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| Message from the Executive Director |
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Greetings members and friends!
So
much going on, thank goodness for the unfolding of opportunities and
the revelation of resources. In July, our board of directors had the
privilege to tour The Juilliard School, NYU Tisch School of the Arts,
and the Lincoln Center.
In
August, we are launching an online arts school audition management
pilot and an arts and entertainment business lecture series.
In
September most of our member arts schools will be in full swing with
enthusiastic students and staff pouring onto their campuses.
We have much to be grateful for, all as a result of networking.
If
there is any question regarding what "best practices in facilities"
looks like, one only has to step on the sacred complex of the Lincoln
Center. In the past few years, this flagship performing arts mecca has
revised, re-designed and renewed what artists would do if allowed to
create the spaces they require to execute their vision. From a hearth
centered fountain, to the Italian marbled halls lined with modern
sculpture and vestibules of glowing performance spaces, truly the
Lincoln Center is heaven on earth.
When
considering how to nurture the soul of an artist, The Dance Theatre
Workshop treats their guests as diamonds to be shined and showcased.
What have we as a board learned from our brief stay in NYC? Go to your
peers, walk in their shoes, acknowledge their successes, and fill up
your tank on what is possible.
This
is going to be a paradigm shift year where we pull the reigns and aim
for our dreams. We hope you will share your challenges and boons, your
prodigies and their pathways. Thank you for doing what you do. Thank
you for allowing us to know you.
 Sincerely,
Kristy Callaway
Executive Director
843.686.5060
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Featuring an Alliance of Artist Communities Leadership Institute Participant Organization
National Performance Network
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The
National Performance Network (NPN) is a national organization
supporting artists in the creation and touring of contemporary
performing and visual arts.
NPN
is about community engagement, touring, creating, sharing ideas and
knowledge. NPN is about representing all artists who create something
new and supporting the presenters who take the risk in showcasing it.
 The
National Performance Network (NPN) has brought innovative performing
artists to all corners of the United States for more than 25
years. Begun in 1985 by David White at Dance Theatre Workshop in New
York, NPN was founded to address the issues of artistic isolation and
the economic constraints of moving art around the country and the
sharing of artistic and community voices. From a beginning of 14
organizations as "primary sponsors," the network now numbers 61 NPN
Partners.
In
2007, the Visual Artists Network (VAN) began as a pilot program and was
formally launched with the selection of 15 VAN Partners that are
leading contemporary arts organizations from across the United States.
As
an artist-centered, field-generated network, the National Performance
Network is unique in its structure. Its active and engaged network of
presenters form an interconnected web or relationships through which
support and services are strategically designed, effectively
distributed, and successfully leveraged.
The
National Performance Network and the Visual Artists Network are closed
networks, intentionally kept small to facilitate active participation,
build sustainable relationships, and measure impact over time. The
national infrastructure meets NPN's goal to support artists and the
creation of new work in the context of community engagement. Every few
years, a small number of organizations are invited to join the Network
following a rigorous nomination and application process.
To learn more about the Alliance of Artist Communities, click here.
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Matthew Morrison's Surprise Visit to Summer Arts Camp, Orange County High School of the Arts, CA
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Share you Alumnus Visits with ASN Membership!
 Students
in the Summer Community Arts Program recently had the opportunity to
work with a surprise guest teacher! OCHSA alumnus (Music & Theatre
Class of 1997) and Tony, Emmy and Golden Globe Award-nominated actor
and star of GLEE, Matthew Morrison, visited our campus to work with our
musical theatre students and watch them perform material they've
learned this summer.
 Matthew
returned to his roots and came to the Orange County High School of the
Arts where he generously contributed $15,000 to the school's
tuition-free, donation-dependent arts programs. We extend gracious
thanks to Matthew for his outstanding contribution in support of our
bright and talented students.
We were honored to participate in
this special project and provide our students with the opportunity to
work firsthand with an actor of his caliber.
Image above, Matthew Morrison and OCHSA CEO Ralph Opacic, Ph.D.
This surprise visit was part of a film shoot for www.cambio.com.
Cambio.com is a celebrity fan site created by the Jonas Group and AOL.
The Jonas Group is a management company that represents the Jonas
Brothers and other acts and was co-founded by Kevin Jonas Sr., the
father of the Jonas Brothers.
Click here to view article in local news feature visit.
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| Arts Schools Network FY11 Membership Drive |
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We Belong Together
Benefits
· Ideas and experiences from renowned arts leaders
· Bi-weekly e-news and school spotlights
· Members-only Web portal
· Access to resources from exemplary member schools
· Member directory
· Career postings
· Conference and event discounts
· Awards and recognition programs
Individual $170
Institution $405
Retiree $115
Membership Term: July 1, 2010-June 30, 2011
Multi-year rates available online
Lock in for two years to avoid rate increase
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| Surdna Arts Teacher Fellowship 2011 Applications Now Available |
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 Deadline November 12, 2010
The
Surdna Foundation announces the eleventh year of a national initiative
to support the artistic revitalization of outstanding arts teachers in
public arts high schools.* Surdna recognizes that arts teachers often
lack the time and resources to reconnect with other arts professionals
and with the artistic processes they teach. Through the Surdna Arts
Teachers Fellowship Program (SATF), Fellows design individualized
courses of study that provide both immersion in their own creative work
and the opportunity to interact with other professional artists in
their fields. Surdna believes that this approach to professional
development will enhance the effectiveness of arts teachers and will
directly benefit the young people they teach.
