#humanities ed

Submitted by: Ashlee McKinnon, School Partnerships Manager, DC Collaborative March 9, 2021

Quick Reference Links

https://dcps.dc.gov/summer

Provider Application- Due March 22, https://dcps.dc.gov/page/school-program-provider-application

Copy of the slide deck

Recording of the presentation

vaccinate.dc.gov

Mayor’s Situational Update- March 4

Calling All Program Providers: Submit Possible Summer School Programming by March 22.

DC Public Schools is calling all program providers to participate in 2021 Summer School! Review what was covered in the Summer Learning Update general overview meeting that took place on March 8, 2021 at 3 PM.

The Provider Application is due March 22: https://dcps.dc.gov/page/school-program-provider-application

*If you do not have grant funding for this already, be sure to indicate if you need funding in the form.

Summer School Programming

Every school is required to have a plan for all grade levels.

It is not mandatory for every student to attend.

Schools can choose topics covered, curriculum, program providers and the schedule.

The main goal is for the programming to take place onsite in the schools however, enrichment programming may be virtual.

Regular Summer School Programming that takes place annually, like ELSAP, ECE Parent, and High School credit recovery will take place. The Summer Acceleration Academy is new.

Summer Acceleration Academy

The Acceleration Academy will have a focus on Social Studies and STEM but there is room for arts integration and/ or arts enrichment programming. The Academy will take place July 12- August 6 and it will be up to each individual school whether or not they schedule full day or half day programming. DCPS Central Office will be sharing resources and curriculum suggestions to all schools but it is up to each school to take that suggestion.

Program Providers can participate in the following ways:

Run programming in the afternoon for schools with half days

Support by supplementing programming in the Acceleration Academy

Note on COVID-19 Vaccination

While COVID-19 vaccination is not required, Partners who regularly come into contact with students may be vaccinated. The normal background check and finger printing process will be in place.

DCPS Meeting Resources

“Good Afternoon DCPS Partners,  

Thank you to those who were able to join DCPS’s Summer Learning Update. This email serves as a follow-up to summarize what was shared and includes a copy of the slide deck presented to the group and a recording of the presentation.

We appreciate your support as we continue to formulate plans to accelerate our students’ success and will continue to share updates as more information becomes available.

Summary DCPS is looking for partners to support our school-based Summer Acceleration Academies.  

ACTION STEP: To help guide our planning process, organizations who can support a Summer Acceleration Academy without funding from DCPS or family fees can indicate their interest in this form by March 22.  

Partners operating in collaboration with an Acceleration Academy will not have to recruit students or pay fees for rent, security or custodial services. PPE and training on DCPS safety protocols will be provided by DCPS.

Please stay tuned for more information, including:

Potential funding opportunities for School Program Providers looking to support Summer Acceleration Academies.

Potential building use opportunities for summer programming operating independently of DCPS.

Beginning this week, all individuals working in schools or licensed child care facilities are eligible to make vaccination appointments via vaccinate.dc.gov.

Please review the Mayor’s Situational Update from March 4th for details.  

More Information To help us plan future engagements and communications, please share your feedback and any additional questions you may have in this brief survey.

Please visit dcps.dc.gov/summer and dcpsreopenstrong.com for more information about DCPS’s summer plans.

Submitted by the DC Collaborative Team 8/28/2020

On Thursday, August 27, Mary Lambert of DCPS Arts joined the DC Collaborative Team and 70 members of the arts and humanities education community of practice to give an update on the virtual start of the school year. Mary gave updates regarding: the school environment, logistical priorities to keep in mind with distance learning program design, background check policies and other relevant updates from the DCPS Arts team including Visual Art and Music ACE Fellows, Arts education data collection and art/ music supply distribution. View the meeting recording below for more information.

Background Check Updates

In an effort to ensure the safety and protection of all parties, and in compliance with DC Public School system, providers and/or anyone else directly interacting (i.e. - shared audio, visual and/or chat between providers and participants) with students through their programs for more than a one-time event will be required to complete a background check through DCPS.

