSIC

MALLARMé CHAMBER PLAyERS, SUzANNE ROUSSO – ARTISTIC DIRECTORThe Mallarmé Chamber Players are a flexible ensemble of professional musicians based in Durham, North Carolina, whose mission is to enrich the lives of their community through outstanding chamber music. The ensemble distinguishes itself by its innovative educational programs, its commitment to creative collaboration with other organizations, its creation of significant new work and its dedication to serve a diverse population. In addition to playing rarely performed works from the traditional chamber music repertoire, they celebrate the diversity in their community by featuring the music of African American, Asian, Latino, Indian, Middle Eastern and women composers.

PERFORMANCE I

TIMELESS TALES AND MUSIC - Pinocchio

Kate Sullivan has turned the story of Pinocchio and his father Geppetto’s misadventures into a theater piece with string quartet, narrator and video. The narrator and string players use percussion instruments to portray the sounds of the wood shop, and the optional video consists of a series of shadows and paintings that enhance the experience. Performers will also introduce their instruments and (for older children) hold a question-answer session following the performance.

CURRICULUM STANDARDS: CCSSRL.2.2 - recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.4.9 - compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest)in stories, myths, and traditional literature from different cultures.NCES1.CR.1 - understand global, interdisciplinary, and 21st century connections with music. SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):4 armless chairs, 4 music stands, podium with microphone (optional: DVD player, video projector, projection screen).



PERFORMANCE I FEE:SINGLE PERFORMANCE FEE $1,500TwO PERFORMANCES FEE $1,875

GRADES: K-2, 6-8, After-Schools, Senior Groups

PERFORMANCE II

MUSIC AND INSTRUMENTS Of THE RENAISSANCE

Invite artists who specialize in the time of the Renaissance to come into your school and let students experience music from the 15th through 17th centuries! Our artists will demonstrate and give historical background of instruments like the crumhorn, pipe, tabor and various sizes of recorders (piccolo to contrabass). Information about culture, geography and the role of music in the church and secular settings will be discussed.

CURRICULUM STANDARDS: NCES1.CR.1.1 - recognize how music is used in customs and traditions of various cultures.MR.1 - understand the interacting elements to respond to music and music performances.3.C.1.2 - exemplify how various groups show artistic expression within the local and regional communities. SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Microphone and stand, music stand.



PERFORMANCE II FEE:SINGLE PERFORMANCE FEE $750TwO PERFORMANCES FEE $1,000

GRADES: K-2, 6-12, After-Schools, Senior Groups

45919-560-2718 • D U R H A M A R T S . O R G

MUSIC

WORkSHOP I

MUSIC AND INSTRUMENTS Of THE RENAISSANCE

Invite artists who specialize in the time of the Renaissance to come into your school and let students experience music from the 15th through 17th centuries! Our artists will demonstrate and give historical background of instruments like the crumhorn, pipe, tabor and various sizes of recorders (piccolo to contrabass). Information about culture, geography and the role of music in the church and secular settings will be discussed.

CURRICULUM STANDARDS: NCESMR.1 - understand the interacting elements to respond to music and music performances.7.C.1.2 - explain how cultural expressions (e.g. art, literature, architec-ture and music) influence modern society.WH.H.4.1 - explain how interest in classical learning and religious re-form contributed to increased global interaction (e.g., Renaissance, Protestant Reformation, Catholic Reformation, Printing revolution, etc.).

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Music stands.



SINGLE ARTIST wORkSHOP I FEE: $187.50MULTIPLE ARTIST wORkSHOP I FEE: $312.50


WORkSHOP II

MUSICK fIT fOR A KING

Learn about Baroque music that was composed in the courts of European kings and queens and about Baroque period instruments. This workshop focuses on the evolution of modern string and keyboard instruments with demonstration performance on period instruments. If time permits, students may be given the opportunity to try the instruments. This program is also available as a performance; please contact us for more info.

CURRICULUM STANDARDS: CCSSNCESI.MR.1.2 - classify examples of music by genre or style and by historical period or culture, explaining the justification for the classifications us-ing correct musical terminology.A.CR.1.5 - compare the use of characteristic elements, artistic processes, and organizational principles among the arts in different historical pe-riods and different cultures.WH.H.4.1 - explain how interest in classical learning and religious re-form contributed to increased global interaction (e.g., Renaissance, Protestant Reformation, Catholic Reformation, Printing revolution, etc.).

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Armless chair, music stand, two able-bodies persons to help with load- in and load-out of a harpsichord.



SINGLE ARTIST wORkSHOP II FEE: $187.50MULTIPLE ARTIST wORkSHOP II FEE: $312.50


MALLARMé CHAMBER PLAyERS CONTINUED

46 D U R H A M A R T S . O R G • 919-560-2718

MUSIC

BRAIMA MOIWAIBraima Moiwai studied history and geography at Fourah Bay College, University of Sierra Leone, and taught for five years before migrating to the US in 1986. Braima has been a storyteller, drummer and CAPS Artist since 1987. He has been given several awards for his work with Children across Southeastern United States, such as the “Star Studded Citizen Award” by the Beta Phi Chapter, Omega PSI PHI Fraternity, Inc, Durham, NC in November, 2008, the “Tar Heel of the Week,” May 2008, the “Key to the City of Brunswick, GA” in 1996; and he was Gullah musician in the movie, “The Patriot” with Mel Gibson.www. braima.com

PERFORMANCE I

THE MAGIC Of STORIES AND MUSIC

In this high-energy interactive performance, Braima Moiwai brings to life the Mende oral traditions of storytelling in Sierra Leone, West Africa. Using Djembe drum and other instruments to accompany sing-alongs and sound effects in his stories, the audience are captivated and engaged. Participants will learn drum talk, West African culture Braima shares stories from his childhood growing up in the rice fields. Questions and Answers finale.

CURRICULUM STANDARDS: NCES1.H.1 - Understand that history tells a story of how people and events changed society over time7.SL.1.3 - Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.7.SL.1.3 - Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Gym, auditorium or a large room.


DURATION (Length of Performance): 1 hour



PERFORMANCE II

STEEL AND DJEMBE: A fESTIvAL Of DRUMS AND PERCUSSION

This high-energy, collaborative performance weaves together Africa and the Caribbean through stories and music, sing-a-longs, rhythms, and audience participation. By the end of the performance students will gain a better understanding and appreciation of history, music, culture. Mickey Mills and Braima Moiwai performing on steel and djembe drums.

CURRICULUM STANDARDS: NCES7.C.1 - Understand how cultural values influence relationships be-tween individuals, groups and political entities in modern societies and regions.1.H.1 - Understand that history tells a story of how people and events changed society over time 7.SL.1.3 - Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.7.C.1.2 - Explain how cultural expressions (e.g. art, literature, architec-ture and music) influence modern society.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Gym, auditorium or a large room to allow participants move freely.


DURATION (Length of Performance): 1 hour

PERFORMANCE II FEE:SINGLE PERFORMANCE FEE $960TwO PERFORMANCES FEE $1,100


47919-560-2718 • D U R H A M A R T S . O R G

MUSIC

RESIDENCY I

AfRICAN GAMES AND STORIES

This residency crosses the Atlantic Ocean by connecting the traditions of West Africa with the South Carolina Sea Island culture through games, stories and songs from Mende- land. The Mendes are the largest of the fifteen ethnic groups of Sierra Leone, West Africa.


SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):A large room/classroom for students to move around.





RESIDENCY II

AfRICAN CULTURAL JOURNEy

Learn the arts and stories that bond African Americans with West Africa. You will learn drumming techniques, games, folktales, dance and the influences of African languages (over 4,000 words!) on American English, while Braima relates his boyhood experiences growing up in West Africa.


SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):A large room to allow movement.



RESIDENCy II FEE: $625


WORkSHOP I

BATIK, STITCH & DyE CLOTH

Braima Moiwai is a West African Artist who grew up in a family of traditional “batik” and “gara” cloth designing and dying. Siva kami is a NC surface design and dye artist who specializes in “shibori” cloth designing methods and natural dyes. Braima and Siva will share with students the art of batik, gara, and shibori cloth making using “adinkra” symbols, geometric figures and other patterns to make a quilt or wall hanging for their school. Students will explore the cultural context of traditional cloth design techniques from around the world that express family status, emotion, and political themes.

CURRICULUM STANDARDS: NCESB.CX.1 and I.V.1.3 - Understanding the global, historical, societal, and cultural contexts of the visual arts and understanding the use of global themes, symbols, and subject matter in art.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Art room/ large kitchen with a large sink.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 10 days, 1 hour per day, 4 classes per day

SINGLE ARTIST wORkSHOP I FEE: $1,150MULTIPLE ARTIST wORkSHOP I FEE: $1,450


WORkSHOP II

DRUM CIRCLE

Braima Moiwai, percussionist and educator challenges, cajoles, entices and delights with traditional West African drumming and songs for all ages. The experience of collective music-making impacts community values of team work and group consciousness while at the same time an individual’s self-esteem may thrive. Introducing students to Djembe, Djun djun, log drums, xylophone, bell, shegureh in the beauty and challenge of poly-rhythmic percussion music.

CURRICULUM STANDARDS: NCESK.ML.1.3 - Execute simple rhythms using body, instruments, or voice.K.ML.1.4 - Recognize how music changes (such as dynamics and tempo).6.ML.1.2 - Recognize the fundamental techniques necessary to sing and play an instrument.K.ML.1.4 - Recognize how music changes (such as dynamics and tempo)

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Large room.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 2 hours, 10 classes per day



BRAIMA MOIwAI CONTINUED

48 D U R H A M A R T S . O R G • 919-560-2718

MUSIC

MICKEy MILLSMickey Mills is a recording artist, writer, composer, arranger, and feature performer in a number of documentaries on the steel drums. A native of Trinidad and Tobago, Mickey has performed on the steel drums in schools throughout the East Coast. He has appeared with Mick Jagger, Jimmy Buffet, and Kenny Chesney, and in the off Broadway performance of the House of Flowers and Matlock. Mickey performs locally at the Raleigh Convention Center, Governor’s Club, Cat’s Cradle, Time Warner Cable Pavilion at Walnut Creek and various Country Clubs and other venues. Mickey has been a CAPS Artist since 2000.

PERFORMANCE I

MINI CARNIvAL

Students will dance, sing, and clap with Mickey Mills and his steel drums and learn to enjoy and experience the music and dance of other cultures. By the end of the performance, students will learn basic history and geography of the Caribbean, particularly Trinidad and Tobago. Students will learn the origins of ”carnival,” a celebration unique to the Caribbean and South America. Students will also learn songs that teach respect, love and helpfulness, toward peers, teachers and elders, which are aspects of Trinidadian education.

CURRICULUM STANDARDS: NCESSocial Studies:1.02 - Demonstrate responsible citizenship in the school, community, and other social environments. 3.03 - Compare similarities and differences among cultures in various communities.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):n/a





WORkSHOP I

ISLAND IN THE SUN/STEEL DRUM CREATION

Students will learn about the Caribbean culture, particularly Trinidad. Traditional Caribbean games, stories, and music will be introduced. Students will learn hand drum techniques and Shango dance while learning about the language, people, food and traditions within the Caribbean. (Optional workshop: Tin Steel Drum making as a 2-hour workshop experience.)

CURRICULUM STANDARDS: NCESK.CR.1 - Understand global, interdisciplinary, and 21st century connec-tions with music.7.G.1 - Understand how geography, demographic trends, and environ-mental conditions shape modern societies and regions.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classroom space with tables and chairs - teacher or assistant to help with tin can making.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 1-2 hours, 3 classes per day



49919-560-2718 • D U R H A M A R T S . O R G

MUSIC

PLINE MOUNzEOAt age 18, Mounzeo started playing music alongside his uncle Arsene Kimbembe. Mounzeo’s interest in his country’s traditional rhythm with the Ngoma drum developed quickly. Mounzeo continued to train and improve his drumming technique and began to share his talent all over the Congo. He began to contribute to Congo culture and share the melodies of his country in Benin, Togo, Mali and Burkina Faso. Mounzeo then moved to Senegal where his professional drumming and modern contemporary dance career started to take off. Travel between African and European countries and the United States inspired Mounzeo’s first album titled, “BouNzenza,” translated from the Congo language to mean “Foreign.”

PERFORMANCE I

BOU NzENzA (fOREIGN)

This high energy music and dance performance introduces students to the Congo. The performance explores the history, music, dance and diverse people of the Congo and the connection to New Orleans and Congo Square. Students are engaged in songs, dance, and interactive call and response.

CURRICULUM STANDARDS: CCSS - CCSS.ELA-Literacy.SL.1.4 - Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

NCES - MR.1 - Understand the interacting elements to respond to mu-sic and music performanceCR.1 - Understand global, interdisciplinary, and 21st century connec-tions with music.3.C.1.2 - Exemplify how various groups show artistry within local and regional communities.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Auditorium/Stage



PERFORMANCE I FEE: SINGLE PERFORMANCE FEE $375 TwO PERFORMANCES FEE $750

GRADES: K-8, Preschools

WORkSHOP I

CONGO AND DRUMMING wORKSHOP

Students will learn traditional drumming techniques of the Congo. They will learn how to create sound variety on the Djembe and Ngoma distinguishing between finger and palm drum beats. Students will learn basic rhythmic sequences and by the end of the workshop should be able to showcase the rhythms learned. The traditional meanings of several songs will be discussed as students participate.

CURRICULUM STANDARDS: NCESCR.1 - Understand global, interdisciplinary, and 21st century connec-tions with music. 6.ML.3.1 - Produce short rhythmic improvisations using a variety of traditional and nontraditional sound source7.C.1.2 - Explain how cultural expressions (in Art, literature, architec-ture and music) influence modern society.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Open room with space for drums.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 1 hour and 15 minutes, 4 classes per day



WORkSHOP II

CONGO DANCE wORKSHOP

Students will learn several traditional dances of the Congo accompanied by drums. The choreography tells stories of the diversity of people and ethnic groups from North to South Congo. It is tradition, that students perform dances learned for school staff, peers and parents at the end of the workshop.

