Everyone has a story - What is your story?
Project or Program Summary
Please provide a summary of the project/program as demonstrated in the case study: 
Teaching artist Rodney Appleby designed this program to help middle school students understand the importance of their choices. Mr. Appleby kicks off this program with a performance using music to tell a story and demonstrates how crossroads in one's life can change the course of everything. A residency was created using the IDEA Model providing a structure for the Music is Life: Trick the Devil program. Musician Rodney Appleby implements the learning standards of social studies and digital citizenship in this 7-session residency. Two schools were chosen to for these residencies to take place during the school day. Both schools have challenges of behavior and attendance.
Portfolio Purpose and Rational
Portfolio Purpose and Rationale: Why has this case study been submitted?: 
This program exemplifies the use of the IDEA model template and is a good example of how to utilize the template to facilitate the residency. The partnership was created with this school because of the age group of the students, and the challenges the administration and teachers face with low attendance. They are also classified as a Persistently Low Achieving (PLA) school by the New York State Department of Education.
Overall Conclusions
What are your overall conclusions regarding the documentation gathered for this case study?: 
Using the observation and video interviews to assess this program was beneficial. We also used teachers journals. These combined methods provide a well rounded picture of the success of the program. We were able to see growth of the student academically, emotionally, socially, and some even gained an interest in writing stories that they hadn't had before.
Assessment Conclusions
What conclusions have you drawn from the responses to the assessment tools you have developed?: 
The majority of the students, no matter what their learning ability level, were able to convey that they had learned something. Some learned more than others, and of course learning ability plays a role in that. However, using the assessment tools, we were able to see that every children learned something and others learned a lot.
Answering the Inquiry Question
Back to the initial inquiry question, can it be answered?: 
Yes. Students were able to answer the question by the end of the residency by demonstrating their stories either through a play or monologue.
Conclusions: What Was Learned
What was learned?: 
1. Students developed methods of examination and reflection upon self, environment, experiences and relationship for content that was used to create their personal stories. 2. Students developed methods of expression of their stories. 3. Students overcame their fear and hesitation associated with self-expression 4. Students demonstrated how their body language, voice inflection and facial expressions are used to convey feeling and meaning. 5. Students will ultimately create their own stories and learn the courage that it takes to tell that story. 6. Students will connect what they do and say to how they are perceived in the world.
Conclusions: What Can Be Done Differently In The Future
What can be done differently in the future?: 
We found that students really needed more structure when it came to writing. Students have been conditioned to fill in the blank structure of an outline to meet the standards of writing and it is now challenging for them to have total creative freedom of expression as an author. Some minor parameters would help to establish a middle ground of safety.
Conclusions: How Will This Inform The Work Moving Forward
How will this inform the work moving forward?: 
Moving forward the teaching artist updated their IDEA model template and realized the importance of constantly assessing his own program. As the Director of Education, this work better informs how we will structure the facilitation and assess programs.
Core Content Standards
Mathematics: 
Look for and make use of structure
Reading: 
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Writing: 
Research to Build and Present Knowledge
Range of Writing
Speaking and Listening: 
Comprehension and Collaboration
Presentation of Knowledge and Ideas
Language: 
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
Science / Dimension 1: Scientific and Engineering Practices: 
Analyzing and interpreting data
21st Century Learning Skills
Themes: 
Global Awareness
Civic Literacy
Learning and Innovation / Creativity and Innovation: 
Think Creatively
Work Creatively with Others
Implement Innovations
Learning and Innovation / Critical Thinking and Problem Solving: 
Reason Effectively
Make Judgments and Decisions
Solve Problems
Learning and Innovation / Communication and Collaboration: 
Communicate Clearly
Collaborate with Others
Life and Career / Initiative and Self-Direction: 
Manage Goals and Time
Work Independently
Be Self-directed Learners
National Core Arts Standards
National Core Arts Standards: 
Creating
Performing/Sharing
Responding
Connecting/Connections
Local Standards
Describe Any Local Standards Met By The Program: 
NYS standards are reflected in the Common Core Academic and Arts standards.
Project Summary
6-8
Urban
Music
Language Arts
Attachments
Instructional Supplements
Institutional Overview
Organization(s)
Young Audiences of Western New York
United States
US
School District(s)
Buffalo Public Schools 14204 Buffalo , NY
United States
New York US
School(s)
Waterfront Elementary School
95 Fourth Street
14204 Buffalo , NY
United States
New York US
Teacher(s)
Name: 
Brad Sausner
Subject Taught: 
English
Grade: 
8
Teaching Artist(s)
Name: 
Rodney Appleby
Artist Field(s): 
Music