How can middle school students use the arts to transform knowledge and be empowered to act as educators for younger generations?
Project or Program Summary
Please provide a summary of the project/program as demonstrated in the case study: 
YANJEP implemented the Beyond Recycling program at three schools: William B. Cruise Memorial School, Tacony Academy Charter School and Winfield Township School, which had received the program for a second year and will be the focus of this case study. As part of the 10 day residency, 6th and 8th graders used the creative process of script and song writing to understand the concept of "the commons”; those things upon which we all depend and for which we are all responsible. The 7th grade, who participated in the program last year, expanded on their learning from the previous residency to create works of art that addressed issues in their immediate community.
Portfolio Purpose and Rational
Portfolio Purpose and Rationale: Why has this case study been submitted?: 
An essential element of any arts residency is to connect the creative process to student’s learning in the classroom and their lives outside of school. With the renewal grant, we had the opportunity to return to Winfield for a second year and were able to adapt the program to fit the specific needs of the school. By doing so, we were able to increase student and teacher involvement, and to expand the project within the greater school community. This has given us a wider perspective to look beyond short-term goal to long-term impact when building relationship with partner schools.
Overall Conclusions
What are your overall conclusions regarding the documentation gathered for this case study?: 
Due to the size of this project, we relied heavily on the teaching artist and classroom teachers to gather written and visual documentation. The teaching artist provided photo documentation of student work and of the culminating performance. She also sent electronic copies of the students’ plays. The participating teachers also captured photo documentation that was featured on a project blog created by the art teacher. Having these individuals play a larger role in documenting the project was crucial to its success due to their access to and intimate knowledge of the work.
Assessment Conclusions
What conclusions have you drawn from the responses to the assessment tools you have developed?: 
Based on an evaluation of last year’s tools, we were able to adjust the assessment model accordingly for this year’s residency. To make the process more convenient and less time consuming for the school, we distributed online surveys via SurveyMonkey. The online software gave us the ability to quickly analyze the results. Many of the students and teachers commented on how the project involved several subject areas (i.e. students experimented with natural dyes in Science class to construct costumes and props), as well as the collaborative effort of the school community to achieve a common goal.
Answering the Inquiry Question
Back to the initial inquiry question, can it be answered?: 
The students involved in the project used the arts to transform their collective knowledge of the commons and elements of stainability into something that can easily be shared with a younger audience. They reflected on their own learning processes to inform their role as educators. For the 7th grade, the process of collecting and disseminating the shared history of their community was a powerful experience that placed them at the center of the link between the older and younger generations.
Conclusions: What Was Learned
What was learned?: 
Student engagement is always a concern when implementing an artist-in-residence program, especially with middle school students. The Beyond Recycling project demonstrates that engagement is a product of the larger school culture. An after school enrichment class was created specifically for this project with the guidance of the art teacher. The enrichment class created costumes, props and sets, including a backdrop that depicted the topography of the Winfield Park community using re-purposed plastic bottle tops. Students also demonstrated a heightened sense of responsibility due to their connection to the people in their surrounding area and their new role as protectors of their community.
Conclusions: What Can Be Done Differently In The Future
What can be done differently in the future?: 
Time has been an issue since play development and scriptwriting can take up the bulk of the project, leaving less time spent on preparing for the final performance. This was alleviated by the support of specific teachers taking leadership roles during the residency. Since we were returning to Winfield for a second year, support from teachers and the surrounding community were readily available. The same level of involvement was not present in schools that received the grant for the first year. Steps can be taken to better prepare similar schools for the project before our arrival.
Conclusions: How Will This Inform The Work Moving Forward
How will this inform the work moving forward?: 
The results at Winfield have strengthened our resolve to build long-term relationships with partner schools. If we return to the school for a third year, there is a great opportunity for continued work in the community and the possibility of intergenerational collaboration. We are planning to offer Beyond Recycling as part of our regular artist-in-residence programs in school and to apply what was learned from this project to new and existing programs that we offer to middle school students.
Core Content Standards
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Text Types and Purposes
Production and Distribution of Writing
Speaking and Listening: 
Comprehension and Collaboration
Presentation of Knowledge and Ideas
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
Science / Dimension 1: Scientific and Engineering Practices: 
Engaging in argument from evidence
Science / Dimension 3: Core Ideas In Four Disciplinary Areas / Earth and Space Sciences: 
Earth and human activity
21st Century Learning Skills
Global Awareness
Civic Literacy
Environmental Literacy
Learning and Innovation / Creativity and Innovation: 
Think Creatively
Work Creatively with Others
Learning and Innovation / Communication and Collaboration: 
Communicate Clearly
Collaborate with Others
Life and Career / Flexibility and Adaptability: 
Adapt to Change
Be Flexible
Life and Career / Initiative and Self-Direction: 
Manage Goals and Time
Work Independently
Be Self-directed Learners
Life and Career / Social and Cross-Cultural : 
Interact Effectively with Others
Work Effectively in Diverse Teams
National Core Arts Standards
National Core Arts Standards: 
Local Standards
Describe Any Local Standards Met By The Program: 
NJSCCC Arts Standards: Standard 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art Standard 1.3 Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.

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Project Summary
Visual Arts
Language Arts
Science Technology
Social Studies
Institutional Overview
Young Audiences New Jersey & Eastern Pennsylvania
200 Forrestal Road, First Floor
08540 Princeton , NJ
United States
New Jersey US
School District(s)
Winfield Township School District
7 1/2 Gulfstream Avenue
07036 Winfield , NJ
United States
New Jersey US

Passaic School District
101 Passaic Avenue
07055 Passaic , NJ
United States
New Jersey US

The School District of Philadelphia
440 N. Broad Street
19130 Philadelphia , PA
United States
Pennsylvania US
Winfield Township School
7 1/2 Gulfstream Avenue
07036 Winfield , NJ
United States
New Jersey US
William B. Cruise Memorial School
390 Gregory Avenue
07055 Passaic
United States
Tacony Academy Charter School
1330 Rhawn Street
19111 Philadelphia , PA
United States
Pennsylvania US