2018 - 2019 VAPAE Final Report

UCLA VISUAL AND PERFORMING ARTS EDUCATION 2018 - 2019

VISUAL AND PERFORMING ARTS EDUCATION (VAPAE) PROGRAM

IN 2018-2019, VAPAE: TAUGHT UCLA UNDERGRADUATES IN COURSES

WORKED WITH LECTURERS AND GRADUATE STUDENT TEACHING ASSISTANTS TO EXPOSE VAPAE STUDENTS TO KEY ISSUES IN ARTS EDUCATION

GUIDED STUDENTS THROUGH THE ARTS EDUCATION MINOR

AFTERSCHOOL AND OFFERED ARTS ENRICHMENT PROGRAMS

REACHING APPROXIMATELY K-12 STUDENTS, PROVIDING HOURS OF ARTS MORE THAN INSTRUCTION AT OUR SCHOOL AND COMMUNITY SITES COLLABORATED WITH CAMPUS AND LOCAL COMMUNITY PARTNERS

HOSTED SPECIAL EVENTS AND WORKSHOPS THAT REACHED COMMUNITY MEMBERS

9000

TABLE OF CONTENTS 2

MISSION + VALUES

3

DIRECTOR’S STATEMENT

7

FACULTY + STAFF

9

VAPAE AT A GLANCE

15

THE VAPAE MINOR

17

Arts Education Teaching Sequence (AETS)

21

Arts Education Elective Courses

23

Guest Speakers

25

hey! What’s Your Major?

29

IN THE COMMUNITY

35

AFTERSCHOOL + ARTS ENRICHMENT PROGRAMS

37

Creativity + Studio Sessions

39

Multigenerational Afterschool Arts (MASA)

41

Photography

43

Special Projects

47

Professional Development

51

PUBLIC SCHOLARSHIP

53

Research

59

Public Events

65

CAMPUS + COMMUNITY PARTNERSHIPS

69

HIGHLIGHTS

75

CONTACT

MISSION & VALUES The UCLA Visual and Performing Arts Education (VAPAE) program brings arts education into schools and communities through community engagement, teaching artistry, and research.

OUR MISSION: - Connect UCLA students and alumni to communities of Greater Los Angeles - Create career pathways for VAPAE Bruins and alumni - Research the need for arts education in all schools and all communities

OUR VALUES: - The arts are essential to educational justice - Learning thrives in diverse creative communities - Arts education transforms individuals and society

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DIRECTOR’S STATEMENT As the VAPAE Program finishes up another productive year, there is much to celebrate. In the pages to follow, we are excited to share the wide range of projects VAPAE has undertaken, our impact numbers, and many other accomplishments from the past year. I would like to begin, however, by expressing my personal gratitude to the VAPAE staff, students, lecturers and teaching associates, teaching artists, campus and community partners, funders, and the entire School of the Arts and Architecture Dean’s Office for their support and our shared belief in the power and importance of arts education.

As always, the “big idea” of VAPAE is that arts education is a complex and enormously important field and deserves to be studied, theorized, researched and practiced. VAPAE understands that the arts, and the teaching of the arts, are crucial to the development and well-being of all human beings. Thus, high quality arts education should be part of every child’s whole and complete education, especially during these times of anxiety that many of our local families and schools are experiencing.

Everything in VAPAE begins with our coursework and flows into our local communities. In 2018-2019, VAPAE offered 11 arts education courses that taught approximately 200 UCLA undergraduate students in the School of the Arts and Architecture, as well as many undergraduates from other schools across campus. In addition, VAPAE led 10 Afterschool & Arts Enrichment Programs in 10 schools and community sites, reaching 900 students throughout our city. These programs, in combination with our VAPAE public events and special projects, allowed VAPAE to engage directly with approximately 9,000 community members this past year.

We are thrilled with this impact!

This past year VAPAE focused on examining issues of equity and diversity in arts education, exploring creative arts therapies, and supporting community engagement through the arts. Partnering with area schools and nonprofit arts organizations helped VAPAE students better understand these pertinent topics and created numerous crossover opportunities with local communities. VAPAE’s lecturers guided students in the design and implementation of original arts curricula in multiple settings, and prepared them to work with a range of ages and arts disciplines.