Background check clearance is not needed if it is a live-streamed event with no direct student interaction (students hidden from view from presenter) OR a one-time event, fully supervised by a DCPS employee, with student interaction. For members who are part of the DC Collaborative’s Arts and Humanities for Every Student program, the DC Collaborative will not allow any programs to proceed without proper background check and clearances approved and verified by DC Collaborative staff.

Meeting Resources

Meeting Recording

DCPS Arts Website- https://www.artsdcps.com/

DCPS Connected Schools: https://dcps.dc.gov/page/dcps-connected-schools

DCPS Clearance Website

Fieldprint Background Checks Partnership- https://www.fieldprintdc.com/

DC Collaborative Distance Learning Resource Database

AHFES Provider Orientation RSVP Link

Collective Impact Mapping Project Information

Cross Post: Today at Elon Tres McMichael ’19 couples arts with education in role at the D.C. Arts and Humanities Education Collaborative By Leila Jackson '22, student July 10, 2020

Following a fellowship in Washington, D.C., Tres McMichael ’19 has been able to bring his love for the arts and education together.

A double major in music theatre and arts administration with minors in leadership studies, business administration and African and African American studies, McMichael started his role at the D.C. Arts and Humanities Education Collaborative as the education programs manager in February. The D.C. Arts and Humanities Education Collaborative in a nonprofit organization that works with cultural organizations in the Washington metro area. The nonprofit connects these organizations to the district’s public and public charter schools to provide arts and humanities programming at little or no cost. In his role merging the arts with education, McMichael works closely with member organizations to make sure their programming is high quality.

The organization was created because many of the students who were taking advantage of arts educational programming in Washington were not actually from the city.

“Our organization was formed out of that idea that all students in the District of Columbia should have access to the arts and humanities here, “McMichael said. “We’re unique in the sense that we work with D.C.- specific students and D.C.-specific arts organizations.”

The arts have always been important to McMichael. He sang in his church choir, attended opera and theater camp, and went to arts-focused magnet programs in middle and high school.

“For me, the arts have always been coupled with education and I know how important that was for my development,” he said. “I think that I come to my organization at a place where I realized that my normal was not everyone else’s normal.”

The coronavirus pandemic has upended his new role, but McMichael and the organization have adapted. Normally they reach out to educators so students can have in-person experiences, like going to a museum.

“We are in the business, essentially, of field trips,” McMichael said. “Once COVID-19 happened it was like, well, schools are not happening, the museums are closed, the theaters are dark.”

To try to keep arts and humanities education continuing, McMichael developed a distance-learning resource database that is being shared with teachers and families. The database has a collection of over 120 arts and humanities resources and is designed for pre-K students to high school seniors.

“Even if field trips aren’t happening, some type of arts and humanities education still needs to happen because we know that when things become complicated with education, whether it’s funding or anything, the arts are always the first to be rolled back,” McMichael said. “We wanted to make sure that even at home, whatever happens moving forward, that there’s still some place where students can go and have some type of arts education.”

For families who don’t have ready access to technology, the Collaborative has worked on making files such as lesson plans downloadable so they can possibly be printed at home or so schools can deliver them to students. The organization is also exploring options for virtual field trips.

McMichael’s lifelong passion for the arts and the goal to make experiences in the arts easily available to every student, drives his work.

“I knew that growing up everyone else didn’t get an opportunity to go see operas, everyone else didn’t have an opportunity to go to art museums, or ballets or concerts, all of these things that I was fortunate enough to have,” he said. “Part of my life’s mission is to make what was my normal, a readily accessible opportunity for everyone else for who it’s not.”

Submitted by: Clarissa Heartsfield, School Partnerships Manager and Tracey Wyton, Deputy Director, Community Engagement 5/14/2020

The DC Collaborative is committed to continuing virtual convenings in response to COVID-19 on weekdays at 11 AM. We are no longer holding convenings every single day but reserve the spot for others to host, if interested! Those who would like to lead a session can sign up here.

Meeting Resources

DC Collaborative Virtual Convening Archive (View recordings here.)