CURRICULUM STANDARDS: CCSS NCES K.CP.1 - Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and im-ages. 1.C.1.1 - Recognize how dance is used in customs and traditions of vari-ous cultures.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Open room with space for dancing and drums.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 1 hour and 15 minutes, 4 classes per day



50 D U R H A M A R T S . O R G • 919-560-2718

MUSIC

MARy ANN NILSSONMary Ann Nilsson is a professional pianist and college music instructor. She has a M.A. music education (college teaching) from New York University and a M.M. in piano performance from Meredith College She has earned awards from two colleges for Excellence in Teaching and was one of 11 pianists selected to perform in the Teachers’ Division at the Van Cliburn Piano Institute at Fort Worth, Texas. She is listed in Who’s Who of American Women and has performed extensively in New York, North Carolina and Massachusetts.

WORkSHOP I

SCIENCE AND MUSIC

This workshop will add a new dimension to science - the addition of music. Students will hear and move to different piano pieces that describe or imitate animals and insects. The students will learn about the lifestyle of each of these creatures in an interactive learning environment and will by listening and moving to the music, see the relationship between science and a discipline in the arts (music)

CURRICULUM STANDARDS: CCSS - SPEAKING AND LISTENING Comprehension and collaboration1. Participation in collaborative conversations with diverse partnersa. follow agreed upon rules for discussion ask and answer questions to clarifyNCES – Science STRUCTURE AND FUNCTION OF LIVING ORGANISMS - K.L.1 - compare characteristics of animals that make them alike and different from other animals2L, 1. - Understand animal life cycles ECOSySTEMS -1L.1 - understand characteristics of various environments and behav-iors of humans that enable plants and animals to survive

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Enough space for the students to move and march around. Piano

MAXIMUM PARTICIPANTS: 25-35

wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 1 hour and up to 4 classes a day

SINGLE ARTIST wORkSHOP I FEE: $93.75

GRADES: Pre-K-2

WORkSHOP II

DISCOvERING THE wORLD Of CLASSICAL MUSIC

In this interactive workshop, the students will learn what holds a piece of music together by exploring the form and genre of classical piano pieces. The pieces will be dismantled; its structure explained and demonstrated on the piano and then put back together again and played in its entirety. Students will get a clear understanding of form and function and a better appreciation and enjoyment of classical music. Teacher can choose one of the following options1. Tracing the stylistic differences between the Baroque and Classical eras2. Program music (music that describes) 3. Women composers 4. Contemporary classical music 5. Music and humor

CURRICULUM STANDARDS: CCSS - SPEAKING AND LISTENINGPresentation of knowledge and ideas 4 present information and findings and supporting evidence clearly, concisely and logically such the listener can follow the line of reasoning, and the organization, development, substance and style are appropriate to purpose, evidence and tasksNCES - MUSICAL LITERACY (for option 4) ML.3 -create music using a variety of sound and notational sourcesMUSICAL RESPONSEMR.1 - Understand the interacting elements to respond to music and music performances.BMR1.1 - demonstrate perceptual skills by answering questions about and describing aural examples of various styles

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Piano


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 60 – 90 minutes with up to 2 classes a day


GRADES: 9-12, will modify for lower grades

51919-560-2718 • D U R H A M A R T S . O R G

MUSIC

CHARLES PETTEECharles Pettee, has delighted audiences with a tasty blend of original and traditional music seasoned at more than 5,000 performances throughout the US, Canada, and Europe. He is a founding member of the world-traveling Shady Grove Band, and is currently working on his thirteenth full length CD/album. His original songs have received airplay worldwide. His love and mastery of southern string music have made him a sought-after performer in educational settings for over twenty years. He currently resides in Chapel Hill, NC, with his wife and two boys.

PERFORMANCE I

BLUEGRASS STOMP: A ROMP THROUGH SOUTHERN STRING MUSIC fROM THE PILGRIMS TO THE PRESENT

“What a wonderful way to experience the many cultural influences of our southern heritage…” (Principal, N. Duplin Elementary). Charles Pettee’s interactive show “Bluegrass Stomp” will delight students and teachers alike with a whirlwind tour of string music from Africa to Europe to our own back yard! PreK-2: Students will clap and sing along with the oral traditions of the south! 3-5: Clapping, calling, and responding to the history of our state. Fun, interactive and informative!

CURRICULUM STANDARDS: CCSSRI.9 - Identify similarities and styles between texts (i.e. musical styles)RL.9 - Comparing and contrasting musical themes, styles, and char-actersNCESK-2. ML.1 - Rhythms, dynamics, changesK-2. MR.1 - Purposes, instruments, settings1-2.CR.1 - Heritage, traditions3-5.CR.1.1 - Understand how music is reflected in, and affected by, cul-tures, traditions and history 3-5.MR.1.4 - Identify instruments, sounds characteristics of varieties of music

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):10’ by 12’ performance space, artist brings everything needed.



PERFORMANCE I FEE:SINGLE PERFORMANCE FEE $562.50TwO PERFORMANCES FEE $875

GRADES: Pre-K-5, After-Schools, Libraries

PERFORMANCE II

SOUTHERN BLUEGRASS & BLUES -- THEN & NOw

Performing on guitar, mandolin, banjo, harmonica, and voice, Mr. Pettee brings US history to life with a lively interactive performance of music from the 1800’s, including the Civil War era. Students will learn how these music forms laid the foundation for jazz, rock & roll, and hip-hop. “Your presentation was one of the most instructional, entertaining and professional performances we sponsored all year.” (PTSA Cultural Enrichment Committee, East Chapel Hill High School).

CURRICULUM STANDARDS: CCSSRI.9 - Identify similarities and styles between texts (i.e. musical styles)RL.9 - Comparing and contrasting musical themes, styles, and charactersNCES6.MR.1.1 - Describing music of various styles and cultures 6.CR.1.1 - Music in relation to geography, history, and culture of world civilizations7. CR.1.3 - Functions of music, musicians8.CR.1.1 - Role of NC and US music in relation to history and geographyP.CR.1.1 - Role of music in US history as a means of interpreting past eras.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):10’ by 12’ performance space, artist brings everything needed.



PERFORMANCE II FEE:SINGLE PERFORMANCE FEE $562.50TwO PERFORMANCES FEE $875

GRADES: 6-12, Senior Groups, Libraries

52 D U R H A M A R T S . O R G • 919-560-2718

MUSIC

TELI SHABU & THE MAGIC OF AFRICAN RHyTHMTeli Shabu is a professional musician born in Liberia, West Africa. Teli grew up in a family performance ensemble where art was a way of life. He has traveled the U.S. and West Africa studying percussion and Kora with the masters. He has also toured with the African American Dance Ensemble, played Kora for the score of I Love My Hair... at Manbites Dog theater, and was awarded Best Original Music 2012 for his work on The Brothers Size at Manbites Dog theater by Indy Weekly Magazine. Teli is currently the Musical Director, and Lead Percussionist of The Magic of African Rhythm. He teaches throughout North Carolina and performs with his touring unit, Djembe Fire!

RESIDENCY I

ACTIvE RHyTHMS & LIfE ExPANDED

Students will be engaged through hands-on activities, a high paced learning environment, and interactive explorations of instruments. We will ask ourselves the bold question, “What is rhythm?”, and discover the answer hidden within visual patterns, bodily kinesthetic rhythm, and structured music. Through the study of basic drumming techniques students will learn to play at least one traditional West African rhythm and demonstrate their knowledge and understanding in a culminating program. Students become aware of the many different rhythms that exist around us, how rhythm is the soundtrack of life in Africa, and can be used in our own. As cacophony becomes sweet music, students realize that everyone has rhythm.

CURRICULUM STANDARDS: CCSS - CCSS.ELA-Literacy.RST.9-10.3: - Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.NCES - OIM.G.1: - Use properties of two - and three-dimensional figures to solve problems. OIM.G.1.1: - Calculate perimeter of polygons and circumference of circles to solve real world problems.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Large space away from quiet study areas, access to an electrical outlet.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: Fee includes 4-5 days, 4 classes per day

RESIDENCy I FEE: $ 1,700


CHARLES PETTEE CONTINUED

RESIDENCY I

HEAR THE SOUND: DIGGING fOR THE ROOTS Of BLUEGRASS

With classroom sessions full of singing and clapping, plus focus on a different instrument each day, students will learn the science of vibration, the influence of historic and modern cultures, the different types of folk music, and even how to write their own folk song in this action-packed, informative 3-5 day residency. The Five Day residency concludes with presenting the new song to an assembly for the whole school!

CURRICULUM STANDARDS: CCSSRI.9 - Identify similarities and styles between texts (i.e. musical styles)RL.9 - Comparing and contrasting musical themes, styles, and charactersNCES3-5.MR.1.4 - Identify instruments, sounds characteristics of varieties of music3-5.CR.1.1 - Understand how music is reflected in, and affected by, cultures, traditions and history.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classroom with white board, artist brings everything needed.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: 3-5 Days, 45 – 50 minute classes

RESIDENCy I FEE: $ 1,750 - 5 classes per day for 5 days*residency length negotiable

GRADES: 2-6

53919-560-2718 • D U R H A M A R T S . O R G

MUSIC

STRING CELEBRATIONKen Lankford and Beth Corzine have been performing as String Celebration for more than 13 years. As a certified teacher (BS, MA, Elementary Education), former Kindermusik® instructor and licensed Musikgarten® instructor, Beth combines professional classroom skills with her command of many instruments, including 12-string guitar, bowed psaltery, lap and hammered dulcimers and a variety of percussion items. Ken’s long experience in musical entertainment and writing has earned him appearances on TV and radio in the U.S. and Canada. He is also a licensed Musikgarten® instructor. This husband and wife duo’s vocal blends keep the audience eager to hear and learn more.

PERFORMANCE I

READ fOR yOUR LIfE!

“Read for Your Life!” uses music to engage K-2nd and 3rd-5th graders while reinforcing basic reading and writing skills taught in the classroom. Students will identify themes of stories told and sung, answer questions about characters and vocabulary, and learn and employ context clues and inference. Strategies used include sign language, body percussion, call and response, humor and singing. They will also have lots and lots of fun!

CURRICULUM STANDARDS: CCSSCCRA L.5.4a - Use context as a clue to the meaning of a word or phrase. (These performances align with other standards, also)NCES2.ML.1.3 - Execute extended rhythmic patterns using body, instruments or voice.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):20’ X 15’ floor area needed for staging and sound system; performers need drinking water and two rectangular tables, 6’ - 8’ long.



PERFORMANCE I FEE:SINGLE PERFORMANCE FEE $750TwO PERFORMANCES FEE $940*Additional performances available, contact the CAPS office at (919) 560-2718 for more information.

GRADES: K-5, Preschools, After-Schools

PERFORMANCE II

MULTICULTURAL MUSICAL MIx

“Multicultural Musical Mix” has 3 goals: (1) Students will hear music and stories from a variety of cultures; (2) they will learn to acknowledge our cultural differences and to honor both differences and similarities, and (3) they will learn that, despite our different backgrounds, we are ll related through the family of humanity.

CURRICULUM STANDARDS: CCSS CCRA RL.2.2 - Recount stories, including fables and folk tales from diverse cultures, and determine their central message, lesson or moral.NCES2.CR.1.1 - Exemplify music representing the heritage, customs and traditions of various cultures.5. C.1.4 - Understand how cultural narratives (legends, songs, ballads, games, folk tales, and art forms) reflect the lifestyles, beliefs and struggles of diverse ethnic groups.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):20’ X 15’ floor space, for sound system and staging; drinking water for performers and 2 rectangular tables, 6’ long.



PERFORMANCE II FEE:SINGLE PERFORMANCE FEE $750TwO PERFORMANCES FEE $940*Additional performances available, contact the CAPS office at (919) 560-2718 for more information.


54 D U R H A M A R T S . O R G • 919-560-2718

MUSIC

THE BEAST The Beast is dedicated to education and cultural outreach. The group has developed workshops on creativity, improvisation, and the history of African-American music based on a curriculum founded by emcee Pierce Freelon. Freelon is a professor of African American Studies at UNC and NCCU. He earned his BA in African American Studies and his MA in Pan African Studies at UNC and Syracuse, respectively. The Former Director of the Thelonious Monk Institute of Jazz’s Bebop to Hip Hop program, Freelon has educated internationally to a multigenerational audience in New York, Los Angeles, New Delhi. Pianist Eric Hirsh, Drummer Stephen Coffman and Bassist Peter Kimosh all earned music degrees from UNC-CH.

PERFORMANCE I

SANKOfA: AfRICAN-AMERICAN MUSIC fROM SPIRITUALS TO HIP HOP

Professor Pierce Freelon, and The Beast will weave the story of African American music into an interactive informance (information-performance). Performing original songs, as well as standards from the spiritual, jazz and Hip-Hop canon, The Beast will introduce students to a revolutionary new style of music while paying homage to the musicians who came before them. Students will participate in performances by engaging in call and response through interactive songwriting and improvisation.

CURRICULUM STANDARDS: 3rd-5th Grade Arts Education: Music goal 8.02 - Identify ways in which the principles and subject matter of other disciplines taught in the school are related to those of music.6th-8th Grade Arts Education: Music goal 9.03 - Compare across several cultures of the world and in history, the functions of music, roles of musicians, and conditions under which music is typically performed.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):A room with good acoustics, sound system and 2 microphones + chords, power strip and small table. 8 bottles of water. OPTIONAL: monitors and projector + projector screen and speakers.




GRADES: Pre-K-12, After-Schools, Preschools, Libraries

55919-560-2718 • D U R H A M A R T S . O R G

MUSIC

TRANSIT vOCAL BANDFormed in 2005, Transit is a dynamic Vocal Band that emphasizes exciting live performances, inspiring recordings, and continual innovation of their art form. Using nothing more than their voices and microphones, Transit performs a wide variety of music sure to entertain any audience. With decades of collective experience as performers and clinicians, Transit offers highly interactive educational performances and residency programs designed to fully engage students as they learn about the history and characteristics of vocal music and the a cappella style. As North Carolina’s Number One Most Booked Educational Program in 2012, Transit is sure to engage, entertain, and amaze your students and teachers like you could not believe!

PERFORMANCE I

THE EvOLUTION Of A CAPPELLA MUSIC

In “The Evolution of a Cappella”, Transit provides a comprehensive history of the a Cappella genre, from Chant, Classical, and Barbershop to Doo-wop, Rock, and Pop.Through this program, students will:1.Gain an understanding of the historical roots of a Cappella.2. Learn how a Cappella arrangements are created3. Learn to recognize the various forms of a Cappella.Transit will utilize demonstration, sing along, call and response, and Q&A to engage the student audience.

CURRICULUM STANDARDS: 1. Performance meets Grades K-5 Music competency goal 9.01 - Transit’s song selections in this performance help students to identify aural examples of a cappella and vocal music from various historical periods and cultures.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Performance area (stage preferable), access to electrical outlets, and 1 six-foot fold-out table.