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Arts education researchers Stevenson & Deasy have referred to the unique environments and infinite possibilities that happen in an arts classroom as a “Third Space” - a metaphoric, metaphysical (and actual) safe place for students to take risks, explore solutions and ideas, including ideas about themselves and their futures. Similarly, arts education scholar Elliot Eisner wrote that participating in the arts is not only about creating performances or artistic products, but “a way of creating our lives by expanding our consciousness, shaping our dispositions, satisfying our quest for meaning, establishing contact with others, and sharing culture.” For VAPAE, the inbetween third space of an arts class- not exactly school, nor work, nor home- is a site where creative process is centered, where we imagine the world we want to live in and then go about creating it.

Of course, not every lesson, project, or program runs perfectly. That in itself is another source of pride for VAPAE: our commitment to reflect on our courses, lessons and teaching; our curiosity to discover what is working well and what could work better; and our willingness as a team to develop our own set of “best practices.” These opportunities for reflection are another way to think about the third space: a place where dialogue and creativity can lead to growth and transformation.

As VAPAE Director, I am proud that we are able to create and nurture these special spaces. Witnessing the positive ripple effect of our coursework, projects and programs, seeing how they directly engage UCLA’s arts students at the same time working with Los Angeles communities, has been affirming and endlessly inspiring. VAPAE reminds me, on a daily basis, why the arts matter and why we must always endeavor to keep the arts flourishing in our local schools and community sites.

VAPAE is thankful for the year that has passed and looking forward to deepening our impact and strengthening our connections with all who are apart of the VAPAE network and family. Here’s to another year of creating ripples of creativity across campus and throughout the city!

Sincerely,

Kevin M. Kane, Ph.D. VAPAE Director 4

FACULTY & STAFF STAFF

Dr. Kevin M. Kane Amorette Muzingo Raymundo Baltazar Lindsey Kunisaki Barbara Drucker Susana Alcantar Matthew Broking Jane E. Kim Tigran Nersisian

LECTURERS

Director Program Coordinator Community Engagement Coordinator Public Events & Special Projects Coordinator Founding Director Administrative Support Designer & Videographer Graphic Designer Videographer & Programmatic Support

Jessica Bianchi, Ed.D. Jantré Christian Onya Hogan-Finlay, MFA Leslie Ishii Kevin Kane, Ph.D.

Carolina San Juan, Ph.D. Mimi Savage, Ph.D. Christine Suarez, MFA Sabra Williams Sue Bell Yank

GRADUATE STUDENT TEACHING ASSOCIATES Amy Alterman Jingqiu Guan Lindsay Lindberg MiRi Park Sam Richardson Sanchita Sharma Arushi Singh

World Arts and Cultures/Dance World Arts and Cultures/Dance Graduate School of Education & Information Studies World Arts and Cultures/Dance Art World Arts and Cultures/Dance World Arts and Cultures/Dance

FACULTY ADVISORY COMMITTEE

Angelia Leung Chair, VAPAE Faculty Advisory Committee; Emerita, WAC/D Kevin Kane Director, VAPAE Program Victoria Marks Associate Dean of Academic Affairs,

School of the Arts and Architecture; WAC/D David Roussève World Arts and Cultures/Dance Hirsch Perlman Art Chandler McWilliams Design | Media Arts Karen Quartz Graduate School of Education & Information Studies David Gere World Arts and Cultures/Dance Perry Daniel School of Theater, Film & Television Lily Chen-Haftek Herb Alpert School of Music Merrillyn Pace Director of the Office of Student Services, School of the Arts and Architecture

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VAPAE AT A GLANCE VAPAE is committed to advancing arts education research and practice through academic course offerings in the VAPAE minor, honoring cultural traditions and family art practices through community arts programs, and bringing together multiple publics through its public scholarship and events

H ARC SE RE ip s r h

LEARN

VAPAE’s thirty-week Arts Education Teaching Sequence leads undergraduate students from educational theory to curriculum design to the K-12 classroom. VAPAE’s Afterschool & Arts Enrichment Programs provide professional opportunities to transform arts education studies into innovative arts education for youth and families.

