New York State Funding for Arts Education Partnerships - SAP

PS 24 and Brooklyn Arts Exchange – “Spanish as a Living Language”

This year’s project included playmaking as a way to draw English-speaking students together with Spanish-proficient ones to accomplish work together in Spanish. We expanded upon and codified a series of collaborative exercises that integrate movement and theater into the dual-language curriculum through kinesthetic learning. Assessments show significant learning in English only, Spanish only, and the use of both.

Exercises, plays, improvisation and performance focused on the standards for drama and movement. During the nine sessions with the teaching artist, classes used family stories, rhythms, vocabulary and poetry that were turned into plays. Classes practiced theater and movement skills, including warming up, gesture, voice, performance, choreography, skits, and improvisation. Each student had a critical role in creating, revising, analyzing and collaborating as s/he used newly discovered movement and theater skills. The residencies were supported by two professional-development and two family workshops.

In an outreach event with great possibilities for growth, PS 24 third-grade classes were visited by third-grade classes from the Brooklyn New School who were working with the same teaching artist. They took class together and shared their creative work.

Comments from teachers:
“It was a joy to see my boy and girl students working together and getting on the microphone with confidence. My students overcame the whole boy/girl fear without even realizing it. They danced together and moved together and were not embarrassed.”

“My students’ confidence increased and as a result their communications skills improved. A highlight was to see how comfortable my boys were relating to the girls. I learned a lot about building community.”

“Children often have a difficult time choosing writing topics. Being involved in the theater program offered them many moments they enjoyed as topics to write about. They shared some great cooperative games. My most timid students spoke up and felt more secure. I enjoyed watching their excitement.”