DURATION (Length of Performance): 40 - 45 minutes


GRADES: K-12

PERFORMANCE II

A CAPPELLA AND POPULAR MUSIC

Transit examines popular music from the a Cappella perspective, showing the power of the voice to transform music into something new and exciting.1. Gain an understanding of the unique a Cappella method to interpret the popular music that has influenced the U.S. since the 1950’s.2. Learn how we can alter well-known song selections to create something new and exciting.Transit utilizes demonstration, sing along, call and response, and Q&A to engage the audience.

CURRICULUM STANDARDS: 1. Performance encompasses Grades K-2 Music competency goal 4.03 - Transit’s vocal percussionist instructs students on how to make basic vocal drum sounds and incorporates them into sequences, which can help students to compose their own simple rhythmic pattern or piece using half, quarter, eighth note and quarter rest durations.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Performance area (stage preferable), access to electrical outlets, and 1 six-foot fold-out table.


DURATION (Length of Performance): 40 - 45 minutes

PERFORMANCE II FEE:SINGLE PERFORMANCE FEE $1,375TwO PERFORMANCES FEE $2,000

GRADES: K-12

56 D U R H A M A R T S . O R G • 919-560-2718

MUSIC

LOLA yOUNGMAN AND CAPITAL TRANSIT Lola Youngman graduated from CMU with a degree in Music Education. She holds two teaching certificates (Classroom, K-6 and Music K-9). She taught Elementary Music in Michigan for 5 years, then moved to Georgia. There, she completed the Yamaha Music School teacher training. Youngman has taught piano lessons for 27 years, elementary music in Wake County for 12 years and her chorus won competitions every year. Youngman sings professionally with 3 bands and is also an Artist-in-Residence in Wake County. She loves kids & knows how to get them to love music.

PERFORMANCE I

MUSIC HISTORy SHOw CALLED “FROM BACH TO DOOWOP” By THE GROUP “CAPITAl TRANSIT”

Fun, & interactive. 500 years of Music History! Never boring! Professional musicians sing 4 part harmony & play sax, keyboard, flute, bass, & guitar) They perform Baroque, Classical, Jazz, Blues, DooWop, & Rock music. Composers make surprise visits too! Packet & CD’s sent to Music Teacher month before show, to help preparation. STUDENTS WILL recognize famous pieces of music. With maps, illustrations, and teaching points in show, STUDENTS WILL understand the time periods. Kids will constantly participate, even playing instruments with the band!! Very fun!!!

CURRICULUM STANDARDS: 5.C.1.4 - Understand how cultural legends, songs, ballads, games, and art forms reflect the lifestyles, beliefs & struggles of diverse ethnic groups5.C.1.1 - Analyze the change in cultures & everyday life of Americans before & after Europeans settled (and after slavery) & how it was reflected in music. 5OA.3 Analyze patterns & relationships (beats & tempos in music)

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Stage about 15’x12’



PERFORMANCE I FEE:SINGLE PERFORMANCE FEE $840TwO PERFORMANCES FEE $1,080Outside Durham county add $200

GRADES: Pre-K-12, After-Schools, Senior Groups

RESIDENCY I

“wIPE OUT BULLyING” OR THEME Of yOUR CHOICE

Ms.Youngman works with one grade level, writing 2 songs on a theme (most popular theme is “Wipe out Bullying” but pick any theme. Other themes used are Famous Americans, Animal Habitats, Character traits like Kindness or Responsibility, or any theme the school chooses). They’ll put on a show for the school on Friday. Show’s recorded & CD’s given to performers. Kids also write stories & gather info on topic to be read at assembly. Kids learn choreography & memorize words. (One song is rap. Many rappers, actors, & speakers are selected for the show). The kids are proud to be role models for the school & excited to be putting on their very own show. Almost every child who wants a speaking, acting, or rapping part gets one. Students (performers & audience) will learn strategies for dealing with bullies. Performing students will also learn new songwriting skills, and performance skills. Student self-esteem is boosted, and they do all this in just a week!!!

CURRICULUM STANDARDS: NCES- GUIDANCE P.SE.1.1 - Identify how to set boundaries that maintain personal rights while paying attention to the rights of others.EEE.C.1.1 - Create strategies for solving problems that have been problems for some time.RED.SE.1.1 - Understand the importance of self-control & responsibilityMUSIC 5.ML.3.2 - Create compositions & arrangements within specified guidelines

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Mon - Wed need 15’x10’ floor space for each class. Thurs rehearsal in gym or auditorium where show will be. Friday is the show (or 2 back to back shows)

MAXIMUM PARTICIPANTS: 30 per class, 350 for performance or whatever fire code permits

RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: Rate includes up to 5 classes, 45 minutes each for 5 days with one performance.

RESIDENCy I FEE: $ 1,375 includes residency & 1 performance. For 2 performances add $200.


57919-560-2718 • D U R H A M A R T S . O R G

THEATRE ARTS

JOE APPLETONJoe Appleton has been an actor and singer in the Durham area since 1981, performing with the North Carolina Theatre, Triangle Opera, and Manbites Dog, among others. He was a co-founder of Manbites Dog Theater, and a company member of Little Big Children’s Theater. From 1989-1994 he was a CAPS artist, until he returned to teaching Kindergarten in Durham Public Schools. We welcome Joe back to the CAPS Roster.

RESIDENCY I

CREATIvE DRAMATICS

Developing comprehension and expressive skills can be fun! Creative dramatics and theatre games are used in this residency to develop children’s problem solving skills, comprehension of stories, and expressiveness for acting out stories, which translates directly to expressiveness for reading. The artist uses age-appropriate stories that require minimal props for maximum fun and learning. Students confirm their understanding of text in a hands-on, entertaining format..

CURRICULUM STANDARDS: CCSSCCSS.ELA-Literacy.SL.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences (and similar standards for other grades).

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classrooms with space cleared for playing theatre games and acting out stories.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: Fee includes days, 5 classes per day

RESIDENCy I FEE: $1,562.50

GRADES: K-2, Preschools, After-schools

RESIDENCY II

fOLK TALES, fABLES & MyTHS

Comparative literature for elementary students? You bet!! This residency uses traditional folktales from six continents to examine storytelling traditions, the origins of folktales and their progress across continents and through time. Students will engage in discussions and analysis of folktales, as well as, adapt traditional stories in follow through writing activities. This residency uses bright, colorful picture books to retell traditional stories, which will engage students of all elementary ages. It is very adaptable to different age levels, and can focus on a specific culture, continent, or groups of people, according to the curriculum needs of the teachers and learning target for the students.

CURRICULUM STANDARDS: CCSS CCSS.ELA-Literacy.RL.K.1: - With prompting and support, ask and answer questions about key details in a text.CCS.ELA-Literacy.RL.3.2: - Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classroom with space for group reading.



RESIDENCy II FEE: $1,562.50

GRADES: K-5, Preschools, After-schools

58 D U R H A M A R T S . O R G • 919-560-2718

THEATRE ARTS

SHEILA KERRIGAN, THE MIME WHO TALKS!Sheila Kerrigan performs “The Mime Who Talks!” for children and “Mime Explains String Theory!” for adults. She wrote the Performer’s Guide to the Collaborative Process. She teaches mime, communication, and collaborative creativity, and works with at-risk youth to create original performance. She taught Community-Based Performance at Duke, served on Alternate ROOTS’ Resources for Social Change, and works as a teaching artist for educational programs and arts councils across NC and beyond. She conducts professional development on arts integration for teachers and teaching artists as a Fellow with the A+ Schools and president of the SE Center for Arts Integration.

PERFORMANCE I

THE MIME wHO TALKS!

In “The Mime Who Talks!” Kerrigan tells stories (illustrating with juggling) about the importance of failure and a positive attitude to achieve success. She struggles against invisible forces to communicate something important. She does a lecture-demonstration about mime that connects to ELA Reading in this fun and educational show. She interacts with/in the audience, brings an audience member onstage, and asks questions. Students will know what mime is and how failure can lead to success.

CURRICULUM STANDARDS: E.S. Theatre Arts 5.A.1.1 - Analyze texts or scripts in terms of setting, characters, sequence of events, main idea, problem, solution, and their interrelationships. 6.A.1.1 - Analyze plays in terms of theme, characters, conflict, and their interrelationships. 7.A.1.1 - Analyze plays in terms of theme, characters, conflict, and dia-logue.8.A.1.1 - Analyze plays in terms of theme, characters, conflict, dialogue, mode, and atmosphere.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Clean, clear floor. Audience must be able to see the floor. 2-hour set-up time.



PERFORMANCE I FEE: SINGLE PERFORMANCE FEE $687TwO PERFORMANCES FEE $1,062

GRADES: 3-8, After-schools

RESIDENCY I

wHAT wERE THEy THINKING? fIGURES fROM HISTORy

In this residency students write arguments with reasons in the voice of key historical figures and perform their writing. They learn basic theater skills like using mime, movement and voice to communicate ideas and feelings. The residency sparks interest in and deepens understanding of historical events and figures. Each class begins with dramatic and imaginative explorations of historical figures they have researched, like civil rights leaders, (5th gr.) or the Regulators (4th & 8th gr.), e.g..

CURRICULUM STANDARDS: CCESELA.4-5.W.1. - Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 6-8 Write arguments to support claims with clear reasons and relevant evidence. ES Social Studies 4.H.1.3 - Explain how people, events and developments brought about changes to communities in various regions of North Carolina. 5.H.2.1 - Summarize the contributions of the “Founding Fathers” to the development of our country. Theatre Arts.3-8.C.1 - Use movement, voice, & writing to communicate ideas & feelings.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Students must have enough space to move around in all at once. They need paper, pencils, and writing surfaces. Students wear nametags.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: Fee includes 4-5 classes per day for 5 days



59919-560-2718 • D U R H A M A R T S . O R G

SHEILA KERRIGAN, THE MIME wHO TALKS! CONTINUED

THEATRE ARTS

RESIDENCY II

COMMUNICATE! COLLABORATE! CREATE! MIME!

In this fun and educational residency, kinesthetic learners shine. Students learn mime, body-language and non-verbal communication. They practice in groups and reflect on the importance of focusing on a partner, accepting offers, and adding to what a partner does. They collaborate on mime pieces. Students will: know the definition of mime; be able to communicate through movement; improve their ability to focus, listen, lead, and follow others; know collaboration strategies like: agreeing on guidelines, taking turns, sharing power, and mime brainstorming; and use positive speech in critiques.

CURRICULUM STANDARDS: CCES - ELA.SL.C. 1.b 3-5 - Follow agreed-upon rules for discussions (e.g.: gaining the floor in respectful ways, listening to others with care, speaking one at a time…).ES - Theatre Arts 3-8.C.1. Use movement, voice, and writing to communicate ideas and feelings. 3.C.1.1 - Use non-verbal expression to communicate elements of characterization, including age and physicality.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Students need enough room for all to move at once. Students wear nametags.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: Fee includes 4-5 classes per day for 5 days

RESIDENCy II FEE: $1,875


MASTER ClASS I

MOvEMENT fOR ACTORS

Acting students in grades 6-12 will: investigate body language, non-verbal communication, mime, and physical approaches to building a character (e.g.: image work, energy work, kinesthetic awareness, rhythm, dynamics, and/or developing physical presence). This workshop can help students approach a play that has physical demands like non-human characters, age, etc. Ms. Kerrigan plans with the theatre teacher to focus on specific student needs and challenges as far as observing and describing body language and physical approaches to character development.

CURRICULUM STANDARDS: NCES - Theatre Arts 6-12.C.1 - Use movement, voice, and writing to communicate ideas and feelings. 6.C.1.1 - Use physical movement and acting skills to express a variety of emotions to an audience. 7.C.1.1 - Use physical movement and acting skills to express a variety of characters to an audience..

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):We need space for everyone to move around at once.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 1-3 hours, and up to 4 classes per day

SINGLE ARTIST wORkSHOP I FEE: $93.50


WORkSHOP II

MIME

Students will learn what mime is and how to do it--how to communicate invisible things, imaginary settings, and interesting characters. They will use their new knowledge and techniques to create short mime pieces or stories and present them.

CURRICULUM STANDARDS:NCES - Theatre Arts C.1 - Use movement, voice, and writing to communicate ideas and feelings. C.2 - Use performance to communicate ideas and feelings.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):We need enough space for everyone to move around at the same time.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 1-3 hours, and up to 5 classes per day

SINGLE ARTIST wORkSHOP II FEE: $93.50

GRADES: K-12, After-schools

TEACHER WORkSHOP I

wHAT wERE THEy THINKING? INTEGRATING wRITING, HISTORy, & THEATRE

In this experiential workshop, teachers will explore figures from history through guided dramatic exercises. They will learn how to deepen student interest in and understanding of the impact of key historical figures, enliven student writing with details and elaboration, and improve student speaking and listening skills. The workshop addresses how students can gain control and focus while moving in the classroom. Teachers will write, read aloud, work in small groups to create an informal presentation, reflect on discoveries, and start to plan their own lesson

CURRICULUM STANDARDS: CCSS - ELA: 3-5, W.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons. 6-8.W.1 - Write arguments to support claims with clear reasons and relevant evidence.NCES- Social Studies: 3.H.1.2 - Analyze the impact of contributions made by diverse historical figures in local communities and regions over time. 4.H.1.3 - Explain how people, events and developments brought about changes to communities in various regions of NC. 6.H.2.4 & 8.H.2.2 - Explain the role of key historical figures.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):We need enough space for everyone to move at once, plus writing surfaces & nametags for everyone.


wORkSHOP DURATION: 1.5 hours, Maximum 2 workshops per day

TEACHER wORkSHOP I FEE: $437.50


60 D U R H A M A R T S . O R G • 919-560-2718

THEATRE ARTS

vIRGINIA QUEENVirginia Queen has both a BFA in Acting from West Virginia University and a MFA in Acting from The School of Arts at Pennsylvania State University. She moved to the Triangle from New York City and has been working as a professional actor, arts educator, choreographer and director for over 15 years. She is passionate about teaching and has worked with children and adults extensively teaching drama, on-camera, dance and movement classes, as well as creative classes that promote social justice. She has worked at various institutions including UNC Department of Dramatic Arts, UNC Department of Education, UNC Department of Music, The ArtsCenter, Cary Academy, and Trailblazers Studios, among others.