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The VAPAE Minor and its robust course offerings guide UCLA students into a broad range of creative professions.

VAPAE’s courses connect theory to practice, providing the opportunity to explore arts-related careers, organizations, and programs and study a range of topics in arts education.

TEACH

- Strategie s and Met CO hod - Arts in th s in e Com UR mu Te SE - Interdisc nity a c iplin hin S ary gt Art - Social-E he sT moti e ona Ar ac l Le hin t arn g ing in th e

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LEARN

VAPAE’s partnerships help strengthen the impact of the arts on campus at UCLA and across communities. Special programs also provide VAPAE students and alumni opportunities for ongoing growth through professional development with leading arts educators.

rs ips tne Par rsh pus tne - Cam a S P r y t i & AM mun - Com OL GR

H O PRO R SC A F T E H ME N T RIC AR TS E N

SHARE VAPAE contributes to public scholarship through research, public exhibitions, and lectures. VAPAE’s public projects are committed to showcasing community artwork and envisioning the impact of arts education.

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VAPAE MINOR Since the program’s inception in 2010, VAPAE has guided approximately 133 students through the arts education minor. As the only minor situated within the School of the Arts and Architecture at UCLA, VAPAE provides innovative interdisciplinary coursework to students in the field of arts education.

In the 2018-2019 academic year, VAPAE offered 11 undergraduate level courses, reaching more than 200 UCLA students. VAPAE also welcomed 14 new students to the VAPAE minor, and graduated a total of 12 students in the VAPAE minor this June 2019.

Each student in the VAPAE minor successfully completes a total of 7 arts education courses throughout their undergraduate studies at UCLA. All students in the VAPAE minor are required to complete the Arts Education Teaching Sequence (AETS), moving from theory to observation and activating this knowledge into practice as Student Teachers, and eventually as Teaching Artists.

Students in the VAPAE minor also explore interdisciplinary coursework offered by UCLA campus partner departments. Students select three additional arts education elective courses within the VAPAE program, or other relevant coursework in the School of Arts and Architecture, plus at least one education course in the Graduate School of Education & Information Studies.

CONCENTRATIONS STRATEGIES AND METHODS IN TEACHING THE ARTS

ARTS IN THE COMMUNITY

TEACHING THE ARTS IN NON-TRADITONAL SETTINGS AND WITH SPECIAL POPULATIONS

SOCIAL-EMOTIONAL LEARNING IN THE ARTS

Upon successful completion of the Arts Education Teaching Sequence, VAPAE students may also declare one of five concentrations in arts education.

INTERDISCIPLINARY ARTS TEACHING

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Introduction to Arts Education for Multiple Publics: Theory and Practice This course provides an overview of arts education for multiple publics in inner-city settings. Students learn basic theories of arts education and artistic development while having a hands-on experience developing standards-informed art lessons emphasizing the creative process and social justice. (Course number: Arts Education M102)

OBSERVE

WINTER 2019

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TEACH Arts Education Teaching Practicum and Capstone Project Students implement their arts curricula under the supervision of their assigned guiding teacher at an off-campus school site. This course is designed to support students as they implement and evaluate original arts education lessons under the guidance of faculty members and designated guiding teachers in K-12 public school settings. Students learn how to implement basic theories of arts education while refining and developing art lessons emphasizing community and social justice.

(Course number: Arts Education M192SL)

SPRING 2019

FALL 2019

WINTER 2020

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“...I learned a lot about who I am as a student, as a leader and as an arts educator. I am truly grateful for this experience and I will build upon the lessons I learned here for the rest of my career.”

- Kaiulani Kennealy, Theatre B.A., VAPAE Minor 2019

3 “I want students to come out of my classroom empowered, creative, curious, compassionate, and a part of a larger picture.”

- Erin Earp, Art B.A., VAPAE Minor 2020 “As a teaching artist, I am the facilitator, not the holder of knowledge. By explicitly asking for and privileging the response and critique of students, the classroom can transform into a responsive space, owned by both teacher and student.”

- Julia Greene, World Arts and Cultures B.A., VAPAE Minor 2020

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Jantré Christian, Lecturer Amy Alterman, Graduate Teaching Associate

Students develop original arts-based lesson plans unique arts-based curricula informed by K-12 classroom observations.

