Michael F. Shaughnessy
Senior Columnist EdNews.org
Eastern New Mexico University

1) You teach at a very special school. Can you tell us about it?

The Arts Academy started six years ago at the site of Lincoln-Jackson Elementary School, a school on probation.Shelly Norris, our principal, assembled a staff that believed in the arts integration philosophy and we set out to improve discipline, character, and test scores.Within one year our test scores improved dramatically and the school was taken off probation . . .

I believe that our school mission statement, that was put to music by Chris Harrell and sung by students and staff at our morning meetings explains our philosophy clearly.

Lincoln-Jackson Arts Academy
Develops the original genius
In the mind of every student through
Arts infused, academically-based instruction
That cultivates . . . .
Creative thinking
Intrinsic motivation
Cultural appreciation
And unsurpassed excellence
Facilitated by a passionate, reflective
Scholarly team of professionals
Strengthened through the partnership
With families and community.

At Lincoln-Jackson (LJAA) our student population was about 150.This year, our sixth year, the Arts Academy has merged with Bella Vista Elementary School (AABV).Now we serve about 420 students.

2) Why integrate the arts, and literacy and history?

We integrate the arts, literacy, and history because they are naturally linked and learning is facilitated when we capitalize on that natural link.For example, many aspects of learning to read and write can be taught or reinforced through music.Many children's songs emphasize letter sounds, rhyming words, and story sequence.Children enjoy the repetition of singing songs many times and are able to remember the words (thus the information in the words) due to the musical link.Sign language and motions often practiced with songs bring meaning and expression to the words.As students learn to use their voice through vocal exploration, chanting, and singing, they can read aloud and speak more expressively.In addition,children's literature may be brought to life through dramatization, song, movement, and illustration.The story sequence becomes clear and the characters become real.Children develop a relationship with books and a desire to read.

The arts reflect the culture of the people at any point in history.Paintings, sculptures, songs, dances, stories, poems, dramas etc. express the thoughts, concerns, dreams, and issues of the day.The arts provide an experience with the senses - the expressive, esthetic, emotional aspect of cultural/historical events.When there is an emotional tie students are more engaged in their learning.

Joe Strickland, our 3rd grade teacher, shared the following with me.

The arts activities and productions build memorable kinesthetic learning experiences that we can build on in the classroom to link to other curricular knowledge.For example, "Remember in the Nutcracker when Clara and the Prince were visiting the land of sweets and they were entertained by the Cossacks?Today we are going to be learning about the country where the Cossacks were from."This provides a sure method of linking prior knowledge (the Nutcracker) to new information.In Imani, we could link new information to characters or events that are known (through the performance) to every student. "In Imani's music, Umoja was captured in his country and brought to the US as a slave.Today we are going to learn about another person from history that had the same experience."I think that this is central to our success at the Arts Academy.

3) How do you infuse the state benchmarks into your curriculum?

Each teacher is responsible for creating thematic units that are based on the state standards and benchmarks (including language arts and social studies as well as math and science).

The thematic unit may be as broad as "apples", "birds" or "freedom," or they may be based on an artist, composer or piece of children's literature.

When the classroom teacher comes to me with a thematic idea I try to find age appropriate, standard-based, songs, dances or instrumental ensembles that fit that thematic schema.Music literacy is best taught sequentially.I often have to adapt or write original materials.Sometimes, the students become the composers.It is a matter of linking the required skill to the area of interest, which is exactly why integrating curriculum works so well.When students make those connections, conceptual understanding is enhanced and retention of material is much more likely.

4) Are your kids making "adequate annual yearly progress"?

Since we are just now testing for the first time at our new site, I can only speak for Lincoln Jackson Arts Academy.Last year, our fifth year, our test scores brought us into the top 3 schools in Clovis. . . . .

5) What in your mind, are the long term effects of kids being involved in theatrical and musical productions?

Kids who are involved in theatrical and musical productions develop a stage presence and self-confidence that prepares them for future interviews, speeches, and presentations.For example, our students have the verbal skills and confidence to present and defend their science fair projects.In addition, they understand teamwork at its best; everyone has a special part in making the production a success and they are dependent upon each other to achieve that success.Students develop a work ethic, as production numbers are rehearsed many times and they develop patience as they wait for other parts to be prepared and technical problems to be solved.Theatrical and musical productions build confidence and character!

6) Who are some of the teachers that help support your endeavors?

This is a very difficult question, because for the arts integration philosophy to be successful there must be extensive collaboration.I could easily mention everyone on staff at the Arts Academy.However, I would like to mention the teachers on the original staff who are still with us as well as the present arts staff.

Joe Strickland has taught 3rd and 4th grade at the Arts Academy and he is the best at weaving an integration lesson.He has also learned to run lights for our major productions.

Lynette Harris teaches 1st grade and has revived the art of storytelling in Clovis by training interested students to do just that!She is also developing her skills with the drum circle.