Suggest a topic or sign up to lead a future convening 

National Children’s Museum Community of Practice PowerPoint

National Children’s Museum Website

Regie Cabico Original Poems in response to COVID-19

Marcia Daft’s Website- MovingThroughMath.com

Marcia Daft Distance Learning E-Announcement

Affordable video editing software for those recording distance learning videos from home- Screencast-O-Matic

Wednesday, 5/6: Equity/ Access Planning Convening

On Wednesday, 5/6, at 11 AM Clarissa Hearsfield led an Equity/ Access Committee meeting with several members of the community. This session was used as a planning sessions for future covenings, and the group discussed several topics that they would be interested in learning about in future sessions, including: learning more about working with students experiencing homelessness, prioritizing student mental health, engaging Parent Teacher Organizations and addressing the lack of closure (of the school year) with students. Stay tuned for future sessions!

Have an idea for a future equity conversation, want to co-host or suggest guests? Reach out to Clarissa Heartsfield at [email protected].

Thursday, 5/7: Community of Practice with National Children’s Museum

The DC Collaborative was pleased to host the National Children’s Museum on their Daily Virtual Convening on May 7! The National Children’s Museum team discussed how they pivoted from their February 2020 reopening to generating online STEM content for their daily STEAMwork video series and forthcoming virtual field trips. Staff shared their collaborative (a word we like!) and creative approach and the nuts and bolts of their processes! Developing thematic arches over the daily video content and streamlining an ideal production schedule has assisted them in making high quality content more quickly.

The fact that their museum was only open for 17 days prior to shutting down due to the pandemic, makes this an even more interesting case study. This is in no doubt due to the National Children’s Museum team and their commitment to making their museum accessible for families with children ages 0-12, even when its physical doors are closed to the public. Check out their online programming here.

Their detailed PowerPoint is full of resources and links to their online content.

Have followup questions? Contact: Barbara Stemler- [email protected] Christina Hernandez- [email protected]

Thursday, 5/7 4 PM: #TYTeacher Happy Hour

In celebration of Teacher Appreciation Week the DC Collaborative hosted a Music Therapy session and Happy Hour for school and community-based educators. Amanda Rosado, Board-certified Music Therapist opened the floor for educators to share their challenges and resources that they were using for their own self care. After that she led a tension and release exercise. Subsequently, the group sipped their favorite beverages and discussed what they were looking forward to quarantine. The evening ended with Regie Cabico performing one of his poems for us. Next happy hour- Regie will host a writing workshop! Stay tuned for that event! View the poems that Regie shared here. 

Amanda Rosado’s Bio: Amanda is a board-certified music therapist with a passion and focus in serving the mental health community. Amanda received her Bachelor’s Degree at Shenandoah University in 2009, and her Master’s Degree of Music Therapy in 2018. Amanda has been practicing for ten years, providing trauma-informed, person-centered music therapy services for children, adolescents, adults, and older adults with mental health needs. Amanda has had opportunities to work with these individuals in inpatient, residential, and outpatient care. She has also conducted research examining experiences of music therapy for adolescents in inpatient care, which has been peer-reviewed and published in Music Therapy Perspectives. Amanda is passionate about advocating for music therapy in mental health care, with experience in providing in-services for the community and being featured in CBS local news about her work in the Baltimore area.

Contact Amanda: [email protected] 

Tuesday, 5/12: Teaching Artist/ Practitioner Program Critique

On Tuesday, 5/12 Sylvia Zwi and Marcia Daft joined us to share their Distance Learning videos. Sylvia shared highlights from a few home-produced videos and Marcia shared a professionally edited video production called Caterpillar to Butterfly that was developed pre-COVID-19.

Sylvia explained the challenges and of providing asynchronous learning opportunities for her students. She was overwhelmed that she and the other educators in her school became producers, editors and the performers overnight. In the beginning, it took her a whole week to make an 11 minute video. Sylvia recommended the video editing software- Screencast-O-Matic

Marcia Daft showed participants “Caterpillar to Butterfly” which was produced in 2009-2010, for homeschool parents and educators facilitating programs for students aged 4-8. Marcia has generously put up the resource on her website (and in her e-announcement) for free through the end of the school year for access to all community- and school based educators. The content is broken into chapters:

how to set up the at home/ classroom learning space,

learning science content,

music and movement,

drawing story maps activity,

performance.

