I grew up poor in the housing projects of Wilmington North Carolina my mother
of Wilmington North Carolina my mother
of Wilmington North Carolina my mother raised my brother and me by herself
raised my brother and me by herself
raised my brother and me by herself working various jobs to make ends meet
working various jobs to make ends meet
working various jobs to make ends meet and to provide for us I realized I was
and to provide for us I realized I was
and to provide for us I realized I was poor when I went to school if you’re
poor when I went to school if you’re
poor when I went to school if you’re just in your neighborhood and you only
just in your neighborhood and you only
just in your neighborhood and you only see the same things every day we all
see the same things every day we all
see the same things every day we all seem to be the same but in school I
seem to be the same but in school I
seem to be the same but in school I realized I was different one difference
realized I was different one difference
realized I was different one difference is that every Monday morning I would
is that every Monday morning I would
is that every Monday morning I would receive a free lunch ticket I remember
receive a free lunch ticket I remember
receive a free lunch ticket I remember it being canary yellow it had the school
it being canary yellow it had the school
it being canary yellow it had the school days across the top and had circles
days across the top and had circles
days across the top and had circles around the days every time I would go
around the days every time I would go
around the days every time I would go through the lunch line and pick out that
through the lunch line and pick out that
through the lunch line and pick out that amazing cafeteria pizza with the fries
amazing cafeteria pizza with the fries
amazing cafeteria pizza with the fries or the cheeseburgers that were there
or the cheeseburgers that were there
or the cheeseburgers that were there there are really soy burgers the
there are really soy burgers the
there are really soy burgers the cafeteria manager would punch a hole in
cafeteria manager would punch a hole in
cafeteria manager would punch a hole in that day signifying that head lunch that
that day signifying that head lunch that
that day signifying that head lunch that day only a few of us received those
day only a few of us received those
day only a few of us received those lunch tickets every Monday and I
lunch tickets every Monday and I
lunch tickets every Monday and I realized that we were the poor kids in
realized that we were the poor kids in
realized that we were the poor kids in school that didn’t change my experience
school that didn’t change my experience
school that didn’t change my experience in school though I absolutely loved
in school though I absolutely loved
in school though I absolutely loved going to school I excelled in
going to school I excelled in
going to school I excelled in mathematics I thought mathematics was
mathematics I thought mathematics was
mathematics I thought mathematics was fun and I had amazing teachers in each
fun and I had amazing teachers in each
fun and I had amazing teachers in each of my schools they continued to
of my schools they continued to
of my schools they continued to encourage me and to push me and ask more
encourage me and to push me and ask more
encourage me and to push me and ask more of me and to push me more to be more in
of me and to push me more to be more in
of me and to push me more to be more in school I also had wonderful social
school I also had wonderful social
school I also had wonderful social workers in school as social workers and
workers in school as social workers and
workers in school as social workers and counselors that knew I was a poor girl
counselors that knew I was a poor girl
counselors that knew I was a poor girl but they made sure I had amazing
but they made sure I had amazing
but they made sure I had amazing activities after school on weekends and
activities after school on weekends and
activities after school on weekends and during our breaks so when I think about
during our breaks so when I think about
during our breaks so when I think about school I remember being a poor student I
school I remember being a poor student I
school I remember being a poor student I remember loving school and feeling loved
remember loving school and feeling loved
remember loving school and feeling loved at school but then I think about my
at school but then I think about my
at school but then I think about my experiences in the arts and I only have
experiences in the arts and I only have
experiences in the arts and I only have two memories of the Arts in my entire K
two memories of the Arts in my entire K
two memories of the Arts in my entire K through 12 education one memory was 5th
through 12 education one memory was 5th
through 12 education one memory was 5th or 6th grade can’t remember which one is
or 6th grade can’t remember which one is
or 6th grade can’t remember which one is at Peabody elementary school and in
at Peabody elementary school and in
at Peabody elementary school and in fifth or sixth grade I learned to play
fifth or sixth grade I learned to play
fifth or sixth grade I learned to play the recorder it was cream and it was
the recorder it was cream and it was
the recorder it was cream and it was black we learned how to take it apart we
black we learned how to take it apart we
black we learned how to take it apart we learned how to clean it so it be ready
learned how to clean it so it be ready
learned how to clean it so it be ready for us we just thought it was neat to
for us we just thought it was neat to
for us we just thought it was neat to clean it but now I know it’s important
clean it but now I know it’s important