This course is designed to prepare students to teach arts lessons in a school setting. Students learn how to implement basic theories of arts education while developing arts lessons emphasizing community and social justice.

(Course number: Arts Education M192)

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- Stefani Hester, Theatre B.A., VAPAE Minor 2021

EXPLORE

Arts Education Teaching Practicum

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FALL 2018

“Not every school will have state-of-the-art equipment or facilities, but it can have arts educators who strive to embolden their students to think creatively, and to mobilize themselves to think outside of a box of what is necessary to create good and meaningful art, in any capacity.”

Jessica Bianchi Ed.D, Lecturer Lindsay Lindberg, Graduate Teaching Associate

Throughout the Arts Education Teaching Sequence, credentialed classroom teachers and VAPAE lecturers act as mentors to VAPAE Student Teachers, providing feedback and additional support. The sequence includes three phases:

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Onya Hogan-Finlay MFA, Lecturer

ARTS EDUCATION TEACHING SEQUENCE

SPRING 2018

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WINTER 2019 School Guiding Teachers Student Teachers Grade Levels Art Form

Arlington Heights Elementary School Jacob Diaz Emmanuel Galvez Machuca 5th grade Visual Arts

School Guiding Teacher Student Teacher Grade Levels Art Form

Coeur d’Alene Ave Elementary Kristin Welch Marina Acosta 2nd Grade Visual Arts

School Guiding Teacher Student Teacher Grade Level Art Form

Brockton Elementary Jerry Machi Elias Hernandez 5th grade Visual Arts

School Guiding Teachers Student Teachers Grade Levels Art Form

University High School Chris Becerra Jamie GonzĂĄlez 9th - 12th grade Digital Art

School Guiding Teacher Student Teacher Grade Levels Art Form

Carlos Santana Arts Academy Clara Reyes Belinda Adams 2nd grade Mixed Media

School Guiding Teacher Student Teacher Grade Level Art Form

Grand Arts High School Robin Branch Jack Ironstone 9th - 12th grade Dance

School Guiding Teachers Student Teacher Grade Levels Art Form

Carlos Santana Arts Academy Sandra Ortiz and Maria Figueroa Stefani Hester 3rd grade Theatre

School Guiding Teacher Student Teacher Grade Level Art Form

UCLA Community School Jackie Belloso Diana Alvarez 4th - 5th grade Poetry & Visual Arts

School Guiding Teacher Student Teacher Grade Level Art Form

Marshall High School Jill Diamond Celeste Ramirez 9th - 12th grade Theatre

School Guiding Teachers Student Teachers Grade Levels Art Form

Huntington Beach High School Joe Batte Raven Chatt 9th - 12th grade Theater

School Guiding Teacher Student Teacher Grade Level Art Form

Hamasaki Elementary School Diana Jimenez August Reed 5th grade Visual Arts

School Guiding Teacher Student Teacher Grade Level Art Form

Nora Sterry Elementary School Michelle Kirschbaum Erin Earp Kindergarten Visual Arts

School Guiding Teacher Student Teacher Grade Level Art Form

UCLA Lab School Kim Morchower and Kelly Wu Julianna Swilley 3rd - 4th grade Dance

School Guiding Teacher Student Teacher Grade Level Art Form

Los Feliz Charter School for the Arts School Brockton Elementary School Anna Soffer Guiding Teacher David Villareal Adam Green Student Teacher Annie Titan 6th grade Grade Level 4th grade Visual Arts Art Form Visual Arts

School Guiding Teacher Student Teacher Grade Levels Art Form

Rockdale Elementary School Elson Wong Julia Greene 4th grade Visual Arts

School East Los Angeles Performing Arts Magnet at Esteban E Torres High School Guiding Teacher San Ramon Ramirez Student Teacher Quincy Irving Grade Levels 10th grade Art Form Visual Arts