Sylvia, Marcia and the other teaching artist participants discussed strategies to keep the videos engaging for children, including having the students follow examples of other children and utilizing the video as a starting point and incorporating pieces of the video into teaching. The group also discussed the challenges of not being affiliated with an organization when producing Distance Learning content, including expense, production time and understanding of the technology.

Sylvia Zwi Bio: Sylvia is a firm believer that the arts are intrinsic to our humanity and is committed to its transformative power. A native of Brazil, she has worked with institutions dedicated to the arts, arts education and teaching through the arts for the past 34 years. Sylvia is currently Dean and Director, Early Childhood Arts and Professional Development at Sitar Arts Center as well as Teacher, Teaching Artist and Arts Integration Coach with Sitar Arts Center, The Wolf Trap Institute for Early Learning Through the Arts, Inner-City Inner -Child, and District of Columbia Public Schools. Sylvia’s past engagements also include schools such as Stecher and Horowitz School of Music and Woodmere Academy in New York and institutions such as Levine Music (The Selma Levine School of Music), Imagination Stage (Bethesda Academy of Performing Arts) and Choral Arts Society in the Greater Washington Area. Sylvia is co-founder of “Cultural Remittances,” an initiative which aims cultural empowerment through information, cultural arts’ exchange, health education and financial literacy. Sylvia is also founder of Coaching Through Practice: Perfecting the Art of Learning and Teaching, LLC

Marcia Daft Bio: Marcia Daft is the Founder of Moving Through Math and Teaching the Music of Language arts integration programs for STEAM education. She produces award-winning children’s books, instructional materials, and videos that bring arts-integrated learning to life in the classroom. Marcia is a national workshop presenter for the John F. Kennedy Center for the Performing Arts in Washington, D.C. She has traveled nationally and internationally as a Master Artist with the Wolf Trap Institute for Early Learning Through the Arts. Her unique teaching methods have been energizing classrooms, performing arts centers, and school districts across the United States for over twenty-five years. Ms. Daft has developed museum exhibitions and educational programs for the Smithsonian Institution. She has written more than twenty children’s educational booklets with CD’s for The Smithsonian Institution and the National Symphony Orchestra.

Sign up to be a public witness at the Committee on Education and DC Commission on the Arts and Humanities FY19 Performance Oversight and FY21 Budget Hearings 

Join us at our next Members Meeting at the National Museum of Women in the Arts date tba

Learn about our Diversity, Equity and Inclusion Statement

Save the Date:  Join Americans For the Arts March 30-31 for the National Arts Action Summit

Submit a story about why equitable access to Arts and Humanities Education is important to you for the DC Collaborative StoryBank!

SIgn Up to Testify in Support of Arts and Humanities Education: DC Council Oversight and Budget Hearing Schedule

Sign-up to be a public witness for DC Council FY19 Performance Oversight Review and FY21 Budget Hearings:

Together, let's ensure that our arts and humanities education community is well-represented in providing testimony for the following Performance Oversight and Budget Review process hearings.

Key Dates (subject to change):

Wed. Feb. 12: Joint w/ Committee of the Whole (COW) FY19 Performance Oversight on Deputy Mayor for Education and Public Charter School Board

Wed. Feb 19: Joint w/ COW FY19 Performance Oversight on District of Columbia Public Schools

Mon. Feb 24:COW FY19 Performance Oversight on DC Commission on the Arts and Humanities

Wed. Feb. 26: Joint w/ COW FY19 Performance Oversight on Office of the State Superintendent for Education

Fri. Mar. 6: FY19 Performance Oversight on District of Columbia Public Library and The District of Columbia State Athletic Association

Mon. Mar. 23: FY21 Budget Oversight on State Board of Education, Office of the Student Advocate, and Office of the Ombudsman for Public Education

Tues. Mar. 24: Joint w. COW FY21 Budget Oversight on Office of the State Superintendent for Education

Wed. Mar. 25: FY21 Budget Oversight on District of Columbia Public Library and The District of Columbia State Athletic Association

Thur. Mar. 26: Joint w. COW FY21 Budget Oversight on Public Charter School Board

Tues. Mar. 31: Joint w. COW FY21 Budget Oversight on District of Columbia Public Schools and  Deputy Mayor for Education

NEW Date! Thur. Apr. 7: COW FY21 Budget Oversight on DC Commission on the Arts and Humanities

Sign Up Today to be a Public Witness:

If you wish to be a public witness for the CAH Performance Oversight Review hearing on Monday, February 24 at 10:00 am call 202-724-8196 or  sign up at email [email protected]. A complete schedule of COW hearings: http://bit.ly/2RgcmVo

Call 202-724-8061 or sign up online at http://bit.do/educationhearings to be a witness at any of the hearings involving the Committee on Education.