Deadline: Deadline: November 12, 2010 4 p.m. EST
Contact: Kimberly Bartosik, SATF Program Director
Telephone: 212/557-0010, ext 256
E-mail:
This e-mail address is being protected from spam bots, you need JavaScript enabled to view it
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| Job Posting - Director of the Coronado School of the Arts in Coronado, California |
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Coronado School of the Arts (CoSA) is a public arts conservatory
for students in grades 9-12 that embraces and encourages artistic
creativity and academic excellence. This pre-professional arts program
reaches out to talented students from all San Diego County, offering a
nurturing environment focused on individual growth, opportunity, and
diversity.
CoSA is the place for aspiring young artists to immerse
themselves in an afternoon of arts classes in one of the six featured
arts conservatories: Classical and Contemporary Dance, Digital Media
and Filmmaking, Instrumental Music, Musical Theatre and Drama,
Technical Theatre, and Visual Art.
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| Job Posting - Theatre Department Chair, Douglas Anderson School of the Arts, Jacksonville, FL |
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 A
theatre department chair is needed for Douglas Anderson School of the
Arts, a nationally recognized, Grammy Award-winning arts high
school. DA students must audition in a specific arts area to enter and
maintain adequate progress in their arts area. Please refer to our
Website http://www.da-arts.org/.
Ideal
candidate must have an MFA or Ph.D. in theatre/directing and five+
years teaching experience in field. Must be an accomplished director
with some professional experience in directing.
Core
responsibilities will include teaching the first and fourth tier of the
acting curriculum, and directing I and II. Expected to direct one
or two full-scale productions including a musical, and administer an
award- winning theatre department with three full-time performance
and three full- time technical theatre faculty. He or she will steer
the direction of the department, including the development and
implementation of curriculum and overseeing four main stage
productions. The chair of the department will collaborate with an
active parent support group and supervise all marketing, fund raising
and budgeting for the department and will conduct extensive outreach
into the community. He or she will network with all arts and academic
directors in the school to ensure the best possible learning
environment for the talented students in the arts.
Send
letter of intent, resume, and references to Ms. Jackie Cornelius,
Principal, Douglas Anderson School of the Arts, 2445 San Diego Road,
Jacksonville, Florida, 32207.
 About Theatre Department
Douglas Anderson's Theatre Department mirrors
the school's mission statement by providing an environment in which
students develop a passion for the art form based on an understanding
and appreciation of theatre and its impact on the audience. Beginning
in the ninth grade, our staff teaches about the nobility and importance
of theatre and its power to change lives.
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| Job Posting - President, Idyllwild Arts, California |
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About Idyllwild
Imagine a high school that has perfected the art of arts education. It's Idyllwild Arts Academy,
a close-knit, working community of students and teachers whose passion
for the arts is balanced by a dedication to learning. Idyllwild offers
a disciplined college preparatory program for grades 9-12 and
post-graduates along with world-class training in creative writing,
dance, film & video, interdisciplinary arts, music, theatre, and
visual art.
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| With art, students express unspeakable anxieties |
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The Boston Globe, August 4, 2010
By June Q. Wu
 Remedial courses a creative outlet for social issues
Image
right, Led by instructor Tory Bullock (standing), summer school
students participated in a spoken word poetry exercise at Boston Arts
Academy. "It was very, very difficult to get kids to really participate
in the beginning,'' Bullock said, though some did open up. (Kayana
Szymczak for The Boston Globe)
Ask
a classroom full of summer school students to open up about violence,
sex, and drugs, and they will likely revert to second grade shyness,
school officials say.
But
sub in a 20-something instructor for the veteran teacher, blast music
from The All-American Rejects from a laptop, give the students glitter,
glue, and blank postcards, and the secrets might just come out.
This
summer, some Boston public school ninth-graders have been asked to
write their innermost thoughts and offer them to PostSecret, a group
art project that publishes anonymous secrets sent on postcards online
and in print.
Of
the nearly 370 ninth-graders in summer school, 125 are wrapping up a
new arts-centric curriculum the city piloted this year to help students
grapple with social issues through creative outlets.
For
five weeks, the students have spent Fridays at the Boston Arts Academy,
where recent graduates led group discussions and encouraged the
ninth-graders to express themselves through such disciplines as music,
theater, and martial arts.
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| Orange County High School of the Arts to Acquire OC Pavilion Theatre |
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 The
state-of-the-art 500- seat theatre will provide a world-class
performance venue for the school's growing population of bright and
talented students.
SANTA
ANA, Calif. - July 16, 2010 - The Orange County High School of the Arts
(OCHSA), a nationally recognized arts school that provides bright and
talented students with a creative and challenging educational
environment, is proud to announce it has entered into escrow to
purchase the OC Pavilion, located at 801 North Main Street, just one
block south of OCHSA's existing campus in the heart of Orange County.