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SPRING 2019

School Guiding Teacher Student Teacher Grade Level Art Form

Nora Sterry Elementary School Laurie Frasco Kaiulani Kennealy 1st grade Theatre

School Guiding Teacher Student Teacher Grade Level Art Form

UCLA Lab School Hasmik Avetisian Cochran Jade McKenzie Kindergarten Visual Arts

School Guiding Teacher Student Teacher Grade Level Art Form

Marina Del Rey Middle School Lindsey Farris Crystal Ruelas 6th - 8th grade Dance

School Guiding Teacher Student Teacher Grade Level Art Form

Sunkist Elementary School Irma Millan Leslie Torres 2nd grade Visual Arts

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VAPAE’s arts education elective courses introduce students to special topics, populations, and contexts of practice. In the 2018-2019 academic year, VAPAE offered the following courses, led by VAPAE lecturers and graduate teaching associates.

groups and designed their own healing arts workshops.

Underserved Communities The arts are an effective tool for revealing latent potential and healing trauma in young people living in under-resourced and overlooked communities. This class provided approaches for using multi-disciplinary techniques in communities with the least access to the arts and the greatest needs. In this class, students learned strategies to help design creative projects and arts programs to reach these underserved populations, with regular opportunities for the kind of self reflection necessary to be an effective, engaged teaching artist.

Sabra Williams, Lecturer | Amy Alterman, Graduate Teaching Associate | Course number: Arts Education 101

This course introduced students to creative and expressive arts therapy approaches for social-emotional learning with diverse populations. Classes and assignments emphasized creative and interdisciplinary parallel processing for teaching artist, through theory and practice. Students explored the importance and impact of art therapy on different age

Mimi Savage PhD, Lecturer | Amy Alterman, Graduate Teaching Associate | Course number: Arts Education 101

Socially Engaged Pedagogy in the Arts This course provided a theoretical context and practical experience for students from all disciplines to explore the strategies of socially-engaged pedagogy and arts practice, using Pablo Helguera’s text Education for Socially Engaged Art as a primary resource.

Classes included a series of hands-on workshops, discussions on practical techniques and methodologies, and presentations from artists working in the field of arts activism.

Students acquired a toolbox of tactics for socially engaged pedagogy in their own art and teaching practices, and had the opportunity to utilize these techniques when

WINTER ‘19

Creative Acts: Strategies for Teaching Artists working with Young People in

Therapies for Multiple Populations

FALL ‘18

ARTS EDUCATION ELECTIVE COURSES

An Introduction to Creative and Expressive Arts

implementing an arts-based unit at a community site of their choice.

Sue Bell Yank, Lecturer | Jingqiu Guan, Graduate Teaching Associate | Course number: Arts Education 103

Introduction to Community Engagement through the Arts

Issues of equity, diversity, inclusion, and access (e/d/i/a) are urgent in the arts

This course provided an introduction to the fields of community engagement and

and in arts education programs and systems. This class explored and interrupted

arts education informed by the philosophies of the progressive education and social

traditional e/d/i/a scholarship by addressing these issues in the arts education

justice movements. Students learned basic theories of creativity, artistic development,

classroom. Along with an overview of the history and analysis of arts education

and community partnership, and read about the history, philosophies, politics, and

and activism, students participated in workshops led by the instructor and a

socio-cultural trends of community engagement as an issue of equity and social

variety of arts educators, activists, and administrators. Workshops, readings, and

justice in American society. Presenters from UCLA and other school and community

accompanying assignments were designed for students to examine their own

arts organizations introduced students to the creative process in the classroom and

position and response to e/d/i/a issues in community spaces and public and private

community. Readings and discussions examined community engagement and arts

schools. Students also reviewed state and national policy as they address e/d/i/a in

education as crucial elements of a comprehensive education. Classes and assignments

arts education. Finally, the course explored the evolving nature of best practices of

emphasized the writing process, including regular writing assignments that required

teaching artistry with an appreciation for e/d/i/a issues.

students to read, analyze, critique, and evaluate community arts practices and arts

SPRING ‘19

Exploring Issues of Equity, Diversity, Inclusion and Access in Arts Education

education scholarship.