Your testimonies may not exceed 3 minutes. Each witness is asked to provide 15 hard copies of their testimony on the day of the hearing.

Join us in these online State of Arts and Humanities Education “Town Hall” Hearings to Advocate for the Arts and Humanities!

March 23 online “Town Hall”  2:00pm

June 18 online “Town Hall”

October 1 online “Town Hall”

January 14 online “Town Hall”

Diversity, Equity and Inclusion Statement

DC is committed to providing equitable access to arts education for all of its students. To this end, we acknowledge that inequality in the United States and in the District of Columbia is present, and we continuously work to combat it in order to grant students rich learning opportunities regardless of socioeconomic status. 

Guided by this mission, Any Given Child, DC, led by the DC Collaborative, ensures that the following values are present in everything that we do:

Diversity: We appreciate and leverage our differences, we prioritize and include those with lived experiences in our community, and we seek partnership to make change happen. We expect thoughtful discussion and respectful engagement. Equity: We continuously examine and refine our policies, practices, and resources so that all members of our greater community - geographically, racially, and socioeconomically will have genuine opportunities to thrive. Inclusion: We create an environment of belonging in which everyone is valued and respected.

To learn more about and join us in our commitment, read our full statement on diversity, equity, and inclusion here. 

Save the Date: March 30-31 for The National Arts Action Summit:

On Monday, March 30 and Tuesday, March 31, join Americans For the Arts for its annual National Arts Action Summit. Americans for the Arts, along with representatives from 85+ national arts organizations will be in Washington DC where advocates from all across the country organize, speaking to members of congress to gain support for legislative issues surrounding the arts. 

Monday, Mar. 30 - The Nancy Hanks Lecture on Arts & Public Policy at  The Kennedy Center. Tuesday, Mar. 31 - Our advocates plan to meet with Congresswoman Eleanor Holmes Norton’s office to discuss issues impacting the arts community in the District. If interested in participating, please contact Lissa Rosenthal-Yoffe at [email protected]

View more info and RSVP Here

Tell Your Story - Submit a blogpost to the DC Collaborative Story Bank Blog

Members, educators, supporters and partners of the DC Collaborative are invited to share their story in arts and humanities education in the

DC Collaborative Story Bank

to help us showcase the work we are collectively doing in the arts and humanities education field and the positive impact we are having on the education of the students in the public school system in the District of Columbia. 

Submitted by: Tessa Kay, DC Collaborative Membership and Collective Impact intern August 7, 2019

On Wednesday, July 17, twenty-five members of the DC Collaborative’s Programming Committee got together to review all School Year 2019-2020 Arts and Humanities for Every student (AHFES) program submissions. 

The DC Collaborative would like to take the time to thank everyone who participated in the programming committee review panels as well as all of the AHFES providers. Thank you so much to our gracious hosts at the Building Museum, and especially Caitlin Miller for helping to coordinate the review. 

Why do AHFES reviews?

The purpose of the application review process is to determine whether, in the opinion of the programming committee, a proposed program offering is ready to be listed in the Arts and Humanities for Every Student (AHFES) catalog.

How Does the Review Process Work?

On AHFES review day, members of the programming committee broke into groups and reviewed different proposals based on their area of expertise: Humanities, Music/Dance, Theatre, and Visual Arts/Film. 

Different members were assigned specific programs to review beforehand, and during the review, the rest of the panel discussed the proposal and worked together to provide helpful feedback for the provider to consider. The rubric used includes a list of 8 qualities to help determine the quality of the experience; three qualities are “Makers of a High Quality Experience” and five are “Even better if” aspirational qualities. Providers can use this feedback in anyway that they see fit. See the rubric here.

