GINA ANGELIQUEprofessional development for teachers through sustainable arts integration & pedagogy
Summary of Rural Theatre Arts Components
dancefarm, Gina Angelique
A quality rural arts program remembers that art must matter to, and in, participant's lives. It is centered on what is relevant and vital to place and origin. A good arts program braids sequential, enrichment, and integration strands.
Sustainable Arts Integration through Professional Development
Empowering all students with some arts education is as simple as handing teachers tools they can readily use to make learning more engaging for students. Dancefarm offers sustainable arts integration tools as professional development for teachers. These workshops employ nine basic arts viewpoints to engage diverse learners in deep, meaningful learning. This training for teachers can happen in one focused day or weekend, or monthly over the course of a year. All students benefit from having the arts infused into their daily learning, and teachers have more fun planning and executing their classes.
Sequential Arts Programming
Sequential programming provides students with dedicated arts education in the disciplines of dance and theatre. Students benefit from studying dance and theatre weekly, generally in 2 hour time segments twice a week, once weekly for dance and once for acting. It is essential for a successful and high quality program that the teachers are arts professionals, educated in rural arts programming. Dancefarm provides weekly pedagogy for arts educators to ensure thematic, connected programming that serves students and community needs. We generally teach Eveoke Technique for dance and Viewpoint Theory for acting, which impart physical health, discipline and creative, expressive freedom for students. Usually, an arts administrator and on-site teacher are needed to communicate with teachers, assist with marketing, handle permission slips and attendance, and help document programming for funders. Two essential components of sequential programming are the ability to provide students with after school snacks and transportation home. Additionally, a dedicated and focused spaced is needed for class work. This programming typically happens from October through mid April.
Students benefit greatly from the opportunity to apply their learned dance and theatre skills to performance. When they are able to share their talent and voice with their greater school and family community, they take a bow and come up taller. The satisfaction students experience from performance cannot be understated. They also develop a sense of extended family with their cohorts, courage in risk-taking, and the joy of delayed gratification. Rural arts programming can consist of one or two performances annually, or flash mob performance, depending on budgetary constraints. Enrichment requires budget items for costumes, sound, marketing, administration, props, and of course arts educator leadership/ directing. Often these additional costs can be offset by performance revenues and donations. Performances are strongest when they reflect the hopes, dreams and struggles of their communities. Dancefarm's rural arts programming involves community generated, original work, from the community of origin, for the community of origin. In this way, performances become a place for civil, non-violent communication about issues relevant to performer's lives.