WORkSHOP I

“I HAvE A vOICE” A SOCIAL INTERACTIvE THEATRE RESIDENCy

Students will explore their creativity through social interactive theatre. They will enhance their creative expression, self-esteem and cooperation with others. Social themes will be explored in dramatic activities, improvisations, Image and Forum Theatre. Through the methods of Theatre of the Oppressed, students will use interactive exercises to ignite their imagination. TO is a form of theatre designed for people who want to learn ways of fighting back against oppression in their daily lives. Examples of past themes include anti-bullying, violence prevention, peer pressure, among others. This workshop gives students an opportunity to share their “voice” while exploring creative ideas in a relaxed and fun environment that is solution-oriented.

CURRICULUM STANDARDS: CCSS - CCSS.ELA-Literacy.SL.9-10.1NCES - RED.SE.1 B.C.1

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Large open space


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: 3 hours, 2 classes per day

SINGLE ARTIST wORkSHOP I FEE: $250 per classroom workshop

GRADES: K-12, After-schools, Senior Groups

TEACHER WORkSHOP II

CREATING A COLLABORATIvE CLASSROOM

How do we teach students the CC ELA SL skills of speaking, listening, discussing, and collaborating? In this experiential workshop, teachers will learn practical steps they can take in the classroom to foster and teach the complex skills needed for efficient group discussion and creative collaboration. Teachers will work in small groups, discuss a text, collaborate to create a dramatic response to the text, and present their response.

CURRICULUM STANDARDS: CCSSCC ELA SL.1 (Gr.3-8) - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly. NCESTheatre Arts C.1 (Gr. 3-8) - Use movement, voice and writing to communicate ideas and feelings.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):We need enough space for everyone to move at once and nametags and writing surfaces for all.


wORkSHOP DURATION: 1.5 hours, Maximum 2 workshops per day

TEACHER wORkSHOP II FEE: $437.50


SHEILA KERRIGAN, THE MIME wHO TALKS! CONTINUED

61919-560-2718 • D U R H A M A R T S . O R G

THEATRE ARTS

RESIDENCY I

THEATRE ExTRAvAGANzA

Experience the magic of theatre! Students will go on a journey of creative expression and gain confidence in their ideas while developing skills fundamental to theatre. They will create a community in the classroom through trust and cooperation, and explore drama games and improvisations that focus on imagination, character, and concentration. Themes and vocabulary will be taken from current class curriculum and incorporated into activities. This is a wonderful creative outlet that all ages will love!

Extended residency: Students will continue to build theatre skills and enhance literacy while learning play production techniques. Each student will experience being cast in a class play, creating a character, rehearsing, and performing their play on the final day of the residency. Examples of past residencies include dramatizing folk tales, fairy tales, mythology, Greek and Roman literature,Shakespeare and much more. It’s perfect for all ages and fits into any curriculum.

CURRICULUM STANDARDS: CCSS CCSS.ELA-Literacy.RL.5.1 - 5.3 CCSS.ELA-Literacy.RL.5.4-5.6NCES6.C.1-6.C.2 6.A.1

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Open Space


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: 5-9 days, 5 classes per day

RESIDENCy I FEE: $375 per class *extended residency available.


RESIDENCY II

“I HAvE A vOICE” A SOCIAL INTERACTIvE THEATRE RESIDENCy

Students will explore their creativity through the outlet of social interactive theatre. Students will develop a community in the classroom and will enhance their creative expression, performance techniques, self-esteem and cooperation with others. They will incorporate social themes into dramatic activities, improvisations, and scripts that will ignite their imagination. They will explore other art forms as well such as creative movement, dance and performance poetry. Through the methods of Augusto Boal’s Theatre of the Oppressed, students will use interactive exercises to spark discussion and active problem solving in a relaxed and fun environment that is solution-oriented. Past themes include anti-bullying, violence prevention, and peer pressure, among others. During the final class, students will perform a culmination of their work. In addition, the students will have the opportunity to make a video that will capture the journey of their development, daily activities, and performance pieces.

CURRICULUM STANDARDS: CCSSCCSS.ELA-Literacy.SL.6.1-6.3CCSS.ELA-Literacy.SL.6.4-6.6NCESB.C.1-2 B.A.1

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Open Space



RESIDENCy II FEE: $375 per class *extended residency available.


vIRGINIA QUEEN CONTINUED

62 D U R H A M A R T S . O R G • 919-560-2718

THEATRE ARTS

MARIA PISKORA brain surgeon? Not fond of the sawing. After a period of recalibration. The theatre. Schooled, I developed a street theatre in Manhattan that held a subscription audience. In a bold move, I married and settled in Princeton where I taught Elementary students Science/Creative Writing, and High School students- Theatre. A theatre ensemble of middle schoolers emerged, and together we produced a beat reading of The Raven, and an evening of monologues. Fast forward to NC. I have directed, assisted in the production of Children’s Theatre, taught creative content for various Young People’s improv/acting classes, and facilitated improv workshops for the CAPS new AIR and for the Ackland docents.

RESIDENCY I

GANDERING INfORMATION

Students will practice mindful observation as it relates to works of art. Students will articulate their perceptions in a dialogue with their peers, and discover art through the lenses of improv, story, andsound. Over the course of four days, we will invest creative energies, to spark interactions with art without its’ frame. With improvisations, communal story crafting, social interacting, and inquiry based learning amidst an energized environment potentially new concepts will be culled.

CURRICULUM STANDARDS: CCSSELA- Literacy. SL. 6. 1C - Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text or issue under discussion.NCES6.v.1.4 - Recognize how artists use the Elements of -Art and the Prin-ciples of Design in Creating Art. 6C.2.1 - Use improvisation and acting skills to role play various sce-narios and given situations

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Clear some space large enough for an entire class to move, I will need assistance on the third day - could be the teacher


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: Fee includes 4 days, 2 classes a day with 50-60 minutes


GRADES: 6-12, Libraries, Senior Groups

63919-560-2718 • D U R H A M A R T S . O R G

VISUAl ARTS

ART THERAPy INSTITUTEThe Art Therapy Institute brings art to the places that people are every day. ATI improves access to mental health services for diverse populations and promotes education and awareness about arts therapy.

RESIDENCY I

ART JOURNALING

Students will learn to use art as a way to relax and express themselves.They will experiment with various materials, and try different ways of using mixed art mediums.

CURRICULUM STANDARDS: KV3 KCX1



RESIDENCy I FEE: $2600*residency length and fee negotiable.

GRADES: 3-12, After-schools, Seniors Group

RESIDENCY II

vIDEO JOURNALING

Students will learn to use video as a way to document their lives andexpress themselves. They will experiment with various video techniques and experience different ways of using mixed art mediums through film.

CURRICULUM STANDARDS: KV3 KCX1



RESIDENCy II FEE: $2600*residency length and fee negotiable

GRADES: 3-12, After-schools, Seniors Group

WORkSHOP I

SCULPTURE: INSIDE AND OUT

Students will learn to use sculpture as a way to express themselves. Experimenting with various techniques students will trial different ways of using sculpture and mixed art mediums.

CURRICULUM STANDARDS: NCES - Sculpture will help to develop the skills necessary for understanding and applying different media, techniques and processes. We will experiment with various techniques, and trial different ways of using video to document inside worlds and outside environments. Sculpture will use sensory exploration of the environment as a source of imagery



SINGLE ARTIST wORkSHOP I FEE: $250MULTIPLE ARTIST wORkSHOP I FEE: $312.50

GRADES: K-12, After-schools, Seniors Group

64 D U R H A M A R T S . O R G • 919-560-2718

VISUAl ARTS

JEANNETTE BROSSARTJeannette Brossart has been a professional mosaic artist since 2003. Her mosaic work ranges from jewelry pieces, to gallery and garden art, private installations, sculptural mosaics, and public art. She has taught participants from age 3-83, and loves to share this unique art form. She has been a CAPS artist since 2011, NC Art Council Artist Roster 2012, and has provided integrated arts programming to over 25 schools/groups in just the last 24 months, tailoring each experience to the needs and budgets of her clients.

RESIDENCY I

MOSAIC MATH: ON THE GRID

Students will develop creative thinking skills for understanding and producing mosaic art utilizing a square tile as a base unit for design. Students will also develop and practice math concepts in this hands-on program. Patterns may be planned on graph paper based on geometric abstracts, letters and numbers, or pixilated images as desired. Artist will provide an introduction to mosaic art as well as touch on how math and LA are critical components to being a successful professional artist. The final artwork can vary based on budget and desired work (individual or collaborative). This artist is experienced and flexible to customize the residency to your needs, while still maintaining strong math integration. Older students can plan tessellating patterns or complex pixilated designs, while younger students practice counting, following a pattern, fine motor skills and collaboration. Students will work with industry materials, and apply math concepts to real objects.

CURRICULUM STANDARDS: CCSSMath K-5 - counting/ordinality, measurement/data, and geometry, multiple understandings and practices.NCESV1 - Language of visual arts, V3 - create art using tools, media, processesCx2 - understand how to use other information in artCx3 - collaborative skills Also possible tie in with science, comparing properties of materials

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Tables (no desks).


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: 2-5 day residency, flexible. 5 contact hrs with 4-5 classes.

RESIDENCy I FEE: $ 1,250*residency length and fee vary based on project size and scope.

GRADES: Pre-K-12, Preschools, After-Schools, Seniors

RESIDENCY II

MOSAIC MINI-MURAL

Students will learn about mosaic art and create a 3x5’ mini-mural with actual materials. Design options can be customized to suit cross curriculum concepts such as math, language arts, history, science, world cultures, or community ideals. Design may be collaborative effort of participants, or artist inspired. Projects may vary in size, budget, and number of participants, artist is experienced and is eager to customize this residency to your needs/curriculum objectives.

CURRICULUM STANDARDS: CCSS - measurement/data, geometryLA: Integration of knowledge and ideas, integrate and evaluate content presented in diverse media and formats including visually and quantitatively. 68.LS.3 - follow multi-step procedure when carrying out experiments, measurements, or perform tasksNCESV1: language of visual artsV3: create art with tools, media, processes, safely and appropriatelyCx2: understand how to use other information in art

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classroom, tables (no desks).


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: 2-5 day residency, flexible. 5 contact hrs with 4-5 classes.

RESIDENCy II FEE: $ 1,250*residency length and fee vary based on project size and scope.

GRADES: Pre-K-12, Preschools, After-Schools

65919-560-2718 • D U R H A M A R T S . O R G

VISUAl ARTS

JAN FRENCHJan French is a multi-fiber artist teaching in Triangle classrooms and festivals. Before she started spinning local wool and cotton, Ms. French was weaving natural materials collected from her yard. While living in Durham she earned graduate degrees in environmental management and design and worked as an environmental planner for many years. Ms. French uses a multidisciplinary and hands-on approach to help students explore new and traditional ways to work with fibers (spinning, weaving, felting, needle felting, knitting). She enthusiastically shares her fibers hoping to inspire others to make beautiful objects and installations from natural and recycled materials.

RESIDENCY I

wEAvE OR KNOT!

Do you want to weave or knot? Students learn all about knots and weaving on a loom as they build the parts and assemble their own reusable backstrap loom with low cost and collected materials! Once constructed, it’s time for each student to weave a small project. Easy to set up, take down, and store, students can tie these portable looms to structures at any location! Students will learn how to remove weaving from the loom and finish their project. Students will then apply newly learned concepts and experience directly to the operation of traditional floor and table looms. This resourceful and creative instructor will weave her fiber knowledge into your art, science, social studies curriculum goals or interests in all hands-on sessions! Don’t forget to display or wear the finished belt/scarf projects to add color to any location, performance, runway or reenactment! Artist will also facilitate other individual or collaborative weaving/tapestry projects.

CURRICULUM STANDARDS: CCSSMath Content MD.A1&A2 on comparison, operations and conversion of measurements to solve problemsELA-Literacy.L.4.1/L.5.1 grammatical use of verbs and verb tenseNCESSocial Studies - History 4.H1 Changes in culture and Every day life during Colonization Re: Traditional/historical of Weaving Techniques and materials in the Colonial Period, Textile Production, Backstrap looms in significant weaving cultures throughout history.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Tables and seating for each student, room size depending on number of students, 1 helper depending on location.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: Fee includes 5 days with one classroom per day for 45 – 60 minutes a day


GRADES: 3-5, After-School, Libraries

66 D U R H A M A R T S . O R G • 919-560-2718

VISUAl ARTS

SALLyE COyLEDesign It and Make It! Sallye Coyle travels locally and internationally to train others in CAD/CAM software and digital fabrication. Her training is project-based, so that students and teachers learn about computer-aided-design (CAD) by designing projects of their choosing (examples: a print block, a book case or a theatre set) on the screen, then using a ShopBot CNC machine to “make” them. Sallye is also a glass artist, with a teaching studio, Good Harbor Bay, in Orange County, NC. Dr. Coyle graduated from Stanford University with an AB in Physiological Psychology and a PhD in Neuro- and Bio-Behavioral Sciences.

RESIDENCY I

INTEGRATING DIGITAL fABRICATION INTO ART, DESIGN AND MANUfACTURING

Students will go through the Process of Design and Digital Fabrication, which is a multistage process that has applications in the arts, engineering and the sciences. Working in teams, students will define a problem or product, brainstorm, research and generate ideas, explore possibilities, select an approach, develop a design using CAD software, make a model or prototype, test and evaluate the design, redesign, machine it on digital fabrication equipment, and communicate the processes and/or results.

CURRICULUM STANDARDS: CCSSCCSS.Math.Content.7.G.A.3 - Represent and model with vector quantities CCSS.Math.Content.HSN-VM.A.1 and .2 - Modeling the concepts learned in middle school Algebra and GeometryNCESHS.SE.1.1 - Analyze ethical issues and practices related to copyright, not plagiarizing and netiquette

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Room where CNC equipment can make noise and mess without disturbing other classes, at least 2 110v circuits, projector that can display from computer.



RESIDENCy I FEE: $1875 + materials per class


WORkSHOP I

MAKE IT AND TAKE IT: INTRO TO DIGITAL fABRICATION

Each student will design a simple sign or stamp in CAD (Computer-Aided-Design) software, then experience the thrill of actually “making” it on a CNC (Computer-Numerically-Controlled) machine. Hidden behind the creativity of design is a considerable amount of math. To reinforce the geometry, students will also draw a design on graph paper, break it down into individual lines with start and end points (vectors), and create a “tool path” or code for other students to follow.

