How Do Students Demonstrate Visual and Performing Arts Standards Through Service-Learning??
A. Creative Expression. Students will create and/or perform to express ideas and feelings. Kindergarten students decide that the quilt they are making will be sent to the local homeless shelter. Elementary art students take photos and create safety posters alerting the community of the dangers inherent in a newly functioning railroad crossing. They partner with a railroad employee. After the September 11 disasters, elementary art students talked to local firefighters and then designed and made 4’ x 6’ felt banners to send to downtown New York City fire stations. Middle school students were concerned about bullying and drug use. After researching, they decided to create 2 interactive theater pieces about these issues and tour county elementary schools. High school drama students partnered with the city’s fire fighters to create a play for elementary students about fire safety. They toured the city’s elementary schools. B. Cultural Heritage. Students will understand the cultural contributions…of the arts, how the arts shape and are shaped by prevailing cultural and social beliefs and values, and recognize exemplary works from a variety of cultures and
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historical periods. Elementary students involved in Maine Studies work with the local Chamber of Commerce to learn about their town. In art class they make paper and produce a book about their town, which they then donate to the library. As a team, students decide that they want to make their middle school more inclusive for the hearing impaired. They interview and assess the needs of deaf students, study sign language and create labels of American Sign Language signs for objects and actions that impact school life (i.e., window, door, bathroom, homework). High school music students study ethnic music and perform and teach younger students about the diverse cultures found in their community. High school art students, after moving into a newly built school, paint a mural of a tree upon which the guidance office hangs the postgraduation plans of all seniors. They also create banners depicting the 6 Guiding Principles of Maine’s Learning Results to hang in the school cafeteria. High school art students act as consultants to classroom teachers interested in integrating at least one of the arts into projects.
C. Criticism and Aesthetics:
Students will reflect upon and assess the characteristics and merits of art works.
Middle School students work with a landscape architect to study various design principles and create a beautiful garden as a place for thoughtful reflection. They create tiles and sculptures to place in the garden. Middle school music students study styles of music composition, teach younger students what they’ve learned and then invite younger students to accompany them to a local bluegrass festival.
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High school art students organize an “Arts Gala Day,” contacting and hosting 12 artists from different disciplines who worked in individual classes, integrating their specialty with the curriculum. The day ended with multiple performances of students demonstrating what they’ve learned. At night community members were invited to an art show/coffee house highlighting student-selected performances that met agreed upon criteria.
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