Christine Suarez, MFA | Carolina San Juan, PhD, Lecturer | Arushi Singh, Graduate Teaching Associate | Course number: Arts Education 101

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Kevin Kane PhD, Professor | MiRi Park, Sam Richardson, Sanchita Sharma, Graduate Teaching Associates | Course number: Arts Education 20

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GUEST SPEAKERS FALL ‘18

SPRING ‘19

Camille Ameen, Co-Founder, The Way of Council

Mireya Alonzo, Arts Education Specialist, LAUSD

Mady Schutzman, Theatre of the Oppressed Expert

Arnel Calvario, President, Culture Shock

Ping Ho, Founder, UCLArts & Healing

Alyssa Garcia, Education & Programs Manager, Las Fotos Project

Nick Kello, Music Educator

Jackie Lopez, founder of Versa-Style Dance Company

Matt Sawaya, Teaching Artist, Street Poets, Inc.

Dr. Maja Manojlovic, Faculty, UCLA Writing Programs

Shelby Williams-Gonzalez, Executive Director, ArtworxLA

Carolyn McKnight, Principal, East Los Angeles Performing Arts Magnet

Nara Hernandez, Visual Arts Director, Heart Of Los Angeles (HOLA)

Claudia Vera Rosas, Teaching Artist Collette Williams-Alleyne, Senior Director of Education, Inner City Arts Susan Ward-Roncalli, Social Emotional Learning Facilitator, LAUSD

WINTER ‘19 Rayven Armijo, Dance Educator Tiffany Bong, Lecturer at USC, Founder & Executive Director, UniverSOUL Hip Hop Diane Borsato, Artist Yahniie Bridges, Graduate Program Coordinator, Spirit Awakening Foundation Fabian Debora, Artist & Executive Director, Latino Producers Action Network Jane Fonda, Actor & Activist Vijay Gupta, Founder of Street Symphony, MacArthur Genius Grant Recipient Maj Hasager, Artist in Residence, 18th Street Arts Center Luis Rodriguez, Novelist & Poet, former LA Poet Laureate

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PRE COGNITIVE SCIENCE

hey!

WHAT’S YOUR MAJOR?

IN 2018-2019, VAPAE'S AFTERSCHOOL & ARTS ENRICHMENT PROGRAMS...

MUSIC HISTORY GENDER STUDIES

PRE ECONOMICS

MOLECULAR, CELL & DEVELOPMENT BIOLOGY

STATISTICS KOREAN

900+

MAJORS OF VAPAE STUDENTS 2018-2019 African American Studies Anthropology Architecture Art Art History Applied Linguistics Bioengineering Biology Chemistry Chicana/o Studies Cognitive Science Communication Studies Comparative Literature Dance Design | Media Arts Electrical Engineering Economics English Film & Television Financial Actuarial Economics Gender Studies Geography / Environmental Studies History International Development Studies

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Korean Linguistics & Philosophy Mathematics/Economics Mechanical Engineering Molecular, Cell, and Development Biology Music Education Music History Neuroscience Pre Business/Econ Pre Cognitive Science Pre Economics Pre International Development Studies Pre Political Science Pre Psychology Pre Sociology Political Science Psychology Sociology Spanish Statistics Theater Undeclared World Arts and Cultures/Dance

BIOENGINEERING

ARCHITECTURE

SOCIOLOGY

MATH / ECONOMICS

PRE POLITICAL SCIENCE

ENGLISH INTERNATIONAL DEVELOPMENT STUDIES

BIOLOGY

COGNITIVE SCIENCE

ART HISTORY

DESIGN MEDIA ARTS

ART

POLITICAL SCIENCE

CHICANA/O STUDIES

WORLD ARTS & CULTURES

PRE PSYCHOLOGY

ECONOMICS

MECHANICAL ENGINEERING

AFRICAN AMERICAN STUDIES

HISTORY

UNDECLARED In the 2018-2019 academic year VAPAE offered 11 undergraduate level courses, reaching approximately 200 UCLA students from 48 majors across campus. The departments most represented were Art, Theater, Dance, Design|Media Arts, and World Arts and Cultures.

