Friends of 187 – Programs Supported/Funded for 2011/12 school year:

GRANTS RECIEVED:
Literacy Grant from the Cornell Family Foundation  Junior Great Books for grades 3 & 4
Last June, PS 187 received a $2,500 literacy grant through Friends from the Cornell Family Foundation. The foundation specializes in higher educational grants in the arts and sciences. Our school’s award was the first-ever award made to an elementary school. As a result, two full grades of children (grades 3 & 4) are benefiting this year from the Junior Great Books curriculum. This program combines rigorous discussion, complex text, reliance on text evidence and persuasive writing. The Junior Great Books Program is a tool for building critical thinking skills with our students using complex texts.  Students try out ideas in a convivial debate where all ideas must be supported with text evidence. The grant monies have funded six teachers’ enrollment in an initial, two-day "Shared Inquiry" Junior Great Books training as well as purchased needed materials for one 4th grade class. Ms. Burns, Ms. Chory and Ms. Marrero are doing a great job not only implementing the funds but reporting back to the foundation regarding Great Books’ progress in the classrooms. Our hope is to sustain and grow this relationship!

F-STATUS TEACHERS:
Art Teacher Ms. Waldman 2 days a week grades K-4   
Science Teacher Ms. Gilmore 2 days a week for grades 1&2
Spanish Teacher Ms. Lewis one day a week for grades 5&6

AFTERSCHOOL ENRICHMENT PROGRAMS FOR 7th and 8th Grades:
Friends of 187 will be supporting a variety of afterschool programs to meet the needs of the seventh and eighth grades, including:

• Debate Club- Ms. Mann is running the debate club, two days a week Monday and Thursday for an hour each approximately 12-13 sessions for each group.  There are two different groups and our desire is to have the two groups debate each other.  Currently, we are looking into expanding this to the 6th grade.
• A Yearbook for the Eighth Grade- Ms. Coppola is running the year book, it meets before school, after school and during the school day.  Ms. Coppola coordinates with the 8th grade literacy teachers so all students can have writing in the yearbook.  There is a team of 8th grade photographers.
• A School Newspaper- Ms. Manolas is coordinating the newspaper, we shared with the SLT the first copy yesterday, she is meeting with them before school and at lunch.  We are hoping for three to four editions by June.
• Talent Show- Ms. O’Callaghan and Ms. Daskaris are coordinating talent show.  We are still finalizing a date for it (late March early April).  They meet every Thursday until then.
• Open Computer Room-Tuesday and Thursday mornings from 7:30 to 8:00am  Mr. Miller is coordinating the program, we are currently looking to expand this to the sixth grade as well.
• Sports- On Tuesday and Wednesday Mr. Diaz with the assistance of Mr. Miller have open gym time for the students to play organized sports with each other.
• Basketball- takes place on Thursday with Mr. Diaz and the assistance of Mr. Miller. Currently they are training the team, we will see what other schools are available to play as soon as our team is in shape.

As with all programs funded by Friends of 187, these programs are open to all children in the relevant grade(s).  If a particular program is oversubscribed, spaces will be distributed by lottery with all children having the opportunity to participate in at least one program (or more than one, if space permits). 

ARTIST-IN-THE-SCHOOL ENRICHMENT PROGRAMS:

City Kids Art for Kindergarten – Provided by (local!) Artist, Donetta Riley
Master’s ART Shop is a child’s introduction to great art masters throughout history. Each week, students are given a bio of a famous artist and an overview of the artist’s work focusing on style and historical context. The bio is designed to be age appropriate and easily understood for ages in Kindergarten through Second Grade. Then, children create two art activities inspired by the Artist’s work. Donetta Riley is very excited to be working with P.S. 187 this school year!  You and your kids may know Donetta from her generous contributions to our neighborhood, doing face painting at the neighborhood events, and teaching music and arts through the Music Together program.