clean it but now I know it’s important to clean it
to clean it
to clean it we learned how to blow into it and
we learned how to blow into it and
we learned how to blow into it and blowing into it made sound to me but
blowing into it made sound to me but
blowing into it made sound to me but that teacher said that’s music my only
that teacher said that’s music my only
that teacher said that’s music my only other memory was in junior high school
other memory was in junior high school
other memory was in junior high school in junior high school I took a chorus
in junior high school I took a chorus
in junior high school I took a chorus class I learned how to sit at the edge
class I learned how to sit at the edge
class I learned how to sit at the edge of a seat stand direct and be able to
of a seat stand direct and be able to
of a seat stand direct and be able to move my mouth that make shapes in
move my mouth that make shapes in
move my mouth that make shapes in certain ways to make sound
certain ways to make sound
certain ways to make sound I also remember that teacher being very
I also remember that teacher being very
I also remember that teacher being very encouraging I’m not a great singer but I
encouraging I’m not a great singer but I
encouraging I’m not a great singer but I remember she made me feel special in
remember she made me feel special in
remember she made me feel special in that class but it’s sad to say those are
that class but it’s sad to say those are
that class but it’s sad to say those are my only two memories of the Arts in
my only two memories of the Arts in
my only two memories of the Arts in school my love of the Arts started when
school my love of the Arts started when
school my love of the Arts started when I became a high school math teacher as a
I became a high school math teacher as a
I became a high school math teacher as a high school math teacher I became best
high school math teacher I became best
high school math teacher I became best friends with the high school band
friends with the high school band
friends with the high school band director during our relationship I
director during our relationship I
director during our relationship I noticed that students would come to my
noticed that students would come to my
noticed that students would come to my class and I tried my best to make it
class and I tried my best to make it
class and I tried my best to make it exciting it was high school math I love
exciting it was high school math I love
exciting it was high school math I love math you should love math too but those
math you should love math too but those
math you should love math too but those same students would leave my room and go
same students would leave my room and go
same students would leave my room and go to his room and they would bounce him to
to his room and they would bounce him to
to his room and they would bounce him to the door they would almost leap for joy
the door they would almost leap for joy
the door they would almost leap for joy they were so excited they were happy
they were so excited they were happy
they were so excited they were happy going into band class they were happy in
going into band class they were happy in
going into band class they were happy in bed class happy leaving band class I was
bed class happy leaving band class I was
bed class happy leaving band class I was amazed I would also see them perform and
amazed I would also see them perform and
amazed I would also see them perform and then their performances they were in
then their performances they were in
then their performances they were in their element
their element
their element they exuded confidence happiness and
they exuded confidence happiness and
they exuded confidence happiness and enthusiasm I didn’t have that same
enthusiasm I didn’t have that same
enthusiasm I didn’t have that same feeling in my math class so then I saw
feeling in my math class so then I saw
feeling in my math class so then I saw the power of the Arts to change the
the power of the Arts to change the
the power of the Arts to change the lives of students my love of the Arts
lives of students my love of the Arts
lives of students my love of the Arts continued when I as a math teacher met
continued when I as a math teacher met
continued when I as a math teacher met and married my husband who’s an artist
and married my husband who’s an artist
and married my husband who’s an artist so you might think math teacher marrying
so you might think math teacher marrying
so you might think math teacher marrying an artist
an artist
an artist sounds like left brain and right brain
sounds like left brain and right brain
sounds like left brain and right brain oral in water can they mix yes they can
oral in water can they mix yes they can
oral in water can they mix yes they can we’ve been married now for 19 years a
we’ve been married now for 19 years a
we’ve been married now for 19 years a similar comparison thank you a similar
similar comparison thank you a similar
similar comparison thank you a similar comparison exists in Indianapolis where
comparison exists in Indianapolis where
comparison exists in Indianapolis where Indianapolis Public Schools has
Indianapolis Public Schools has
Indianapolis Public Schools has partnered with the indie arts community
partnered with the indie arts community
partnered with the indie arts community as well as the mayor’s office to form
as well as the mayor’s office to form
as well as the mayor’s office to form any given child indy our partnership is
any given child indy our partnership is
any given child indy our partnership is facilitated by the Kennedy Center for
facilitated by the Kennedy Center for
facilitated by the Kennedy Center for the Performing Arts and we have one goal
the Performing Arts and we have one goal