PRE BUISINESS/ECON GEOGRAPHY / ENVIRONMENTAL STUDIES

THEATER DANCE

MUSIC EDUCATION

NEUROSCIENCE APPLIED LINGUISTICS

FINANCIAL ACTUARIAL ECONOMICS

PRE SOCIOLOGY FILM & TELEVISION

PSYCHOLOGY

CHEMISTRY PRE INTERNATIONAL COMMUNICATION COMPARATIVE DEVELOPMENT STUDIES STUDIES LITERATURE

LINGUISTICS & PSYCHOLOGY

ELECTRICAL ENGINEERING

SPANISH ANTHROPOLOGY

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IN THE COMMUNITY VAPAE’s vision is to provide arts education throughout Los Angeles schools, regardless of zip code or circumstance.

Lakewood Huntington Beach

North Hills

Sherman Oaks

Glendale

La Puente

Pasadena

VAPAE extends the UCLA School of the Arts and Architecture’s commitment to advancing access to the arts as a tool for personal transformation, community engagement, and educational equity.

A pipeline of VAPAE students and alumni brings innovative

UCLA Beverly Hills Los Angeles

arts education to Southern California youth and families. As they emerge into careers as artists, educators and advocates,

East Los Angeles

undergraduate students study and practice teaching in K-12 schools in the Arts Education Teaching Sequence, expanding on this experience as professional Teaching Artists in VAPAE’s Afterschool & Arts Enrichment Programs.

Santa Monica

South Los Angeles

Hawthorne Lakewood Afterschool & Arts Enrichment Programs Arts Education Teaching Sequence locations

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IN 2018-2019,

UCLA UNDERGRADUATES COMPLETED THEIR ARTS EDUCATION TEACHING SEQUENCE (AETS)

CREDENTIALED CLASSROOM TEACHERS ACTED AS GUIDING TEACHERS

ARTS EDUCATION TEACHING SEQUENCE SITES • Arlington Heights Elementary School

• Huntington Beach High School

• Brockton Elementary School

• Marina Del Rey Middle School

• Coeur d’Alene Ave Elementary

• Marshall High School

• Carlos Santana Arts Academy

• Nora Sterry Elementary School

• East Los Angeles Performing Arts

• Rockdale Elementary School

Magnet at Esteban E. Torres High School • Sunkist Elementary School • Grand Arts High School

• UCLA Community School

• Hamasaki Elementary School

• UCLA Lab School

• Los Feliz Charter School for the Arts

• University High School

“What I appreciated this quarter is that we looked at the arts as a vehicle

AT

URBAN SCHOOL SITES

to raise social justice issues and it was working on a project in depth. I would like to see more of those experiences for my students.”

– Hasmik Cochran (Guiding Teacher for Jade McKenzie), Kindergarten, UCLA Lab School “My students felt empowered and began to self-identify as artists

WITH AN AVERAGE OF

PUPILS PER CLASSROOM

as a result of this experience.”

– Jerry Machi (Guiding Teacher for Elias Hernandez), 5th grade, Brockton Elementary School “Through this experience, I feel more confident about providing

APPROXIMATELY K-12 STUDENTS IN LOS ANGELES RECEIVED ARTS INSTRUCTION FROM VAPAE STUDENTS 31

more opportunities for my students to create art in the classroom.”

– Elson Wong (Guiding Teacher for Julia Greene), 4th Grade, Rockdale Elementary School

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IN 2018-2019, VAPAE'S AFTERSCHOOL & ARTS ENRICHMENT PROGRAMS...

GENDER STUDIES

AFTERSCHOOL & ARTS ENRICHMENT PROGRAM SITES • Creativity Sessions @ Ad Astra • Studio Sessions @ Emerson Community Charter School

WERE OFFERED AT

SCHOOL AND COMMUNITY SITES

900+ REACHING OVER

LOCAL K-12 STUDENTS AND THEIR FAMILIES

• Multigenerational Afterschool Arts @ Esteban E. Torres High School • Multigenerational Afterschool Arts @ UCLA Community School • Summer Photography Program @ Horace Mann UCLA Community School • PhotoVoice @ Venice High School • Community Partnership @ Las Fotos Project • Intergenerational Arts @ Latino Producers Action Network • Classroom-in-Residence at the Hammer Museum @ El Sereno Elementary • Classroom-in-Residence at the Hammer Museum @ West Athens Elementary

“The power of the collective! I feel so inspired...Thank you for enriching the lives of our school community with and through art.