Young Audiences New York (YANY)  3rd grade-  Provided by Actor/Writer/Director, Anne Pasquale
http://www.yany.org/
YANY provides students with in-depth meaningful learning experiences through the arts over a multi-week schedule.  Residency programs are skills-based, integrate with the curriculum, and address the Learning Standards and Blueprints for Teaching and Learning in the Arts.  Young Audience New York’s teaching artists collaborate with educators to gear residencies to meet the specific needs of participating students. This year YANY is planning a drama program that will integrate with Junior Great Books curriculum. YANY’s Anne Pasquale started her residency with a performance to introduce herself and acting with storytelling to the kids. Her show "Liberty Belles" is fun & informative. She has the kids interacting in many ways. YANY also set aside funds in the budget for another performance related to cultural dance and storytelling that align with the curriculum. The residency will end with a performance in the classrooms where the parents are invited in to also participate in some of the exercises.

Marquis  Studios grades 4, 5, 6 – Provided by Visual Artist, Joseph Zaboi
http://marquisstudios.org/home/
Marquis Studio Architecture Program across 3 years delivers art/science/social studies. This program reinforces development of math skills and also provides meaningful cooperative skills as the students work in teams to develop their designs.Each program results in a large hands-on art project from an architecture perspective. And each program is very different so our kids will have unique architecture experiences each year- not REPEATS, the knowledge will build from year to year here’s what it looks like:

ARCHITECTURE OF THE NEIGHBORHOOD (grade 4)
Students will explore the history and social fabric of their neighborhood through the eyes of an architect. They will learn how to judge a building’s age based on its architectural style and features. Students will study the meaning of the built environment to those who live in it and either through model building or drawing, reproduce neighborhood features. Skills taught — dependent on age level of students and previous exposure to architecture — will include drawing to scale, scale model building, drawing buildings as pictures (rendering) and drawing buildings to scale (elevation).
ARCHITECTURAL DESIGN (grade 5)
Through hands-on model building and design projects, students learn that the architectural process is multifaceted, incorporating mathematics, vocabulary, history, sociology, culture, design, and problem solving. Students are divided into teams to fulfill their project designs. Often in conjunction with a study of a neighborhood or as part of the social studies curriculum, each team will choose which type of building it will propose. Previous examples have included choosing between a memorial, sports center or school. Each team designs the project in both plan and elevation and makes a presentation, including materials, to classmates. Following the critique each team makes a scale model from cardboard and a variety of materials. Skills taught – – dependent on age level of students and previous exposure to architecture — will include drawing to scale, scale model building, reading architectural plans, creating architectural plans, presentation as a group, drawing buildings as pictures (rendering) and drawing buildings to scale (elevation).
ARCHITECTURE AS A STUDY OF CULTURES (grade 6)
Students can come to better understand the aesthetics of various cultures by studying the traditional architecture of that region e.g.: Mexican pyramids, Islamic Architecture, etc. The architectural choices of styles and materials will also reveal much about a region’s environment. The weather and natural materials of a region greatly affect the architectural choices, which in turn reflect the cultural aesthetic. Inuit make Igloos, Nomadic Mongolians live in Yurts, and a house in the Middle East uses high outside walls to shield its inhabitants from strangers’ eyes.

Marquis Studio is also providing special visits for our students by renowned architects:
Martin Rich http://www.richaia.com/
Andrew Pettit (pronounced Pet-it) designer, architect and professor of Design at Pratt Institute
 http://www.pratt.edu/academics/art_design/art_ug/interior_design/faculty_and_staff/bio/?id=apettit

FROM MINI INTERVIEW WITH JOSEPH ZABOI of Marquis Studios Architecture program: 

“I am really enjoying myself, and the children feel comfortable sharing and trying different approaches to figuring out stuff.

As far as Architecture goes. I’m not an architect.  I’m actually a visual artist.  My work with architecture comes through model building that I did as a professional set/ prop designer and as a teaching artist with different schools.  This is not to say I have not been around architects.  When I was growing up in Trinidad, my uncle was an architect and he had me look over the blueprints, draw in fixtures using templates and work with scale.

As far as my favorite pieces of architecture.  Those would be the sustainable tree houses that are being built now.  They are a combination of childhood fantasy and adult sensibility.  Some of them look really amazing.  I would like students to understand that you don’t have to be the best to do something and it never hurts to try something that you are not good at especially if you have people who are willing to help.”

Thank you for the opportunity to work with your school.”

FROM MINI INTERVIEW WITH ANNE PASQUALE of YANY program:

“Working at 187 was a delight!  Like most Theatre Specialists I always tell the students that I work with that we are an ENSEMBLE- a TEAM working together for the common good. However at 187 because of the patient diligence and assimilation of techniques and practices I brought into the classroom on the part of the third grade teachers, Ms. Luna, Ms Wittner and Ms. Ayuso, this became a reality.

