2017-029-E Arts - Chapel Hill High School Arts Academy - Fall 2016 Arts Grant Agreement

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DocuSign Envelope ID: CF1E5821-41D3-41 CA-BE86-7063BD8D1470 and sharing them with their peers. Throughout the program, students will be active participants in a daily workshop style culture that will combine elements of direct instruction,writing guidance,peer and teacher review, and performance. The program will be offered to five tenth grade English classes daily that meet during the regular school day from January 9- 13,2017. Additionally,an abbreviated version of the program will be offered during two 45 minute lunch periods on Tuesday and Thursday of the same week to a group of student leaders who attended a November workshop. The curriculum is designed to benefit students in five specific ways: enhance emotional literacy, facilitate identity exploration,refine writing and analytical skills,develop performance and public speaking competency, and build self-confidence.Kane will perform his own work as well as share videos and texts from other poets and notable orators. He will help students to examine primary source documents,and then lead creative writing workshops in response to the content. Through self-exploration and exposure to a diverse body of both written and performed texts,participants will create powerful works of poetry that engage critically and creatively with issues of identity, intersectionality, oppression, and imperialism-all themes that students have been exposed to in their English class. In addition,participants will learn to use literary devices and other poetics,as well as develop public speaking and performance skills. The best work that students create during this week-long residence will be highlighted at a few Chapel Hill High School events: our annual Junior Follies school-wide talent show,the Black History month assembly,and our outside festival Tiger Fest. We also have tentative plans to collaborate with our Information Technology Academy to produce some is video media of the best poems for YouTube. Specifically, 126 tenth grade(ages 15-16)English students will participate in the five day long residency program-that's one full week of creative, arts-integrated teaching! Of the 126 students, 63 are white,21 are Asian, 18 are Black, 16 are Latino, 5 are Multiracial, and 3 are Middle Eastern. There are 60 male students, 65 female students, and 1 transgender student. Additionally,there are 25 student leaders who will participate in the two lunch sessions,20 of whom are African American,3 that are white,and 2 that are Asian. The group is comprised of 13 male and 12 female students in grades 10-12(ages 15-18). This group participated in a 3 hour workshop with Kane Smego and educator/artist Pierce Freelon on November 18th, and will bring poems to the lunch work sessions for review and performance practice. The curriculum will encourage critical thinking around the following themes:the social construction and history of race in America; intersectionality theory,matrix of social oppression, and hybrid identities; null curriculum, erased histories,and the idea of dominant vs. counter narratives; and responding to forms of oppression. The following informational texts will be used(in part)to facilitate the instruction: George Mason University's compilation of The Racial Prerequisite Cases;Kane's Powerpoint on Race in America;Benjamin Banneker's Letter to Thomas Jefferson;liberation poetry in South African Apartheid; Crenshaw and Dubois' excerpts on intersectionality and double consciousness; and Audre Lorde's explanation on the origins of intersectionality and waves of feminism. The poems and videos