the Performing Arts and we have one goal our goal
our goal
our goal for all students in grades kindergarten
for all students in grades kindergarten
for all students in grades kindergarten through eighth grade that they will have
through eighth grade that they will have
through eighth grade that they will have life-changing experiences in the arts
life-changing experiences in the arts
life-changing experiences in the arts that’s her only goal when we united we
that’s her only goal when we united we
that’s her only goal when we united we decided to and facilitated by the
decided to and facilitated by the
decided to and facilitated by the Kennedy Center to conduct surveys just
Kennedy Center to conduct surveys just
Kennedy Center to conduct surveys just to understand and receive baseline
to understand and receive baseline
to understand and receive baseline information we surveyed all k-8
information we surveyed all k-8
information we surveyed all k-8 educators in the city and we surveyed
educators in the city and we surveyed
educators in the city and we surveyed them for three reasons the first reason
them for three reasons the first reason
them for three reasons the first reason was to establish a baseline of arts
was to establish a baseline of arts
was to establish a baseline of arts offerings in the schools we knew that
offerings in the schools we knew that
offerings in the schools we knew that baseline could possibly also reveal to
baseline could possibly also reveal to
baseline could possibly also reveal to us any gaps that existed in arts
us any gaps that existed in arts
us any gaps that existed in arts education that was our second goal the
education that was our second goal the
education that was our second goal the third goal was to find out from the k-8
third goal was to find out from the k-8
third goal was to find out from the k-8 educators what are their attitudes about
educators what are their attitudes about
educators what are their attitudes about the arts we were excited about the
the arts we were excited about the
the arts we were excited about the attitudes 97% of the educators in the
attitudes 97% of the educators in the
attitudes 97% of the educators in the city said that art should be a major
city said that art should be a major
city said that art should be a major part of school 94% of the 1,200 teachers
part of school 94% of the 1,200 teachers
part of school 94% of the 1,200 teachers that responded said that they would
that responded said that they would
that responded said that they would participate in professional development
participate in professional development
participate in professional development with arts integration if given the
with arts integration if given the
with arts integration if given the chance we’re very excited about that we
chance we’re very excited about that we
chance we’re very excited about that we also identified there were gaps in arts
also identified there were gaps in arts
also identified there were gaps in arts education and those gaps existed in two
education and those gaps existed in two
education and those gaps existed in two areas in our city and they were theatre
areas in our city and they were theatre
areas in our city and they were theatre and dance the survey of the k-8
and dance the survey of the k-8
and dance the survey of the k-8 educators also revealed barriers the
educators also revealed barriers the
educators also revealed barriers the very first barrier that we identified
very first barrier that we identified
very first barrier that we identified from that study was instructional time
from that study was instructional time
from that study was instructional time the educators in the city were very
the educators in the city were very
the educators in the city were very dedicated to making sure our students
dedicated to making sure our students
dedicated to making sure our students were successful with the standards
were successful with the standards
were successful with the standards provided by the state of Indiana the
provided by the state of Indiana the
provided by the state of Indiana the second barrier you can probably guess
second barrier you can probably guess
second barrier you can probably guess was funding if only they were given a
was funding if only they were given a
was funding if only they were given a given more money they would be able to
given more money they would be able to
given more money they would be able to integrate more arts and the third gap
integrate more arts and the third gap
integrate more arts and the third gap was professional development so 94% of
was professional development so 94% of
was professional development so 94% of them warned in professional development
them warned in professional development
them warned in professional development but they said they could not find it we
but they said they could not find it we
but they said they could not find it we were excited about the results there our
were excited about the results there our
were excited about the results there our second survey was given to the arts
second survey was given to the arts
second survey was given to the arts community we’re going to find out in
community we’re going to find out in
community we’re going to find out in Indianapolis in the arts community three
Indianapolis in the arts community three
Indianapolis in the arts community three things the first to establish the
things the first to establish the
things the first to establish the baseline of their offerings in schools
baseline of their offerings in schools
baseline of their offerings in schools we knew that could probably help us to
we knew that could probably help us to
we knew that could probably help us to identify any underserved schools and the
identify any underserved schools and the