CURRICULUM STANDARDS: CCSSCCSS.Math.Content.5.G.1CCSS.Math.Content.5.G.A.2 CCSS.Math.Content.7.G.A.2NCESCX.2 -Understand interdisciplinary connections and life applications

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):A room where noisy and messy CNC equipment can be run without disturbing other classes, 2 110 v circuits, projector that can display from a computer



SINGLE ARTIST wORkSHOP I FEE: $187.50 + materials per workshop $750 + materials for 4 sessions/day


67919-560-2718 • D U R H A M A R T S . O R G

VISUAl ARTS

TEACHER WORkSHOP I

INTRO TO DIGITAL fABRICATION: DESIGN IT, MAKE IT, TEACH IT!

Educators will go through the multistage process of Design and Digital Fabrication, which is applicable to the arts, engineering and the sciences. Working in teams, Educators will define a project of their choice, use Computer-Aided-Design/Computer-Aided-Machining (CAD/CAM) software to design on the computer, then fabricate their designs with CNC (Computer-Numerically-Controlled) equipment. The emphasis is on hands-on experience and demonstrating techniques to each other to prepare Educators to communicate the concepts to their students and administrators.

CURRICULUM STANDARDS: CCSSCCSS.Math.Content.5.G.1CCSS.Math.Content.5.G.A.2 CCSS.Math.Content.7.G.A.2NCESHS.SE.1.1 - Analyze ethical issues and practices related to copyright, not plagiarizing and netiquette CX.2 -Understand interdisciplinary connections and life applications

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):A room where noisy and messing CNC equipment can be operated without disturbing other classroom. 2 110v circuits. A projector that can display from a computer.


wORkSHOP DURATION: 4-6 hours, 1 class per day

TEACHER wORkSHOP I FEE: $250 per hour + materials

TARGET GRADE LEvELS: Middle and High School Teachers

SALLyE COyLE CONTINUED

68 D U R H A M A R T S . O R G • 919-560-2718

VISUAl ARTS

BRENDA MILLER HOLMESBrenda Miller Holmes is a muralist and art educator who has been facilitating collaborative community mural projects throughout the San Francisco Bay Area and Internationally for the last ten years and has studied and worked with Master Muralist Susan Cervantes of Precita Eyes Muralists from 2005-2011. Trained in an artistic approach mirroring that of Popular Education, Brenda’s interest lies in the intersection of art, community empowerment and social justice and she is passionate about sharing this unifying and transformative creative experience. Beyond mural making, her art teaching experience spans a variety of media and she has facilitated workshops with people of all ages, from toddlers through adults.

RESIDENCY I

“INSTANT” COLLABORATIvE PORTABLE MURAL

Students will get to express both individual voice and vision while unifying their ideas in this collaborative community mural process. They will learn artistic technique and respectful democratic collaboration resulting in a public artwork to be shared with their community. The residency provides an ideal opportunity to deepen curricular learning and to highlight the importance of teamwork while the students move through theme development, individual drawing, mural composition design, and painting.

CURRICULUM STANDARDS: CCSSCCSS.Math.Content.7.G.A.1 - Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.CCSS.ELA-Literacy.SL.11-12.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Art room / class room with access to wall space and tables/desks.





RESIDENCY II

COLLABORATIvE COMMUNITy MURAL

Students will get to express both individual voice and vision while unifying their ideas in this collaborative community mural process. They will learn artistic technique and respectful democratic collaboration resulting in a large-scale permanent public artwork to be shared with their community. The residency provides an ideal opportunity to deepen curricular learning and to highlight the importance of teamwork while the students move through theme development, individual drawing, to-scale mural composition design, wall prep, design transfer and painting.


SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classroom for design sessions, access to photocopy machine, parent/staff volunteers for community painting days.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: 12-20 days, 5 classes per day

RESIDENCy II FEE: Contact the CAPS Office at (919) 560-2718 for more information and pricing.


69919-560-2718 • D U R H A M A R T S . O R G

VISUAl ARTS

WORkSHOP I

“INSTANT” COLLABORATIvE MURAL

Students will get to express both individual voice and vision while unifying their ideas in this collaborative community mural process. They will learn artistic technique and respectful democratic collaboration resulting in a public artwork to be shared with their community. The residency provides an ideal opportunity to deepen curricular learning and to highlight the importance of teamwork while the students move through theme development, individual drawing, mural composition design, and painting.

CURRICULUM STANDARDS: CCSSCCSS.Math.Content.7.G.A.1 - Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.CCSS.ELA-Literacy.SL.11-12.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Art room is ideal but any classroom with accessible wall space is great


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: Fee includes 5 hours, 1 class per day



TEACHER WORkSHOP I

DIRECTING A COLLABORATIvE PORTABLE MURAL

This fast paced hands-on workshop will provide teachers with the knowledge and skills they need to successfully direct a portable collaborative community mural. Teachers will be guided through the steps as we create a mural together, including theme development, individual drawing, composite design and painting. In addition to learning a new skill to deepen student learning, these programs are wonderful team building experiences.

CURRICULUM STANDARDS: CCSSCCSS.Math.Content.7.G.A.1 - Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

CCSS.ELA-Literacy.SL.11-12.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Art room is ideal but any classroom with accessible wall space is great


wORkSHOP DURATION:4-5 hours, 1 continuous session or multiple sessions


Target Grade Levels: K-12 Teachers, Preschool Teachers

WORkSHOP II

COLLABORATIvE MURAL “QUILT”

With the overall image chosen, based on a theme, ahead of time. Students will each create an individual painting based on the theme that will be a “piece of the puzzle”. When all the paintings are installed together the mural will represent each individual’s contribution integrated to form the final overall image. Students will be working to form their own symbolism to convey the theme while learning drawing and painting technique and the result is a collaborative mural to share with their community. This workshop is an ideal program to deepen curricular learning and engage students in a collaborative mural process with a minimal time requirement.


SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classroom with help from teacher to distribute materials.


wORkSHOP DURATION AND MAXIMUM CLASSES PER DAy: Fee includes 3 hours, 1 class per day



BRENDA MILLER HOLMES CONTINUED

70 D U R H A M A R T S . O R G • 919-560-2718

VISUAl ARTS

RANDALL LEACHI am all that I am...a visual artist, lecturer, and art educator with 10 years of experience in teaching at J.H. Rose High School in Greenville, NC. I graduated from Appalachian State University and obtained my MFA from East Carolina University in Drawing and Painting. My graduate thesis was titled: A”Perm”ative Action and features the nine US Supreme Court Justices getting their hair braided before going to vote on Affirmative Action in higher education. It’s a must see installation. I have completed various art projects for schools and communities including the outdoor mural collaboration with two other artists for Heritage Park in historic Princeville, North Carolina.

RESIDENCY I

wAKE UP wALLS wITH MURALS

Students will be introduced to the mural process of African American artist Aaron Douglas and use math and recognizable imagery to convey a positive theme and “Wake Up” a blank wall with a collaborative painted mural. Color schemes and composition principles will be used to bring energy to a dormant space. Students will rotate through various tasks, duties, and will experience team bonding through daily icebreakers and host a closing ribbon cutting ceremony.

CURRICULUM STANDARDS: CCSSCCSS.ELA-Literacy.W.2.7 - participate in a shared research and writing projects (research and write about artist Aaron Douglas and participate in mural).NCES2.C.1 Strand: Culture - understand how various cultures influence communities. (lessons will discuss Egyptian influence in Aaron Douglas’s murals).

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):A wall approved by administration with close access to a classroom sink or bathroom. Digital projector and extension cord. Close proximity to outdoor ventilation if possible. Teachers available to volunteer with assisting student groups is encouraged and they will be included in the mural.



RESIDENCy I FEE: $1,250 negotiable


RESIDENCY II

BUILD IT, THEy wILL COME

If you Build It, They will Come! Students will assemble recycled materials in a construction that creates a 3-D recognizable sculpture of a character or relevant structure. Students will collaborate with other students and listen to and read from a variety of primary sources as they manipulate cardboard into a work of art. Prepare for fun daily team bonding activities and ready those cameras for a final project that will attract paparazzi level attention.

CURRICULUM STANDARDS: CCSSCCSS.Math.Content.2.MD.A.1 - measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes (used to measure the sculpture we create).NCES1.G.2 Strand: Geography and Environmental Literacy -understand how humans and the environment interact within the local community (talks about how we are recycling cardboard into art and other natural resources). SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):An approved space to work and store the construction on a daily basis and then an area blocked off for the final display of the piece. Outlet and extension cord for hot glue gun. Teacher volunteers to help with assembly and with storage of material and structure.



RESIDENCy II FEE: $1,250 *residency length and fee negotiable.


71919-560-2718 • D U R H A M A R T S . O R G

VISUAl ARTS

TEACHER WORkSHOP I

TEACHING wITH DOCUMENTS AND wORKS Of ART

Participants will consider photographs as both documents and works of art and use Visual Teaching Strategies to uncover the social political and historical contexts in which - and about which - these forms of visual evidence are created.

CURRICULUM STANDARDS: CCSS6-8.RH.2. - determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions (the primary sources are photographs and other works of art). NCESWH.H.7 Strand: History - understand how national, regional, and ethnic interests have contributed to conflict among groups and nations in the modern era.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classroom or space with digital projector and large screen or white wall. Need computer access or the ability to connect wirelessly to Internet. Volunteers are welcome to assist with multimedia portions of the workshops.

MAXIMUM PARTICIPANTS: Unlimited

wORkSHOP DURATION: 2 hours with flexibility

TEACHER wORkSHOP I FEE: $375 negotiable


LUCARTHA KOHLERLucartha has had a long history of working with glass. She has both taught and exhibited her work in the US and abroad and published two books about glass and is working on a third. Some of the venues include Corning Museum of Glass and The University of the Arts in Philadelphia where she rose to the rank of Senior Lecturer. Through the University of the Arts Professional Institute for Educators she began teaching artists residencies in schools. In 2009 Lucartha moved to NC and has been teaching workshops through DAC and exhibiting her work in area venues.

RESIDENCY I

yES: KIDS CAN MAKE GLASS ART

Students will have an opportunity to cast a tile in glass. They will roll out clay and cut a 4”x4” square in the clay and draw a design in the wet clay. A plaster/silica mold will be made of the tile. When set, the clay will be removed from the mold and crushed glass will be put into it. The mold will then be placed in a kiln and fired. When cool the glass tile will be removed from the mold and cleaned up.

CURRICULUM STANDARDS: CCSSELA-Literacy.RI.4.1 - Refer to details and examples in a text.NCES 4.V.3 - Create art using a variety of tools, media, and processes, safely and appropriately.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Classroom, kiln and 2 volunteers.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: 4-45 minute classes or 2 half day classes for 5 days

RESIDENCy I FEE: $1,400*residency length and fee negotiable.”

GRADES: 3-12, Seniors

RANDALL LEACH CONTINUED

72 D U R H A M A R T S . O R G • 919-560-2718

VISUAl ARTS

JEANMARIE GRIFFINJeanmarie Griffin was born an Artist and grew up to be a Designer& Master-Tailor. While growing up with a parent from the depression Jeanmarie naturally learned to reuse things for art. Starting out as a self-taught seamstress, she merged into the sewing industry for over 30 years. While working for others she eventually created her label Top Flight Fashions. Designs covered all clothing styles and accessories; her sub- line “a remix by jeanmarie” created accessories, clothing & art from reclaimed items. In 2011 a remix by jeanmarie evolved into a remix art gallery, by jeanmarieart. This created a Buzz and landed Jeanmarie in several local newspapers and on radio shows. Jeanmarieart is described as genius, eclectic, cutting edge and whimsical she has been called a Renaissance woman. Jeanmarie quotes “All my years in the sewing industry I was blessed by being paid to learn”.

RESIDENCY I

TAKING IT TO THE TEE’S, UPCyCLED fASHION

• Students will be immersed into learning basic hand and machine sewing skills that will be used their whole life, possibly to become Designers?• Students will also learn the importance of reusing and creatively thinking outside the box, to become Ecoprenours?Before creating I will give demos on each project. We will discuss what the difference is between recycled, upcycled, repurposed, redesigning and reused. We will act on these words with real items students bring from home. Students will manufacturing designs from a start to finish, learn to network and display designs in a fashion show. Working in teams, students will plan a “Reuse Fashion Show.” There will be stations to keep students on task. Students will work alone on the first two projects and then as team for the fashion show project. Students bring in their own garments to work on and have the opportunity to showcase them in a fashion show or wear their functional art.

CURRICULUM STANDARDS: CCSSCCSS.Math.Content.HSG-SRT.A.2 - Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.NCESB.V.2 - Apply creative and critical thinking skills to artistic expressionB.V.3 - Create art using a variety of tools, media, and processes, safely and appropriately

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Average class room holding 20 students and chairs, 5 six foot tables, 2extension cord outlets (sewing machines provided). Volunteers welcome.



FEE: $1,000 *residency length and fee negotiable

GRADES: 9-12

RESIDENCY II

fUN fIBER UPCyCLED ACCESSORIES

Do you have a special eye for matching colors, textures, patterns andshapes? Great! But no need, this residency provides the opportunity for everybody to learn and play with the fibers and untraditional art supplies Jeanmarieart will bring. Students will create accessories and functional art by hand and machine sewing, cutting various shapes, and using glue and tape. They will price and mock sell items and compete for bragging rights to be the Fun Fiber Accessories winner. Also they will learn a valuable sense of reusing, upcycling, repurposing and redesigning(1) Students will learn problem solving techniques within a designingprocess using existing shapes(2) Students will learn several ways to use an item that some people would discard and to think outside the box as they create(3) Students will have fun learning basic marketing skills Students will price their creations, buy and sell from each other using “jeanmarie bucks.” A designing Team will encourage the inner artist to realize that with Upcycled art there are no mistakes, just design changes.The end product, will be chosen by the class in the last day.

CURRICULUM STANDARDS: CCSSCCSS.Math.Content.HSG-SRT.A.2 - Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.NCESB.V.2 - Apply creative and critical thinking skills to artistic expressionB.V.3 - Create art using a variety of tools, media, and processes, safely and appropriately

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Average class room holding 20 students and chairs, 5 six foot tables, 2 extension cord outlets (sewing machines provided). Volunteers welcome



FEE: $1,000 *residency length and fee negotiable

GRADES: 9-12

73919-560-2718 • D U R H A M A R T S . O R G

VISUAl ARTS

JESA RAE RICHARDSJesa Rae Richards is a visual artist with an inquiry based, playful approach to arts integrated education. Jesa Rae received her BFA in Fine Arts from Columbia College Chicago. Her concentration in arts education allowed her to delve into a wide variety of artistic mediums, to work with a professional teaching artist and study child development. Jesa Rae’s work focuses on art as a means of connection. She has partnered with social justice organizations to bring arts workshops to children of organizers and was most recently employed as a lead teacher and program director at a community arts center where she was perpetually inspired by children ages 5-18.