 This
beautiful, state-of-the-art 500 seat theatre will become the school's
premier performance venue. The school will use the theatre for
instructional space, performance space, and an event center.
The
theatre is professionally equipped, turn-key and ready for students and
faculty to use the day the building closes escrow. It is the school's
plan to close escrow and take ownership of the theatre in fall
2010. The school currently occupies approximately 200,000 square feet.
The OC Pavilion is an additional 50,000 square feet, expanding the
total size of the school's campus to 250,000 square feet, not including
any parking lots or greenscape/hardscape areas. Approximately 25,000
square feet of the OC Pavilion will be used as a performance space, and
the remaining 25,000 square feet will be used as instructional space.
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| The Creativity Crisis |
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by Po Bronson and Ashley Merryman
July 10, 2010 Newsweek
For the first time, research shows that American creativity is declining. What went wrong-and how we can fix it.
 Back
in 1958, Ted Schwarzrock was an eight-year-old third grader when he
became one of the "Torrance kids," a group of nearly 400 Minneapolis
children who completed a series of creativity tasks newly designed by
professor E. Paul Torrance. Schwarzrock still vividly remembers the
moment when a psychologist handed him a fire truck and asked, "How
could you improve this toy to make it better and more fun to play
with?" He recalls the psychologist being excited by his answers. In
fact, the psychologist's session notes indicate Schwarzrock rattled off
25 improvements, such as adding a removable ladder and springs to the
wheels. That wasn't the only time he impressed the scholars, who judged
Schwarzrock to have "unusual visual perspective" and "an ability to
synthesize diverse elements into meaningful products."
The
accepted definition of creativity is production of something original
and useful, and that's what's reflected in the tests. There is never
one right answer. To be creative requires divergent thinking
(generating many unique ideas) and then convergent thinking (combining
those ideas into the best result).
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| Doing
Well and Doing Good by Doing Art: A 12-year Longitudinal Study of Arts
Education-- Effects on the Achievements and Values of Young Adults. |
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 Author, James Catterall
Book Review by Los Angeles, CA: I-Group Books. 2009.
Professor James S. Catterall of UCLA presents his analyses of long-term outcomes for the students featured in Champions of Change a
decade ago, 12,000 students now followed through age 26. The impacts of
intensive involvement in the visual and performing arts during
secondary school on young adults are shown to include doing better and
going further in college (doing well) and greater involvement in
community service and pro-social activities (doing good).
 The
book presents assessments of arts-rich versus arts-poor schools, an
intriguing comparison of passionate involvement in the arts versus
athletics in school, and the fortunes of limited English speakers in
arts-rich versus arts-poor schools. Nick Rabkin, formerly senior arts
and culture program officer at the MacArthur Foundation writes: ...
"Unlike other research on the effects of arts education, Catterall was
able to show that low-income students benefited from arts learning even
more than more privileged students. This new study picks up the same
thread and shows that the positive effects of arts education last well
into adulthood." And Shirley Brice Heath, professor emeritus at
Stanford University and professor, Brown University writes: "This book
will show students how someone can make statistical analyses
comprehensible for those who work in schools and those who need to
think much more theoretically and in terms of research findings...
Several of the findings were quite surprising to me, for I had
forgotten that the NELS data would provide data with such "long arms"
beyond school and family. Such a gift the book will be for so many."
(Los Angeles: I-Group Books, 172 pp. (2009).
About the Author
James S. Catterall is professor and chair of the faculty at the
UCLA graduate school of education and information studies. For the past
two decades, his research has focused on measurement of children's
cognitive development and motivation in the context of learning in the
arts. Professor Catterall has published leading studies on learning
music and its effects on visual and spatial intelligence; and learning
in the visual arts and the development of creativity, originality, and
self-efficacy beliefs. He was a principal author on the Critical Links
and Champions of Change projects as well as the AERA and U.S. Education
Department's New Opportunities for Research in Arts Education. He is
now writing a book about the roles of creativity in basic cognitive
processes, working title: The Extraordinary Importance of Ordinary Creativity: A theory of creativity, cognition, and behavior.
Catterall chaired the National Technical Advisory Panel for Kentucky's
state assessment between 1998 and 2008; he currently serves as an
appointed member of the advisory board for California's Public School
Assessment and Accountability Act and of its Technical Design Group.
Professor Catterall holds degrees in economics from Princeton
University, public policy analysis from the University of Minnesota,
and a Ph.D. in education from Stanford University.
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| The Future of Education is Here Website posts an article entitled "Robert Redford, Myths, and the Future" by Jillian Darwish. |
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June 26th, 2010 by Jillian Darwish
Robert
Redford said in his remarks this afternoon to begin the 2010 Americans
for the Arts Half-Century Summit. He was speaking about the teacher who
brought him an easel to use in class as a solution to his continuous
doodling and distraction. He went on to challenge the audience to
dispel the persistent myths about the arts, namely that they are a
trivial pursuit and that they are unrelated to the economy.
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| Duke Ellington School of the Arts has a Special End of School Year Guest Speaker |
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| Michelle Obama!
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