identify any underserved schools and the third reason third reason for our survey
third reason third reason for our survey
third reason third reason for our survey was the perception of the arts
was the perception of the arts
was the perception of the arts unity members and their dealings and
unity members and their dealings and
unity members and their dealings and workings in schools that information
workings in schools that information
workings in schools that information share with us that there are truly
share with us that there are truly
share with us that there are truly underserved schools where there are some
underserved schools where there are some
underserved schools where there are some schools that have 16 community partners
schools that have 16 community partners
schools that have 16 community partners but only some other schools have one or
but only some other schools have one or
but only some other schools have one or two partners in the arts we also found
two partners in the arts we also found
two partners in the arts we also found out that our agencies the arts agencies
out that our agencies the arts agencies
out that our agencies the arts agencies in our city they have budgets that range
in our city they have budgets that range
in our city they have budgets that range from a hundred thousand dollars to five
from a hundred thousand dollars to five
from a hundred thousand dollars to five million and each one provides money for
million and each one provides money for
million and each one provides money for arts education but less than ten percent
arts education but less than ten percent
arts education but less than ten percent of that money goes to IPS from the arts
of that money goes to IPS from the arts
of that money goes to IPS from the arts community members we identify the
community members we identify the
community members we identify the barriers as well the very first barrier
barriers as well the very first barrier
barriers as well the very first barrier was the exact same barrier that the k-8
was the exact same barrier that the k-8
was the exact same barrier that the k-8 educators mentioned it was instructional
educators mentioned it was instructional
educators mentioned it was instructional time the artists were aware that
time the artists were aware that
time the artists were aware that teachers had to make sure that students
teachers had to make sure that students
teachers had to make sure that students were successful on the standardized
were successful on the standardized
were successful on the standardized tests that are given the second barrier
tests that are given the second barrier
tests that are given the second barrier from the arts community member the exact
from the arts community member the exact
from the arts community member the exact same barrier from the educators funding
same barrier from the educators funding
same barrier from the educators funding if I had more money I would do more the
if I had more money I would do more the
if I had more money I would do more the third and final barrier for the arts
third and final barrier for the arts
third and final barrier for the arts community member from members we asked
community member from members we asked
community member from members we asked about expanding the arts was
about expanding the arts was
about expanding the arts was communication they had a desire to
communication they had a desire to
communication they had a desire to communicate better with the educators so
communicate better with the educators so
communicate better with the educators so we had the information we were excited
we had the information we were excited
we had the information we were excited with information it also cadiz focused
with information it also cadiz focused
with information it also cadiz focused on our end goal all k-8 students in
on our end goal all k-8 students in
on our end goal all k-8 students in Indianapolis having life-changing
Indianapolis having life-changing
Indianapolis having life-changing experiences in the arts from that we
experiences in the arts from that we
experiences in the arts from that we created an action plan let’s create our
created an action plan let’s create our
created an action plan let’s create our plan that will guide us for the next
plan that will guide us for the next
plan that will guide us for the next three years then we develop
three years then we develop
three years then we develop implementation committees went out to
implementation committees went out to
implementation committees went out to the community to say come join us and
the community to say come join us and
the community to say come join us and come help us have been filled this work
come help us have been filled this work
come help us have been filled this work the implementation committees are really
the implementation committees are really
the implementation committees are really just four groups these groups help us to
just four groups these groups help us to
just four groups these groups help us to focus our work and to accomplish our
focus our work and to accomplish our
focus our work and to accomplish our mission the very first implementation
mission the very first implementation
mission the very first implementation committee is creative engagement how can
committee is creative engagement how can
committee is creative engagement how can we continue to find creative ways to
we continue to find creative ways to
we continue to find creative ways to engage in the arts in the city
engage in the arts in the city
engage in the arts in the city the second committee is professional
the second committee is professional
the second committee is professional development 94% of teachers wanted it
development 94% of teachers wanted it
development 94% of teachers wanted it they couldn’t find it we said we could