RESIDENCY I

INSIDE/OUTSIDE ART BOOKS

This project is designed to be integrated into a natural science curriculum. Students will create interactive art books to ignite their imagination and deepen their understanding of animal habits and habitats and the spaces they themselves inhabit. A balance of active, embodied learning and focused art making will engage the students and encourage them toward a creatively empowered, inquiry based interaction with the material and an increased sense of connection to the world around them

CURRICULUM STANDARDS: CCSSCCSS.ELA-Literacy.W.1.2 - Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.NCES1.L.2 - Summarize the needs of living organisms for energy and growth 1.G.1 - Use geographic representation, terms and technologies to process information from a spatial perspective

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Enough space for them to move around for physical activities.



RESIDENCy I FEE: $1,250*residency length and fee negotiable.


RESIDENCY I

THE LANGUAGE Of LINE: A PRINTMAKING PROJECT THAT ExPLORES THE EvOLUTION Of THE ALPHABET

This is a block printing project about abstract symbols; their evolution, use and meaning. Through instruction, discussion, drawing and printmaking, the students will gain an understanding of the process and purpose of the abstraction of forms and ideas. They will learn about the evolution of the modern Latin alphabet from pictographs to abstract symbols, the historical context that influenced this process and connect this to concepts of minimalism and abstraction in contemporary art.

CURRICULUM STANDARDS: CCSSCCSS.ELA-Literacy.SL.11-12.2 - Integrate multiple sources of informa-tion presented in diverse formats and media (e.g., visually, quantita-tively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the dataNCESA.V.2 - Apply creative and critical thinking skills to artistic expression SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):None



RESIDENCy I FEE: $1,250*residency length and fee negotiable.

High School Grades 9-12, Senior Groups

74 D U R H A M A R T S . O R G • 919-560-2718

VISUAl ARTS

JULIE zEIDNER RUSSOJulie Zeidner Russo is a writer and artist. Her articles have appeared in national newspapers and journals, and her paintings display at the Visual Art Exchange in Raleigh. Ms. Russo holds a master’s in journalism from Northwestern University and a bachelor of arts from the George Washington University. She is a former writer for the National Undersea Research Program. Since 2005, she has conducted more than 100 residencies and workshops’ using her literary and visual arts integrated lesson plans. Ms. Russo promotes natural and cultural resources on her website http://www.cityserene.com.

RESIDENCY I

20TH CENTURy MASTERS--f. SCOTT fITzGERALD AND wALLACE STEvENS

F. Scott Fitzgerald and Wallace Stevens are considered two of the best writers of the 20th century. Both the author and poet were profoundly influenced by the sensory imagery of their environments and their language is infused with detail, Fitzgerald on Long island, and Stevens in Key West. Students will view two online exhibitions of their work. In a “words, art, and history” integrated lesson plan students learn about the biography of the writers and the visual artists that inspired them during this unique turn of the 20th century period when modernist culture was created. Students tell stories with artwork, create illustrations inspired by poetry, and write narratives and poems based on excerpts from The Great Gatsby and Steven’s poems.

CURRICULUM STANDARDS: CCSSLiteracy. CCRA. W.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Critical Response CR-1: Use critical analysis to generate responses to a variety of prompts.V1: - Use the language of visual arts to communicate effectively.V2. - Apply creative and critical thinking skills to artistic expression.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Audio-visual presentation provided.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: 45 – 50 minutes with 5 classes per day, 5 days


GRADES: 8-12

TEACHER WORkSHOP I

BLACK MOUNTAIN POETS AND PAINTERS

Black Mountain College only existed for 24 years in the Blue Ridge Mountains of North Carolina, and yet the progressive college exerted a profound influence on almost every aspect of American culture from literature to fine arts. Teachers are provided with a documentary overview of the program, followed by a Power point presentation of 5 famous poets as well as several painters who attended the program, short biographies of the artists, as well as visual and printed samples of their work. An analysis of the poetic techniques, writing exercises for teachers and an overview of how to conduct a painting or illustration lesson to accompany the poetry lesson is provided.

CURRICULUM STANDARDS: CCSSLiteracy RL 9-10.5 - Determine the meanings of words and phrases used in a text, including figurative and connotative meanings.NCESSocial Studies 12.H.1.2Analyze specific turning points in terms of the interaction between people, places, and time.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Audio-Visual Presentation, Art Materials Provided.


wORkSHOP DURATION: 3 hours

TEACHER wORkSHOP I FEE: $187.50 per hour


75919-560-2718 • D U R H A M A R T S . O R G

VISUAl ARTS

LyNN WARTSKILynn Wartski is a sculptor and gallery owner in Hillsborough, NC. She is an exhibiting member of the Orange County and Durham artist guilds. Her mixed media sculptures and art dolls have received juried awards, and have been featured in art and industry publications. A primarily self-taught artist, Lynn has participated in juried, group, solo, and invitational shows, and was a NC Cow Parade artist. Ms. Wartski has developed and implemented metal work and sculpture classes, workshops and residencies. As a former certified secondary biology and life science educator and curriculum developer, Lynn has extensive classroom and educational experience. She has written activities for textbooks, developed lab kits, conducted teacher workshops, been published in educational journals, and was an Access Excellence teaching fellowship awardee.

RESIDENCY I

wHAT A RELIEf

1) Students will learn and recognize characteristics and types of relief sculpture and how reliefs have been used throughout history. Students will design and create an original aluminum relief. Final panels will be part of a class collaborative project that will integrate specific curricular focus.

2) This residency will introduce relief sculptures, how they have been used as decoration, and as a form of communication. Students will be shown artist developed methods to create a metal bas-relief sculpture panel using hand chasing and repouseé techniques. Each student will design and create a practice panel, and one to be incorporated into a final collaborative class project.

3) Students will be engaged through doing. They will be able to take home part of their work. Their work will be included in a class designed artwork. Students will also see how techniques learned are incorporated into the artist-in-residence’s own artwork.

CURRICULUM STANDARDS: CCSSScience and Technical Subjects CCSS.ELA-Literacy.RST.6-8.3 (9-10.3 & 11-12.3) - Follow precisely a multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks - in following steps in the creation of the panels.NCES 6.C.1.1- Analyze how cultural expressions reflected the values of civilizations, societies and religions (e.g. oral traditions, art, dance, music, literature, and architecture- by looking at how relief sculptures were used in history, and what is being communicated in class created relief collaboration.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Needs individual student work space, and areas that can be set up for stations (tables), tools and materials for panels, and final project creation, classroom teacher and 3-5 parent volunteers would be optimal for elementary level.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy:Residency would be 2 days (optional 3), and up to 3 classes. Does not cover materials preparation

RESIDENCy I FEE: $625 * materials for the relief project are an additional fee based on the scope of the project.

GRADES: 3-12

76 D U R H A M A R T S . O R G • 919-560-2718

VISUAl ARTS

RESIDENCY I

CHINESE ARTS fESTIvAL

During the five-session program, students begin with a drill of conversational Chinese, and read simple Chinese characters. They will observe and practice Chinese calligraphy with bamboo brush on rice paper. They will listen to Chinese music and be introduced to Chinese music instruments, and learn to sing Chinese songs. They will also learn and do Chinese Tai Chi arts and Lion dancing. The artist will perform Beijing Opera and show students Beijing Opera costume and masks. The artist will display the masterpieces in Chinese fine art, folk art and crafts. This is a comprehensive program to develop students’ art awareness and appreciation, and enhance their cross-cultural understanding. At the end of the program, students will obtain a cultural empathy and an appreciation of aesthetic value on arts in another culture will be the ultimate objectives of this course. This is a highly interactive hands-on curriculum design.

CURRICULUM STANDARDS: CCSSELA-Literacy.RL.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELA-Literacy.RL.3.2 - Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. NCES5.C.1 - Understand how increased diversity resulted from migration, settlement patterns and economic development in the United States.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Space for dancing, water access, multimedia access, etc


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: One class (45-60 minutes) per day for five days


GRADES: K-8, After-School

TSONG yUANTsong Yuan received his MFA in fine arts from the University of Georgia in Athens in 1991 and specialized in drawing, painting and calligraphy. Yuan taught at University of Georgia, State University of New York, and UNC-Chapel Hill. As an established painter with two books, his work has been featured in numerous exhibitions in China and the U.S and many other locations. He has taught in North Carolina since 1995 in K-12 schools, presenting two programs: “Chinese Arts Festival” (introducing Chinese language, society and cultures, paintings and calligraphy, Beijing opera, dancing, etc.) and “Chinese Sumi Painting and Calligraphy.” His teaching has been well received by teachers, students and parents and reported by several local newspapers.

RESIDENCY II

SUMI INK PAINTING & CALLIGRAPHy

Teaches the basic skills and techniques of traditional Chinese and Japanese drawing and painting (landscape, figures, and birds and flowers), and Chinese calligraphy. Students will practice oriental painting and also develop their capability to understand and appreciate Asian fine arts. This course consists of two parts: students will be trained to use the various media (brush, ink and special papers), and master basic skills, and they will work on projects which combine the Asian art components to develop individual art style and characters. This course is primarily a hands-on workshop, but it also includes a slide presentation of Chinese and Japanese masterpieces to give the student a fuller understanding of Chinese fine arts and the role of artist within it. Furthermore, any aspect of this course is enhanced through the search of an innovative and artistic expression of the oriental drawing and painting.

CURRICULUM STANDARDS: CCSSELA-Literacy.RL.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.NCES – Social Studies 2.V.2 - Apply creative and critical thinking skills to artistic expression 2.CX.1 - Understand the global, historical, societal, and cultural contexts of the visual arts.

SPECIAL REQUIREMENTS (SPACE, TECH, VOLUNTEER):Large tables, water access, multimedia access.


RESIDENCy DURATION AND MAXIMUM CLASSES PER DAy: One class (45-60 minutes) per day for five days

RESIDENCy II FEE: $613

GRADES: 3-12, After-School

77919-560-2718 • D U R H A M A R T S . O R G

ABOUT DAC

Programs DAC MISSIONDurham Arts Council, Inc. promotes excellence in and access to the creation, experience, and active support of the arts for all the people of our community.

HISTORyFounded in 1954 to promote and nurture the arts of Durham, Allied Arts was renamed Durham Arts Council, Inc. (DAC) in 1975. Three years later, the Council moved in to the historic Central High School and City Hall building, which was constructed in 1906 at 120 Morris Street in downtown Durham. In the mid-1980’s, after a three-year renovation, the city-owned building became DAC’s long-term home.

FUNDINGDAC is a 501 (c) 3 not-for-profit organization funded by earned revenues, grants and contributions from corporations, foundations, individuals and support from the City of Durham and the North Carolina Arts Council.

CAPS ARTISTS-IN-SCHOOLS PROGRAMThe Creative Arts in the Public/Private Schools (CAPS) program provides interactive and creative ways for students and educators to access arts education in public and private schools throughout Durham, Alamance, Granville, Person and Orange Counties. Durham Arts Council CAPS has provided Artists-in-Residence programs to students at Lakeview School for 11 years during the full school year. Over 25,000 students and 500 educators experience arts education through the Durham Arts Council CAPS program each year.

THE DAC SCHOOLDurham Arts Council School is a vibrant community education program for visual, performing and literary arts which provides over 700 courses each year to more than 3,400 adults, teens and children in drawing and painting, dance, clay, sculpture, theatre, photography, digital arts, fiber arts and more. During the summer, the school offers art camps for 5-13 year-old children and intensive study opportunities for teens. Throughout the year, DAC School also offers special courses for teens and children and has a wide array of toddler and preschool classes. Durham Arts Council has provided a high quality clay program for over 20 years. The growing clay program formerly located at DAC and Liberty Warehouse is now housed at Northgate Mall.

ARTIST SERVICESThe Office of Artist Services administers DAC’s four annual grant programs, technical assistance services, Durham County appearances of the Piedmont Laureate, www.piedmontlaureate.com and produces year round exhibit programming as well as the Durham Art Walk. DAC grant programs include: Season Grants, providing cash and facility use to Durham nonprofit arts organizations; Emerging Artists Grants, providing career development grants to individual artists; Fletcher Performing Arts Fund grants, supporting Triangle nonprofit performing arts groups self-producing in the Fletcher Hall of the Carolina Theatre; and Facility Grants, providing short term use of the DAC building. For details and applications, visit the DAC website at: www.durhamarts.org and click on “grants” and “resources.” The DAC Exhibit program produces exhibits in the Allenton, Semans and Ella Fountain Pratt Legacy Galleries of the Durham Arts Council.

THE HISTORy Of CREATIvE ARTS IN PUBLIC/PRIvATE SCHOOLS

Born from the concept for integrating the arts with the standard curriculum of Durham schools, CAPS began in 1972 when a small group of Durham parents, artists, and members of Durham’s First Presbyterian Church came together to develop a project that would bring artists into the classroom for several visits. Funding from community organizations and The Urban Ministries Fund of Presbytery of Orange in North Carolina helped to give the then, Council for Creative Arts in the Public Schools, a firm foundation to combine curriculum with creative sessions by local professional artists.

In 1979, CAPS became a full-fledged program maintained by a partnership of Durham Arts Council, Durham County Schools and Durham City Schools. Since that auspicious beginning, the CAPS program has grown over twenty-fold. In 1988, CAPS earned national recognition as a “Model Arts in Education Program” from the National Endowment for the Arts. In 1989, CAPS introduced its hospital schools residencies; in 1991, CAPS began working in the Triangle’s private schools; and in 1997, CAPS branched out to Orange County and Granville County Schools.

Today, CAPS offers over 150 residencies, workshops, performances, and arts integration workshops for educators, lead by 53 Professional Artists and Arts Presenters. The CAPS Office manages three different arts integrated educational programs in our community – CAPS in the Schools, CAPS in the Community, and an Artists-in-Residence program at Lakeview Secondary School. CAPS serves over 25,000 students each year.