Kids remembered theatrical concepts like Tableau and Transition from week to week because teachers saw their value and practiced or integrated them into their lesson plans. It truly was a thrill as our small improvised projects came together to see not only the students, but the teachers, own the process. Ms Luna and Ms. Green were always willing to role play bored audience members checking their watches or thinking about their laundry when things were not going so well. 

One Student who had been pulled out during a previous session came to me the following week and said, "I need more stage time."  When Christian needed help in Ms. Ayuso’s class, Aidan and William offered their help and support and ran lines with him at recess.  Students in Ms. Wittner’s class asked if they might bring a prop for a fellow student: an apple, decorations, a necklace etc.  The final project from start to finish was a Class Act with great original lines like "All you think about is Pizza, Soda and the Patriots!" and tons of smiles – the biggest of which was my own. Thank you 187 you made my day!”

FROM MINI INTERVIEW WITH DONETTA RILEY of City Kids Music ART Masters program:               

“The children and teachers at PS 187 are incredible. Ms. Soloff, Ms. Arvelo, Ms. Hovde and Ms. Marerro all have a passion for teaching and it shows with the children. And the memory those kids have! I quiz them every week on the artists and techniques and they remember all of them.

I love how the children take to the art projects and am amazed how they use the style of the artist, but make each project their own. After the Thanksgiving break, I had a child come in and say that she decorated the veggie tray to look like a face in the style of Giseppe Arcimboldo. Ms. Hovde had a child bring in a special Modern art version of Goldilocks and the Three Bears because they were studying bears and we had been experimenting with Cubism and Pop Art . It’s been fun to see them using other artist’s techniques in their drawing. We discussed how George Seurat painted with dots and occasionally I will see a child using the paint brush or pastel to create a dotted pattern to color a different project. It doesn’t get better than that for an ARTS educator.

Thank you PS 187 for taking a chance on our program and giving me this incredible opportunity work with your community.”

Note from Donetta Riley: www.citykidsmusic.com
Here is a list of the artists that we have studied and works that are being displayed at MOMA. You can use this list as a reference when you visit the museum. Thank you!  -Donetta Riley

Golden Marilyn, Warhol
Double Elvis, Warhol
Evening, Seurat
The Channel at Gravelines, Seurat
Illumined Pleasures, Dali
Persistence of Memory, Dali
Around the Fish, Paul Klee
Cat and Bird, Paul Klee (looks like Pete the Cat!!!)
Errand Boy, Paul Klee
Starry Night, Van Gogh
The Olive Trees, Van Gogh
Fruit Dish, Picasso (Blue Period)
Woman with Pears, Picasso (Cubism)
Violin and Grapes, Picasso (Cubism)
Harlequin, Picasso (Cubism)
Three Musicians (Cubism)
Water Lilies (Monet)
Untitled (Haring)
Farmhouse Window and Door (O’Keefe, Unfortunately, none of her flowers are on display!)

TEACHER QUOTES ABOUT THE PROGRAMS:

Ms. Hirsch, 5th grade Social Studies teacher working with Marquis Studios Artist Joseph Zaboi says, “The students are learning problem solving skills, while having a great time.  They don’t even realize that they are learning, but it shows in their expression of their thoughts."

Ms. Hovde of K-217, working with Donetta Riley of City Kids Art says, “Thank you for this program. The kindergarten teachers met with Donetta and we loved her. The program is a fabulous addition to the curriculum and provides a great portal to the world of imagination while allowing classroom teachers to springboard a wealth of lessons- (non-fiction reading or map skills….) Again, thank you”

Ms. Luna of 3-309, working with Anne Pasquale of YANY says, “Finally a program that is awesome all the away around! The children learned so many fun activities and how to perform and work together in drama. They also learned new vocabulary and knew how to us it. They were able to share and communicate their input on their likes and wishes on their performance! Ms. Anne was amazing!  I hope that if we get the program again we get to work with her. I loved that she let me jump in and add my input and was able to help along with the process!! To top it off the PD we had with her was so much fun and great!! I felt like a little kid….couldn’t stop laughing with the other 3rd grade teachers as we performed the activities. Two-thumbs up!!! Thanks again!”