they couldn’t find it we said we could
they couldn’t find it we said we could do it the third was budget and resources
do it the third was budget and resources
do it the third was budget and resources funding funding funding we said that we
funding funding funding we said that we
funding funding funding we said that we would address that head-on collectively
would address that head-on collectively
would address that head-on collectively we can do a lot and the fourth
we can do a lot and the fourth
we can do a lot and the fourth implementation
implementation
implementation was measurement and evaluation we wanted
was measurement and evaluation we wanted
was measurement and evaluation we wanted to measure the impact that we would have
to measure the impact that we would have
to measure the impact that we would have on our city and on our students so armed
on our city and on our students so armed
on our city and on our students so armed with information having these worker
with information having these worker
with information having these worker bees ready to conduct the work we
bees ready to conduct the work we
bees ready to conduct the work we selected nine pilot schools to start
selected nine pilot schools to start
selected nine pilot schools to start with and this event is a great venue for
with and this event is a great venue for
with and this event is a great venue for me to tell you the nine pilots but I
me to tell you the nine pilots but I
me to tell you the nine pilots but I can’t we will have a special ceremony
can’t we will have a special ceremony
can’t we will have a special ceremony for them to reveal their names to them
for them to reveal their names to them
for them to reveal their names to them to the principals and their committee
to the principals and their committee
to the principals and their committee their communities as well what I can
their communities as well what I can
their communities as well what I can tell you though there are nine schools
tell you though there are nine schools
tell you though there are nine schools that really have gaps in the arts but
that really have gaps in the arts but
that really have gaps in the arts but there are also nine schools that really
there are also nine schools that really
there are also nine schools that really want to do more with the Arts so we’re
want to do more with the Arts so we’re
want to do more with the Arts so we’re excited about that
excited about that
excited about that in addition to having nine pilots and
in addition to having nine pilots and
in addition to having nine pilots and potentially expanding that group till we
potentially expanding that group till we
potentially expanding that group till we get to all schools I have a personal
get to all schools I have a personal
get to all schools I have a personal goal for any given child ending so I can
goal for any given child ending so I can
goal for any given child ending so I can share with you several things that I
share with you several things that I
share with you several things that I experienced as a young poor girl growing
experienced as a young poor girl growing
experienced as a young poor girl growing up in Wilmington North Carolina when it
up in Wilmington North Carolina when it
up in Wilmington North Carolina when it comes to my core academics but as you
comes to my core academics but as you
comes to my core academics but as you heard I could only share two things in
heard I could only share two things in
heard I could only share two things in the arts my personal goal for any given
the arts my personal goal for any given
the arts my personal goal for any given child indi is that our students will
child indi is that our students will
child indi is that our students will graduate having amazing experiences and
graduate having amazing experiences and
graduate having amazing experiences and academics I am the deputy superintendent
academics I am the deputy superintendent
academics I am the deputy superintendent for academics but I also want them to
for academics but I also want them to
for academics but I also want them to have more than just two experiences in
have more than just two experiences in
have more than just two experiences in the arts I want them to reflect on their
the arts I want them to reflect on their
the arts I want them to reflect on their time in school and say that they had
time in school and say that they had
time in school and say that they had amazing life-changing experiences with
amazing life-changing experiences with
amazing life-changing experiences with the arts while in school in Indianapolis
the arts while in school in Indianapolis
the arts while in school in Indianapolis if you want to join us in our work
if you want to join us in our work
if you want to join us in our work please visit our website which is any
please visit our website which is any
please visit our website which is any given town ending our partnership this
given town ending our partnership this
given town ending our partnership this collaboration will do amazing things for
collaboration will do amazing things for
collaboration will do amazing things for our city but also for our students and
our city but also for our students and
our city but also for our students and all grades kindergarten through eighth
all grades kindergarten through eighth
all grades kindergarten through eighth grade thank you for your support and
grade thank you for your support and
grade thank you for your support and please continue to watch the great
please continue to watch the great
please continue to watch the great things that will happen with the Arts in
things that will happen with the Arts in
things that will happen with the Arts in Indianapolis
you
you [Music]
”
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