COMMUNITy ARTS FACILITyThe Durham Arts Council building is a center for the arts, hosting more than 5,000 events and programs with nearly 300,000 visitors each year. DAC provides a venue for artists, showcasing the work of more than 300 individual artists in galleries in our facility and supports 30 arts organizations with office space, rehearsal and meeting space, plus program and performance space.

CENTERFESTDAC’s CenterFest, held the third weekend in September, is the longest running street arts festival in North Carolina. CenterFest showcases the fine art and fine craft of over 130 artists from across the U.S. and features continuous entertainment from over 200 performing artists. CenterFest is the Art Lover’s Festival, bringing the community together to celebrate the arts in downtown Durham.

DURHAM ART wALkThe Durham Art Walk is a unique weekend-long walking tour of downtown Durham in November and April www.durhamartwalk.com.

78 D U R H A M A R T S . O R G • 919-560-2718

INDEX

CHARACTER EDUCATION

ARTIST RESIDENCIES GRADE PAGEBurning Coal Theatre Willpower! Residency Playwriting K – 12 8Bucket & Sweet Salsa Dance for Everyone! K – 12 5Jody Cassell Read! Dance! Write! Pre K – 5 23Aya Shabu Dancing Adinkra: Stories that 3 – 5 26 Move You Willa Brigham Happy Healthy Habits K – 12 33Anita Woodley Flipping The Script on Your K – 12 37 Self-Esteem Braima Moiwai African Games and Stories K – 12 47Braima Moiwai African Cultural Journey K – 12 47Lola Youngman Wipe Out Bullying K – 8 56Joe Appleton Creative Dramatics K – 25 7Joe Appleton Folk Tales, Fables & Myths K – 5 57Sheila Kerrigan What Were They Thinking? 3 – 8 58Sheila Kerrigan Communicate! Collaborate! 3 – 8 59Virginia Queen I Have A Voice K – 12 61 A Social InteractiveMaria Piskor Gandering Information 6 – 12 62 ARTIST wORkSHOPS GRADE PAGEAADE Dance, Music & Cultural s K – 12 7 Awareness Patanjali’s Place Yoga For All K – 12 13Mr. Marlon Experiments in Human 3 – 12 28 ArchitectureVirginia Queen I Have A Voice K – 12 60 A Social Interactive

ARTIST PERFORMANCES GRADE PAGEAADE Culture and Reflection K – 12 6 Bucket & Sweet Free To Be!! 3 – 8 15Bucket & Sweet Play Me A Washboard K – 5 16Jody Cassell Healthy Bodies! Pre K – 5 22Willa Brigham Proud To Be Drug Free K – 8 32Beverly Botsford Dancing Drums Pre K – 8 38Diali Cissokho African Beat – Hear the History! K – 12 42Braima Moiwai The Magic of Stories and Music K – 12 46Braima Moiwai Steel & Djembe K -12 46Mickey Mills Island in the Sun/Steel Drum K – 8 48Pline Mounzeo Bou Nzenza “Foreign” K – 8 49String Celebration Multicultural Mix K – 5 53String Celebration Read for Your Life! K – 5 53

DANCE

ARTIST RESIDENCIES GRADE PAGESurteg Sandhu Cultural India 3– 8 19LeBrandi Dance Dance and Choreography 3 – 12 21Jody Cassell Read! Dance! Write! Pre K – 5 23Martha Connertion Kinetikids Weather or Not Pre K - 8 25Martha Connertion Kinetikids Movin into Math Pre K - 8 25Aya Shabu Dancing Adinkra: 3 – 5 26 Stories That Move

ARTIST wORkSHOPS GRADE PAGEAADE Dance, Music & K – 12 7 Cultural Awareness

DANCE (CONTINUED)

Flamenco Carolina Flamenco Dance Expressions K – 12 11Surteg Sandhu Bhangra Dance 3 – 12 20LeBrandi Dance Hip Hop K – 12 21LeBrandi Dance Dance for Fitness K – 12 21Jody Cassell Dancing Math! Pre K – 5 23 Jody Cassell Dancing Science! Pre K – 5 23 Martha Connertion Ballet or Modern Dance 3 - 12 25Martha Connertion Kineticonnect Teacher Workshop Teachers! 25Aya Shabu Our Haitian Neighbors 6 – 12 27Mr. Marlon Experiments in Human 3 – 12 28 ArchitectureWilla Brigham Line Dancing K – 12 33Pline Mounzeo Congo Dance Workshop 3 – 12 49

ARTIST PERFORMANCES GRADE PAGEAADE AADE Lecture/Dem II K – Adults 6AADE Culture and Reflection K – 12 6Flamenco Carolina Flamenco Dance Expressions K – 12 11Surteg Sandhu Cultural Presentations of India 3 – 819 Jody Cassell Dancing Stories! Pre K – 5 22 Stories Come AliveJody Cassell Healthy Bodies! Pre K – 5 22Martha Connerton Around the World in 60 Minutes Pre K – 8 24Martha Connerton Science in Motion Pre K – 8 24Aya Shabu Hayti: If Walls Could Talk 5 – 12 26Footworks Percussive Keeping the Beat: Contemporary K – 12 29Dance Ensemble American Traditional Dance Triangle Youth Ballet Math Circus K – 2 30

fOREIGN LANGUAGE - BILINGUAL

ARTIST RESIDENCIES GRADE PAGESurteg Sandhu Cultural India 3– 8 19Tsong Yuan Chinese Arts Festival K – 8 76Tsong Yuan Sumi Ink Painting & Calligraphy 3 – 12 76

ARTIST wORkSHOPS GRADE PAGEFlamenco Carolina Flamenco Dance Expressions K – 12 11 ARTIST PERFORMANCES GRADE PAGEFlamenco Carolina Flamenco Dance Expressions K – 12 11Surteg Sandhu Cultural Presentations of India 3 – 8 19

HEALTH/ PHySICAL EDUCATION

ARTIST RESIDENCIES GRADE PAGEPatanjali’s Place Yoga For All K – 12 13Willa Brigham Happy, Healthy Habits K – 2 33Anita Woodley Flipping the Script on Your Self- K – 12 37 Esteem – Writing A Powerful Future

ARTIST wORkSHOPS GRADE PAGEPatanjali’s Place Yoga For All K – 12 13LeBrandi Dance Dance For Fitness K – 12 21Willa Brigham Line Dancing K – 12 33

ARTIST PERFORMANCES GRADE PAGEJody Cassell Healthy Bodies! Pre K – 5 22Willa Brigham Proud to Be Drug Free K – 8 32

79919-560-2718 • D U R H A M A R T S . O R G

INDEX

HISTORy/SOCIAL STUDIES

ARTIST RESIDENCIES GRADE PAGEBurning Coal Theatre Willpower! Residency Playwriting K – 12 8 Building a PlayBurning Coal Theatre Shakescenes: Shakespeare for K – 12 8 Elementary, Middle, and High Schoolers!Flamenco Carolina Flamenco Dance Expressions K – 12 11Patanjali’s Place Yoga For All K – 12 13Surteg Sandhu Cultural India 3– 8 19Aya Shabu Dancing Adinkra: 3 – 5 26 Stories That MoveBeverly Botsford Wrap it in Rhythm – Exploring Pre K – 12 39 Language & Culture with PercussionDiali Cissokho Rockin’ Rhythms: An African Beat K – 12 42Braima Moiwai African Games and Stories K – 12 47Braima Moiwai African Cultural Journey K – 12 47Charles Pettee Southern Bluegrass & Blues – 6 – 12 51 Then & NowCharles Pettee Hear the Sound: Digging for the Pre K – 5 52 of BluegrassVirginia Queen “I Have a Voice: A Social K – 12 61 Interactive Theatre Residency Julie Russo 20th Century Masters –F. Scott 8 – 12 74 Fitzgerald and Wallace StevensTsong Yuan Chinese Arts Festival K – 8 76Tsong Yuan Sumi Ink Painting & Calligraphy 3 – 12 76

ARTIST wORkSHOPS GRADE PAGEAADE Dance, Music & Cultural K – 12 7 AwarenessFlamenco Carolina Flamenco Dance Expressions K – 12 11Patanjali’s Place Yoga For All K – 12 13Bucket & Sweet Play Me A Washboard K – 5 16Surteg Sandhu Rangoli Art 3 – 8 20Aya Shabu Our Haitian Neighbors 6 – 12 27Beverly Botsford Drum Talk Pre K – 12 40Braima Moiwai Batik and Stitch & Dye Cloth 6 – 12 47Mickey Mills Island in the Sun/Steel Drum K – 8 48 Creation Mary Ann Nilsson Discovering the World of 9 – 12 50 Classical Music ARTIST PERFORMANCES GRADE PAGEAADE AADE Lecture/Dem II K – Adults 6AADE Culture and Reflection K – 12 6Bucket & Sweet Bucket and Sweet, Teller of K – 5 15 Tales Bucket & Sweet Free to Be!! (What Ever You K – 5 15 Want to Be) Surteg Sandhu Cultural Presentations of India 3 – 8 19Aya Shabu Hayti: If Walls Could Talk 5 – 12 26Footworks Percussive Keeping the Beat: Contemporary K – 12 29Dance Ensemble American Traditional Dance Mallarmé Chamber Players Timeless Tales and Music- K – 8 44 PinocchioMallarmé Chamber Players Music and Instruments of the K – 12 44 Renaissance Braima Moiwai & Steel and Djembe: A Festival of K – 12 46Mickey Mills Drums and Percussion

HISTORy/SOCIAL STUDIES (CONTINUED)

Mickey Mills Mini-Carnival K – 12 48Pline Mounzeo Bou Nzenza (Foreign) K – 8 49 Charles Pettee Bluegrass Stomp: Pre K – 5 51 A Romp Through Southern String Music from the Pilgrims to the PresentCharles Pettee Southern Bluegrass & Blues - 6 – 12 51 Then & NowString Celebration Multicultural Mix K – 5 53The Beast Sankofa: African-American Music Pre K – 12 54 From Spirituals to Hip-HopTransit Vocal Band The Evolution of A K – 12 55 Cappella MusicTransit Vocal Band A Cappella And Popular Music K – 12 55Lola Youngman & Music History Show Called “From Pre K – 12 56Capital Transit Bach to Doowop”

LANGUAGE ARTS

ARTIST RESIDENCIES GRADE PAGEBurning Coal Theatre Willpower! Residency Playwriting K – 12 8 Building a PlayBurning Coal Theatre Shakescenes: Shakespeare for K – 12 8 Elementary, Middle, and High Schoolers!Jody Cassell Read! Dance! Write! Pre K – 5 23Kim Arrington Say Word: Poems That Perform K – 12 31Chris Vitiello Experimental Poetry Ends Writers 6 – 12 35 Block Forever Anita Woodley Flipping the Script on Your Self- K – 12 37 Esteem- Writing a Powerful FutureTeli Shabu & The Active Rhythms & Life Expanded K – 12 52 Magic of African RhythmJoe Appleton Creative Dramatics K – 2 57Joe Appleton Folktales, Fables & Myths K – 5 57Sheila Kerrigan What Were They Thinking? 3 - 8 58 Figures From HistorySheila Kerrigan Communicate Cooperate Mime! 3 – 8 59Virginia Queen Theatre Extravaganza K – 12 61Virginia Queen “I Have a Voice: A Social K – 12 61 Interactive Theatre Residency Maria Piskor Gandering Information 6 – 12 62Art Therapy Institute Art Journaling 3 – 12 63Brenda Miller Holmes “Instant” Collaborative Portable K – 12 68 MuralBrenda Miller Holmes Collaborative Community Mural K – 12 68Randall Leach Wake Up Walls with Murals K – 12 70Lucartha Kohler Yes: Kids Can Make Glass Art 3 – 12 71Jesa Rae Richards Inside/Outside Art Books K – 12 73Jesa Rae Richards The Language of Line: A K – 12 73 Printmaking Project that Explores the Evolution of the AlphabetJulie Russo 20th Century Masters –F. Scott 8 – 12 74 Fitzgerald and Wallace StevensLynn Wartski What A Relief 3 – 12 75Tsong Yuan Chinese Arts Festival K – 8 76Tsong Yuan Sumi Ink Painting & Calligraphy 3 – 12 76

80 D U R H A M A R T S . O R G • 919-560-2718

LANGUAGE ARTS (CONTINUED) ARTIST wORkSHOPS GRADE PAGEPoetry Alive Poetry Alive! Workshops K – 12 14Chris Vitiello Grab Your Reader with 6 – 12 35 MicrofictionChris Vitiello Poetry Laboratory 6 – 12 35Buffy Silverman Put on Your Animal Mask! 3 – 5 37 Poems Through Animal Eyes Virginia Queen “I Have a Voice: A Social K – 12 60 Interactive Theatre Workshop Brenda Miller Holmes “Instant” Collaborative Mural K – 12 69Brenda Miller Holmes Collaborative Mural “Quilt” K – 12 69

ARTIST PERFORMANCES GRADE PAGEPoetry Alive Poetry Alive! K – 12 14Jody Cassell Dancing Stories! Pre K – 5 22 Stories Come AliveWilla Brigham Storytelling Fun K – 12 32Buffy Silverman Slithering Snakes! K – 2 36 Nonfiction Stories About AnimalsBuffy Silverman Reading and Writing about Animals3 – 5 36 Nonfiction Rocks!Mallarmé Chamber Players Timeless Tales and Music- PinocchioK – 8 44Charles Pettee Southern Bluegrass & Blues - 6 – 12 51 Then & NowString Celebration Multicultural Mix K – 5 53String Celebration Read for Your Life K – 5 53Sheila Kerrigan The Mime Who Talks! 3 – 8 58

MATH

ARTIST RESIDENCIES GRADE PAGELeBrandi Dance Dance and Choreography 3 – 12 21Martha Connertion Kinetikids Movin into Math Pre K - 8 25Teli Shabu & The Active Rhythms & Life Expanded K – 12 52 Magic of African RhythmJeanette Brossart Mosaic Math: On the Grid Pre K – 12 64Jan French Weave or Knot! 3 – 5 65Sallye Coyle-Good Integrating Digital Fabrication 6 – 12 66Harbor Bay Into Art, Design & Manufacturing Brenda Miller Holmes “Instant” Collaborative Portable K – 12 68 MuralBrenda Miller Holmes Collaborative Community Mural K – 12 68Randall Leach Build It, They Will Come K – 12 70Jeanmarie Griffin Taking it to the Tee’s, Upcycled 9 – 12 72 Fashion Jeanmarie Griffin Fun Fiber Upcycled Accessories 9 – 12 72