The Collaborative is interested in offering the students of the District the widest possible variety of high quality arts and humanities field trips possible. The programming committee also operates with an expectation of providing “idea exchange, leadership, and mentorship” to its member organizations. In that regard, we take seriously the opportunity to provide suggestions and explanations to help improve the programs you are reviewing. 

Thank you so much to all who participated and to the AHFES providers who submitted proposals. We look forward to continuing our partnership with you in the future. 

Additional Links:

AHFES Review Rubric

Become an AHFES Provider

Programming Committee Page

Submitted by: Elisabeth Orengo, Community Engagement Intern, DC Arts and Humanities Education Collaborative June, 2019

What does the word technology make you think of? 

Dumbarton Oaks began offering a new field trip this spring, which relates to their special exhibition Written in Knots, Undeciphered Accounts of Andean Life. Perhaps, as middle school students, this would have made you think of computers, telephones,or video games, or any other kind of contemporary technology. However, the exhibition tour let the students discover a very ancient and ingenious technological invention that enabled people to communicate across incredibly long distances for many centuries. 

Fig. 1: Wrapped-main-cord khipu with color seriation, Wari, 600-1000 CE, Cotton and camelid fiber

Fig. 2:  Wrapping detail 

The Khipus were developed by Andean civilizations millenia before the Christian Era. More recent, the pieces on view at Dumbarton Oaks trace their roots from the time of the Wari Empire, who populated west-central South America (most of the present-day Peru) from 600 to 1000 CE, and the conquerors Inkas, who became the largest civilization of the ancient Americas from 1450 to 1534 CE. As records of pre-columbian civilizations’ history, Khipus are also helpful to connect with other specific curriculum disciplines. Made of cords and knots, they were carried, sometimes sported as beautiful clothes, from one place to another within the Empire, to display and collect critical information about  business or daily life. Highly detailed and colorful, these objects provided accurate numeric data to those who knew how to interpret them. Today, decrypting messages issued through the Khipus is a challenge for researchers who have not solved their mysteries yet. For these reasons, observing Khipus encourages aesthetic description and historical deduction, while engaging mathematical skills and logical thinking. 

The museum educator invited students to explore, characterize and try to elucidate the khipus’ secrets on their own. Even though the devices vary depending on the khipus’ functions and over the time, most are structured by a main cord to which several secondary cords are attached (Fig. 1, 3), which is convenient for both wear and readability. 

Fig. 3: Inka base-10 positional knot system

Students were asked, “If you were an Emperor, what information would you need to disseminate all over your territory?”. They made educated inferences: khipus might tell about food, people, or geography. Although we know almost nothing of Wari khipus numerical systems, the educator pointed out the fact that having either zero or one knot - that is based on presence or absence - this technology is actually based on a binary system, thus recalling the roots of computer code. Moreover, as we do have clues to decrypt Inkas’ khipus (Fig.4), students had the opportunity to interpret them according to the following rule: each position on the cord represents one, ten, one hundred, one thousand, etc. Multiple of tens by multiple tens, a few knots can create large numbers. 

Fig. 4: Rolled-up seriated khipu Inka, 1450–1534 CE Cotton and camelid fiber  

Other than the knots, students described colors and their meaningful patterns. Made of cotton and camelid fiber, Wari khipus often included dyed fibers. For instance, the seriation of various colored patterns (Fig.1, 2) could be used to differentiate data about diverse groups of people over time with a single khipu. Colors also contribute to the aesthetic aspect of the object, although it wasn’t always meant to be worn, as the Inka rolled-up their seriated khipu (Fig. 4). In some ways, the latter is comparable to a book rather than a cloth. Designed to be easier to carry on, the bundle of cords is a kind of khipu maintained by a spiraled main cord, in which colorful patterns indicate the topic covered by the khipu, just as a table of contents. 

After the field trip, each student created his own khipu to represent his birthday date. We thank you to India Patel, Postgraduate Public Programming and Outreach Fellow at Dumbarton Oaks Research Library and Collection, for her passionate, meaningful and interactive tour of this wonderful exhibition.