Chris Harrell teaches the 6th grade and is constantly creating new songs to teach everything from character to the phases of the moon.He teaches interested students to play the guitar.

Margaret Blazek began as our special ed. teacher and later became our ELP teacher.She supervises the school newspaper and is one of our after-school piano teachers.

Christy Hartley is our literary arts specialist.She can find a book or ten for any thematic unit.She is also known as the costume lady.She can find, make, or remake anything you need.

Viola Cano is our dance specialist.She teaches ballroom dancing and takes special groups to perform in various venues around Clovis.She is my right hand lady during the production of the Nutcracker.

Kim Hale is our new music teacher.Her expertise is vocal music.She is the assistant director of the Clovis Ambassador Choir.She is my right hand lady during the production of the Opera.

Pam Jones is our new art teacher and she is quickly figuring out quality integration activities.Recently, students chose two adjectives and a noun from a hat.Then they had to illustrate the results!

7) I believe it was Shakespeare who said "The play's the thing". Why for some kids would an arts presentation be "just the thing" for them to show off their talents?

First let me tell you about our Friday Breakfast With the Arts (BWTA).Most Friday mornings you will find the students and staff quickly assembling for a sharing time shortly after breakfast.During that sharing time special groups, individual classes or combined classes present what they have learned in a thematic unit through an arts performance of some kind.We believe that every student has a special talent to show off.So, teachers and students are very creative in accommodating various talents as presentations are put together.Students have numerous opportunities to put on a wide variety of hats.They sing many different styles of music, sometimes in a large group, sometimes a small group, sometimes a solo.They play an assortment of instruments:rhythm instruments, barred instruments, drums, recorders, pianos, strings, or band instruments.

They dance in a wide range of styles and move creatively to poetry or music.They dramatize stories with countless interesting characters.They tell amazing stories.They share a myriad of visual artifacts.And sometimes they just tell jokes (appropriate and thematic of course).BWTA is just the opportunity to show off their talent.At the same time, students are taught to appreciate the talents of their peers complete with exceptional audience behavior and standing ovations!This creates a safe venue for students to find and develop their special talent.

8) Tell us about your most recent production and how it came about.

The Martin Luther King commission asked me if the Arts Academy could present some entertainment at the Martin Luther King breakfast.I knew that Joe Strickland, Sara Hennessy and Kim Hale were working on a musical production of the children's book Imani's Music by Sheron Williams for their masters degree class.I asked them if they would like to actually perform it with their classes for the recent Martin Luther King breakfast and they all agreed.

Joe and Sara immediately checked their standards and began putting together a thematic unit on slavery.Discussions on slavery, Harriet Tubman, the Underground Railroad, Martin Luther King Jr. and the Civil Rights Movement, helped students to understand people, societies, and self.These discussions became a springboard for writing assignments including narrative and poetic styles.The word list from the book was used in spelling and vocabulary building activities.Pieces by the African-American artists, Romare Bearden and Jacob Laurence, were reproduced and explored for their themes of slavery and freedom.These art works were used as inspiration for a poetry writing activity that focused on using the five senses.

Kim and I immediately checked our standards and began discussions on African music style including experiences with the form of call and response and the rhythmic use of syncopation. We taught three spirituals and with student input created the instrumental accompaniments.Sara encouraged her class to compose the melody for the Swahili song and we helped her students create the accompaniment.

On Wednesday mornings there are no scheduled arts classes so that the arts teachers can work with classroom teachers on collaborative performances.At this time we used the script written by Joe and began putting it all together.We added sound effects, dramatization, choreography, and costumes.

"Imani" was performed for the Martin Luther King breakfast and for the kindergarten school in Portales as well as at Buchanan Hall at Eastern New Mexico University. Each venue was a new situation and students had to adapt to the different stages and widely varied audiences. Each student was given a loading responsibility in order to set up and tear down performances quickly.What a great experience for kids!

9) What question have I neglected to ask?

Perhaps you would like to know about our up coming opera performance."The Snow Queen" by Hans Christian Anderson will be performed April 27th at 7:00 pm at Marshall Auditorium in Clovis, New Mexico .

This opera is written by Charis Bean Duke, the wife of a previous vocal professor at Eastern New Mexico University.She lives in North Carolina and emails the music to me using the Sibelius notation software.I am able to print the score and record the audio tracks for rehearsal.What an opportunity!Children's opera is usually written for adults to perform for children.Our children's opera is for children to perform.Charis is a genius at writing music that is interesting, stylistically correct, and appropriate for children's voices.The week before the performance, Charis flies in and accompanies the rehearsals and final performance.Students are able to communicate with the composer about her musical and dramatic intent.The opera includes over 200 students.Fifteen students will be showing off their voice and dramatic abilities in solo parts, many more will be singing in small groups, and still more will be dancing.There will be talented students, beautiful costumes, extensive sets, props, and lighting as well as excellent sound.With the collaboration of all the talents of students and staff the opera promises to be awesome!

Published March 27, 2007