ARTIST wORkSHOPS GRADE PAGEDuda/Paine Architects Skyscraper College 3 – 5 10Jody Cassell Dancing Math! Pre K – 5 23Mary Ann Nilsson Discovering the World of 9 – 12 50 Classical MusicSallye Coyle-Good Make it and Take it: Intro to 6 – 12 66Harbor Bay Digital Fabrication Brenda Miller Holmes “Instant” Collaborative Mural K – 12 69Brenda Miller Holmes Collaborative Mural “Quilt” K – 12 69

MATH (CONTINUED)

ARTIST PERFORMANCES GRADE PAGEFootworks Percussive Keeping the Beat: Contemporary K – 12 29Dance Ensemble American Traditional Dance Triangle Youth Ballet Math Circus K – 2 30Adia Ledbetter A Journey Through Jazz 3 – 12 41Adia Ledbetter Jazzy Metamorphosis K – 12 41 MUSIC

ARTIST RESIDENCIES GRADE PAGEBeverly Botsford Roots, Rhythm & Science of SoundK – 8 39Beverly Botsford Wrap it in Rhythm – Exploring Pre K – 12 39 Language & Culture with PercussionDiali Cissokho Rockin’ Rhythms: An African Beat K – 12 42Braima Moiwai African Games and Stories K – 12 47Braima Moiwai African Cultural Journey K – 12 47Charles Pettee Southern Bluegrass & Blues – 6 – 12 51 Then & NowCharles Pettee Hear the Sound: Digging for the Pre K – 5 52 of BluegrassTeli Shabu & The Active Rhythms & Life Expanded K – 12 52 Magic of African RhythmLola Youngman “Wipe Out Bullying” K – 8 56

ARTIST wORkSHOPS GRADE PAGEAADE Dance, Music & Cultural K – 12 7 AwarenessBucket & Sweet Play Me A Washboard K – 5 16Beverly Botsford Drum Talk Pre K – 12 40Diali Cissokho Djembe Jam with Diali 3 – 12 43Mallarmé Chamber Players Music and Instruments of the 6 – 12 45 Renaissance Mallarmé Chamber Players Musick Fit for a King 6 – 12 45 Braima Moiwai Drum Circle K – 12 47Mickey Mills Island in the Sun/Steel Drum K – 8 48Creation Pline Mounzeo Congo and Drumming Workshop 3 – 12 49 Mary Ann Nilsson Science and Music Pre K – 2 50 Mary Ann Nilsson Discovering The World of 9 – 12 50 Classical Music

ARTIST PERFORMANCES GRADE PAGEAADE AADE Lecture/Dem II K – Adults 6AADE Culture and Reflection K – 12 6Bucket & Sweet Bucket and Sweet, Teller of K – 5 15 Tales Bucket & Sweet Free to Be!! (What Ever You K – 5 15 Want to Be) Beverly Botsford Dancing Drums Pre K – 8 38Beverly Botsford Vibration Celebration – Roots K – 2 38 Rhythm and the Science of SoundAdia Ledbetter A Journey Through Jazz 3 – 12 41Adia Ledbetter Jazzy Metamorphosis K – 12 41Diali Cissokho African Beat – Hear the History! K – 12 42Mallarmé Chamber Players Timeless Tales and Music- K – 8 44 PinocchioMallarmé Chamber Players Music and Instruments of the K – 12 44 Renaissance Braima Moiwai The Magic of Stories and Music K – 12 46Braima Moiwai & Steel and Djembe: A Festival of K – 12 46

INDEX

81919-560-2718 • D U R H A M A R T S . O R G

MUSIC (CONTINUED)

Mickey Mills Drums and PercussionMickey Mills Mini-Carnival K – 12 48Pline Mounzeo Bou Nzenza (Foreign) K – 8 49 Charles Pettee Bluegrass Stomp: A Romp ThroughPre K – 5 51 Southern String Music from the Pilgrims to the PresentCharles Pettee Southern Bluegrass & Blues - 6 – 12 51 Then & NowString Celebration Multicultural Mix K – 5 53 String Celebration Read for Your Life K – 5 53

The Beast Sankofa: African-American Music Pre K – 12 54 From Spirituals to Hip-HopTransit Vocal Band The Evolution of A Cappella MusicK – 12 55Transit Vocal Band A Cappella And Popular Music K – 12 55Lola Youngman & Music History Show Called “From Pre K – 12 56Capital Transit Bach to Doowop”

POETRy

ARTIST RESIDENCIES GRADE PAGEKim Arrington Say Word: Poems That Perform K – 12 31Chris Vitiello Experimental Poetry Ends Writers 6 – 12 35 Block Forever ARTIST wORkSHOPS GRADE PAGEPoetry Alive Poetry Alive! Workshops K – 12 14Chris Vitiello Poetry Laboratory 6 – 12 35Buffy Silverman Put on Your Animal Mask! 3 – 5 37 Poems Through Animal Eyes

ARTIST PERFORMANCES GRADE PAGEPoetry Alive Poetry Alive! K – 12 14 SCIENCE/ NATURE

ARTIST RESIDENCIES GRADE PAGEBuffy Silverman Slithering Snakes! Nonfiction K – 2 36 Stories About Animals Randall Leach Build It, They Will Come K – 12 70Lucartha Kohler Yes: Kids Can Make Glass Art 3 – 12 71Lynn Wartski What A Relief 3 – 1275

ARTIST wORkSHOPS GRADE PAGEMad Science Sonic Sound K – 5 18Mad Science Walloping Weather K – 5 18Jody Cassell Dancing Science! Pre K – 5 23Martha Connerton KINETIKIDS Weather or Not Pre K – 825 Buffy Silverman Put on Your Animal Mask! 3 – 5 37 Writing Poems Through Animal EyesBeverly Botsford Roots, Rhythm & Science of Soun K – 8 39Mary Ann Nilsson Science and Music Pre K – 2 50

ARTIST PERFORMANCES GRADE PAGEMad Science Fire and Ice K – 5 17Mad Science Up, Up and Away K – 8 17Martha Connerton Science in Motion Pre K – 8 24

SCIENCE/ NATURE (CONTINUED)

Buffy Silverman Slithering Snakes! Nonfiction K – 2 36 Stories about Animals Buffy Silverman Reading and Writing About 3 – 5 36 Animals: Nonfiction Rocks! Beverly Botsford Vibration Celebration – Roots K – 2 38 Rhythm and the Science of Sound

TEACHER wORKSHOPS

ARTIST wORkSHOPS GRADE PAGEAADE Cultural Awareness 3 – 12 Teachers 7Martha Connerton Kineticonnect 3 – 5 Teachers 25 Teacher WorkshopsMimi Herman Condensing the Water Cycle: 3 – 5 Teachers 34 A STEAM Poetry WorkshopMimi Herman Coming To America: 3 – 5 Teachers 34 Discovering History Through PoetryChris Vitiello Experimental Poetry Ends 6 – 12 Teachers 35 Writers Block ForeverBeverly Botsford “Wrap It In Rhythm” Pre K-12 Teachers 40 Enhancing Language Arts & Fluency with Drumming and Percussion Sheila Kerrigan What Were They Thinking? 3 – 8 Teachers 59 Integrating Writing, History, & TheatreSheila Kerrigan Creating A Collaborative 3 – 8 Teachers 60 ClassroomSallye Coyle – Good Intro To Digital Fabrication: 6 – 12 Teachers 67 DesignHarbor Bay It, Make It, Teach It!Brenda Miller Holmes Directing A Collaborative K – 12 Teachers 69 Portable MuralRandall Leach Teaching With Documents 9 – 12 Teachers 71 and Works of ArtJulie Russo Black Mountain Poets and 6 – 12 Teachers 74 Painters

THEATRE ARTS

ARTIST RESIDENCIES GRADE PAGEBurning Coal Theatre Willpower! Residency Playwriting K – 12 8 Building a PlayBurning Coal Theatre Shakescenes: Shakespeare for K – 12 8 Elementary, Middle, and High Schoolers!Joe Appleton Creative Dramatics K – 2 57Joe Appleton Folktales, Fables & Myths K – 5 57Sheila Kerrigan What Were They Thinking? 3 - 8 58 Figures From HistorySheila Kerrigan Communicate Cooperate Mime! 3 – 8 59Virginia Queen Theatre Extravaganza K – 12 61Virginia Queen “I Have a Voice: A Social K – 12 61 Interactive Theatre Residency Maria Piskor Gandering Information 6 – 12 62

INDEX

82 D U R H A M A R T S . O R G • 919-560-2718

INDEX

THEATRE ARTS (CONTINUED)

ARTIST wORkSHOPS GRADE PAGESheila Kerrigan Mime K – 12 59Sheila Kerrigan Movement for Actors 6 – 12 59Virginia Queen “I Have a Voice: A Social K – 12 60 Interactive Theatre Workshop

ARTIST PERFORMANCES GRADE PAGEPoetry Alive Poetry Alive! K – 12 14Sheila Kerrigan The Mime Who Talks! 3 – 8 58

vIDEO/TECHNOLOGy/DESIGN

ARTIST RESIDENCIES GRADE PAGEDuda/Paine Architects Skyscraper College 3 -5 10Art Therapy Institute Video Journaling 3 – 12 63Sallye Coyle-Good Integrating Digital Fabrication 6 – 12 66Harbor Bay Into Art, Design & Manufacturing

vISUAL ARTS

ARTIST RESIDENCIES GRADE PAGEArt Therapy Institute Art Journaling 3 – 12 63Art Therapy Institute Video Journaling 3 – 12 63Jeanette Brossart Mosaic Math: On the Grid Pre K – 12 64Jeanette Brossart Mosaic Mini-Mural Pre K – 12 64Jan French Weave or Knot 3 -5 65Sallye Coyle-Good Integrating Digital Fabrication 6 – 12 66Harbor Bay Into Art, Design & Manufacturing

vISUAL ARTS (CONTINUED)

Brenda Miller Holmes “Instant” Collaborative Portable K – 12 68 MuralBrenda Miller Holmes Collaborative Community Mural K – 12 68Randall Leach Wake Up Walls with Murals K – 12 70Randall Leach Build It, They Will Come K – 12 70Lucartha Kohler Yes: Kids Can Make Glass Art 3 – 12 71Jeanmarie Griffin Taking it to the Tee’s, Upcycled 9 – 12 72 Fashion Jeanmarie Griffin Fun Fiber Upcycled Accessories 9 – 12 72Jesa Rae Richards Inside/Outside Art Books K – 12 73Jesa Rae Richards The Language of Line: A K – 12 73 Printmaking Project that Explores The Evolution of the AlphabetJulie Russo 20th Century Masters –F. Scott 8 – 12 74 Fitzgerald and Wallace StevensLynn Wartski What A Relief 3 – 12 75Tsong Yuan Chinese Arts Festival K – 8 76Tsong Yuan Sumi Ink Painting & Calligraphy 3 – 12 76

ARTIST wORkSHOPS GRADE PAGENasher Museum of Art ArtSquared Workshop Series K – 12 12Surteg Sandhu Rangoli Art 3 – 8 20Braima Moiwai Batik and Stitch & Dye Cloth 6 – 12 47Art Therapy Institute Sculpture: Inside and Out K – 12 63 for Art TeachersSallye Coyle-Good Make it and Take it: Intro to 6 – 12 66Harbor Bay Digital Fabrication Brenda Miller Holmes “Instant” Collaborative Mural K – 12 69Brenda Miller Holmes Collaborative Mural “Quilt” K – 12 69

CAPS Artist Teli Shabu of Djembe Fire with Kindergartners at Y.E. Smith Museum School.

83919-560-2718 • D U R H A M A R T S . O R G

SPECIAl ACKNOwlEDGEMENTS

Athens Drive Community Library

Bethesda ElementaryBrogden Middle Burton Geo World ElementaryButner-Stem MiddleC. G. Credle Elementary Carrington MiddleCarter Community SchoolCary AcademyCC Spaulding ElementaryCentral Park School for ChildrenChewning MiddleCity of Durham- Parks and

RecreationClub Blvd ElementaryCreedmoor ElementaryCreekside ElementaryDPS Community EducationDPS ENCORE!

THE CREATIvE ARTS IN PUBLIC/PRIvATE SCHOOLS (CAPS) PROGRAM IS SUPPORTED By GRANTS AND fUNDING fROM:

Durham Arts Council Annual Arts FundDurham Arts Council Ella Fountain Pratt Fund

Durham Arts Council Ruth Carver FundDurham Public Schools

Glaxo Smith KlineGranville Education Foundation

NordstromOffice Depot

Parent Teacher Associations (PTA)Private Donors

TargetTriangle Area School Districts

THANk yOU FOR yOUR CONTINUING COMMITMENT TO ARTS EDUCATION!

THANK yOU TO THE 2011 – 2013 CAPS PARTICIPANTS

Durham AcademyDurham Public SchoolsE.K. Powe ElementaryEasley ElementaryEastway ElementaryEfland-Cheeks ElementaryEno Valley ElementaryFayetteville ElementaryForest View ElementaryFrank Porter Graham

ElementaryG. C. Hawley MiddleGeorge Watts MontessoriGithens Middle Glenn ElementaryGrady Brown ElementaryGranville County SchoolsGranville Education FoundationHillandale ElementaryHillsborough Elementary

Hillside High SchoolHolt ElementaryHope Valley ElementaryJ.D. Clement Early CollegeJoe Toler-Oak ElementaryLakeview SchoolLakewood ElementaryLakewood MontessoriLucas MiddleMary Potter MiddleMerrick Moore ElementaryMorehead MontessoriMount Energy ElementaryNasher Museum of ArtNCCU - SOS-D! Summer

ProgramNeal Middle SchoolNorthern Granville MiddleNorthern HighOak Grove Elementary

Orange County Library Parkwood ElementaryPearsontown ElementaryQuality Education AcademyR.N. Harris ElementaryRogers-Herr MiddleSandy Ridge ElementaryShepard Middle Southern High Southwest ElementarySpring Valley ElementaryStovall-Shaw Elementary Tar River Elementary W.G. Pearson ElementaryW.G. Pearson MiddleWest Oxford ElementaryWilton Elementary Y.E. Smith Elementary

Copyright © 2013Durham Arts Council, Inc.

120 Morris Street, Durham, NC 27701919.560.ARTS

www.durhamarts.orgDesign and Layout by Pam Lappegard, The Herald-Sun