Submitted by: Tessa Kay, Membership and Collective Impact Intern, DC Arts and Humanities Education Collaborative

June 6, 2019

On June 4th, 2019, The DC Collaborative invited its members to the stunning backdrop of The Kreeger Museum to celebrate the final meeting of the 2018-19 school year. Prior to the meeting, members were invited to tour the sculpture garden outside before convening to celebrate everyone’s accomplishments over the past school year. 

Thank you so much to our gracious hosts at the Kreeger Museum!

Meeting Agenda

Host Welcome— David Hawkins, Head of Education. The Kreeger Museum

DC Collaborative Welcome and Call to Order— Linda Harper, President, DC Collaborative Board of Directors

DC Collaborative Updates:

Any Given Child DC Update— Lissa Rosenthal-Yoffe, DC Collaborative

Member Enrollment Update— Tracey Wyton, DC Collaborative

Program Update— Katherine Custer and Clarissa Heartsfield, DC Collaborative

DC Public Schools Update— Mary Lambert, Director, Arts, DC Public Schools

DC Commission on the Arts and Humanities Update— David Markey, Arts Education Coordinator, DC Commission on the Arts and Humanities

DC Collaborator Member Feature— David Hawkins, Head of Education, The Kreeger Museum

DC Collaborative Gratitude— A special thanks to our Members, Educators, Board, Funders, Partners and our Committee Members, Linda Harper, Lissa Rosenthal-Yoffe

Adjourn— Linda Harper, President, DC Collaborative Board of Directors

Meeting Resources:

Meeting Agenda

PowerPoint Presentation

Photos (Photo credit: BoBeen Chung)

Speakers and Discussion Points

The 2019 members and educators meeting in the Kreeger Museum. 

David Hawkins (above) tells the audience about the Kreeger Museum’s outstanding education programs for students who take field-trips throughout the school year.

Lissa Rosenthal-Yoffe (above) gives attendees an update on the Collaborative’s Any Given Child Initiatives. 

Katherine Custer (above) and Clarissa Heartsfield (below) give updates on the programs that the Arts and Humanities for Every Child (AHFES) initiatives are providing DC students. As of 2019, the DC Collaborative has served over 50,000 students in 161 schools across the DC area! 

Mary Lambert (above) gives updates on DC public schools and the push they are trying to give arts and humanities in their curriculum. 

David Markey (above) gives update from the DC Commission on the Arts and Humanities. He stressed the point that the Arts Education department is unique because it of the students that it helps, 100% of them are DC students. 

Dates to Remember:

July is Membership Enrollment Month!

Fall Programs (October-December) Deadline: August 9th

Winter Programs (January- March)Deadline: November 1st

Spring Programs (April-June) Deadline: January 31st

Networking on the Sculpture Terrace 

After the meeting was adjourned, people were invited to stay and socialize on the patio. Strawberries, cookies, and beverages were provided. 

Awards:

As a Thank-you to our members, organizations, and educators who all contribute to The DC Collaborative’s success, we took time to recognize all the hard work that different individuals do. 

Committee Co-Chair Awards:

Programming Committee-

Cynthia Gertsen

Caitlin Miller

Any Given Child DC-

Nathan Diamond 

Michelle Hoffmann

Sakina Khan

David Markey

Jeanette McCune

JR Russ

Joanne Seelig Lamparter

Anthony Setari

Trisha Taylor

Educator Awards:

Best Survey Response Rate

Brandyn Marshal - City Arts + Prep PCS

Antonia Ramos - Houston Elementary School

Most Cherry Blossom Art Contest Submissions

Charles Jean-Pierre - Ludlow Taylor Elementary School

Most Field-trips attended - Public Charter Schools

Stephone Harris - Achievement Preparatory Public Charter School

Most Field-trips attended - DC Public Schools 

Yvonne Stewart - Takoma Education Campus

Most Professional Development Workshops Attended

Randee Grant, SEED School of DC Public Charter School

Lauren Eastlack, Patterson Elementary School

Jazmine Bush, Bridges Public Charter Elementary School

Greta Schorn, Amidon-Bowen Elementary School

Outstanding Key Communicator- DC Public Schools

Candice Crump, Houston Elementary School

Outstanding Key Communicator- Public Charter Schools

LaToya Hutchins, E.L. Haynes Public Charter School

Special Recognition on your Retirement

Carolina Clarens, Oyster Adams Elementary School

Connecting to Curriculum Presenters Awards:

DCPS Arts- Mary Lambert, Director, DCPS Arts

DCPS Social Studies- Scott Abbott, Director DCPS Social Studies

DCPS Secondary English/ Language Arts- Abby Welsheimer, Director, Secondary ELA

DCPS Elementary English/ Language Arts- Emily Hammett, Director Elementary ELA

Member Awards:

Most Active Member: Sylvia Zwi, Sitar Arts Center

1st Runner Up: Paul Cohn, O Street Museum Foundation

Most AHFES Reimbursements:

Imagination Stage- Joanne Seeling

Washington Bach Consort- Marc Eisenberg and Janey Moskowitz

The John F. Kennedy Center for the Performing Arts- Jeanette McCune

Arts and Humanities Education Advocate: Maureen Dwyer, Sitar Arts Center

2018-2019 Meeting Hosts:

Phillips Collection- Rachel Goldberg

National Geographic Society- Gregory McGruder

Kreeger Museum- David Hawkins

The Kennedy Center- Jeanette McCune, Nathan Diamond

National Museum of American History- Orlando Serrano

Atlas Performing Arts Center- Heidi Hawkins

National Gallery of Art- Sarah Durkee, Deirdre Palmer

Other Awards:

Community Connector Award - Mary Lambert

District Arts and Humanities Field-trip Experiences Award - David Markey

Arts and Humanities Education Champion Award - Elizabeth Eder

Tracey and Lissa thank Any Given Child DC and ask the Steering Committee to come up on stage.  Photo (left to right): Trisha Taylor, Washington Performing Arts; JR Russ, National LGBTQ Task Force; Sakina Khan, DC Office of Planning; Linda Harper, President, DC Collaborative Board of Directors; David Markey, DC Commission on the Arts and Humanities; Lissa Rosenthal-Yoffe, DC Collaborative; Tracey Wyton, DC Collaborative.

Katherine thanks the Programming Committee and recognizes the Programming Committee Co-chair, Cynthia and Caitlin. Photo (left to right): Cynthia Gertsen, Ford’s Theatre; Katherine Custer, DC Collaborative; Caitlin Miller, National Building Museum; and Tracey Wyton, DC Collaborative.

Carolina Clarens is recognized as the longest-serving DC Collaborative Key Communicator and honored for her retirement from Oyster Adams Elementary. Photo (left to right): Linda Harper, President, DC Collaborative Board of Directors; Clarissa Heartsfield, DC Collaborative; Lissa Rosenthal-Yoffe, DC Collaborative; Carolina Clarens, Teacher, Oyster Adams ES; Tracey Wyton, DC Collaborative.

Washington Bach Consort, Imagination Stage and Kennedy Center is recognized for the most field-trips donated. Photo (left to right): Chelsey Christensen, Imagination Stage; Lissa Rosenthal-Yoffe, DC Collaborative; Liz Rosetti, The Kennedy Center.

Sylvia Zwi and Paul Cohn receive recognition for “Most Active Member”

Mary Lambert receives special recognition as DCPS Arts Director. Photo (left to right): Linda Harper, President, DC Collaborative Board of Directors; Mary Lambert, Director, DCPS Arts.

National Geographic Society, The Kreeger Museum, National Museum of American History, Atlas Performing Arts Center, Phillips Collection, The KennedyCenter and National Gallery of Art was recognized as DC Collaborative meeting hosts. Photo (left to right): Photo (left to right): Linda Harper, President DC Collaborative Board of Directors; Lissa Rosenthal-Yoffe, DC Collaborative; Gregory McGruder, NationalGeographic Society, Vice, President, DC Collaborative Board of Directors; David Hawkins, Kreeger Museum.

These educators were recognized for most Professional Development Workshops Attended. Photo (left to right): Tracey Wyton, DC Collaborative; Linda Harper, President, DC Collaborative Board of Directors; Clarissa Heartsfield, DC Collaborative; Randee Grant, SEED School of DC Public Charter School; Greta Schorn, Amidon-Bowen Elementary School; Lissa Rosenthal-Yoffe, DC Collaborative.

Thank you again to the Kreeger Museum!