HOURS OF SUSTAINED ARTS PROVIDING MORE THAN INSTRUCTION IN A VARIETY OF DISCIPLINES, FREE OF CHARGE

It’s an honor to work with [VAPAE].”

- Leyda W. Garcia, M.Ed. Principal, UCLA Community School

“Everybody should have a chance to experiment with art.

It’s for everyone. It changed our school. It changed our community.

It changed my life.”

THROUGHOUT THE LOS ANGELES AREA FROM WESTWOOD TO VENICE TO SOUTH LA TO EAST LA 47 33

- Rebeca, Parent Participant, Multigenerational Afterschool Arts (MASA) at the UCLA Community School

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AFTERSCHOOL & ARTS ENRICHMENT PROGRAMS VAPAE’s Afterschool & Arts Enrichment Programs are emblematic of its commitment to sustaining school and community engagement. In these programs, K-12 students explore a variety of visual and performing arts disciplines during and after school hours, while VAPAE’s Teaching Artists deepen their professional experience in creating innovative arts curricula.

During the 2018-2019 academic year, VAPAE partnered with new school sites in response to the growing needs of local schools and communities.

In particular, VAPAE increased its commitment to UCLA-affiliated TIE-INS (Together In Neighborhood Schools) and Title 1 LAUSD schools primarily located in underserved communities.

VAPAE thanks the amazing leadership, students, and families of the following school partners for their shared commitment to arts education in 2018-2019, along with the following Teaching Artists: Matthew Broking Design|Media Arts B.A., VAPAE Minor 2018 Rob Tom Browning Design|Media Arts B.A., VAPAE Minor 2017 Aya Fathallah Art B.A., VAPAE Minor undergraduate Jamie Gonzalez Art B.A., VAPAE Minor undergraduate Bella Granados Art B.A., VAPAE Minor 2018 Quincy Irving Art B.A., VAPAE Minor undergraduate Sage LaCroix Dance undergraduate, VAPAE Minor Emmanuel Machuca Galvez Art B.A., VAPAE Minor 2019 Jade McKenzie Art History B.A., VAPAE undergraduate Brian Pea Design|Media Arts B.A., VAPAE Minor 2019 Claudia Vera Rosas Art B.A., VAPAE Minor 2016 Amanda Sutton Art undergraduate, VAPAE Minor Maria Vazquez Chicano/a Studies B.A., VAPAE Minor 2019 Ago Visconti Art B.A., VAPAE Minor undergraduate Yue Wang Art B.A., VAPAE Minor 2017

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CREATIVITY + STUDIO SESSIONS Creativity Sessions and Studio Sessions provide a supportive environment for young adults to connect their life experiences and arts practices, ultimately growing as artists, innovators and creative human beings.

S

Mixed Media, Design & Humanities

Grades 6 - 8

ed ia A ss e m bla

roidery Emb

Visual Arts, Bookmaking, Printmaking

D r a wi n g

CREATIVITY SESSIONS @

STUDIO SESSIONS @

AD ASTRA | SPACE X

EMERSON COMMUNITY CHARTER SCHOOL

ART | EQUITY | SCIENCE

ART + IDENTITY

Teaching Artists

Impact

12 Students

M ed ix

ge

otion Anima tio

n

pM to

A rt F or m

M

A rt F or m

- Rob Tom Browning - Ago Visconti - Brian Pea

290 Hours 26 Weeks

Fall ‘18 - Spring ‘19

38 Students Grades 6 - 8

642 Hours 22 Weeks

Fall ‘18 - Spring ‘19

Artistic Skill “I believe students who find their own way to express and apply themselves and their perspectives is essential for the world’s future innovators. This is a skill that is greatly encouraged through the arts and one of the reasons I love it so much.”

Teaching Artists

Impact

- Amanda Sutton - Aya Fathallah - Bella Granados - Brian Pea - Jade McKenzie

Artistic Knowledge “All of the students asked questions throughout the sessions and learned new practical artistic techniques that added to their growth as artists.”

– Jade McKenzie, Teaching Artist

– Ago Visconti, Teaching Artist

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MULTIGENERATIONAL AFTERSCHOOL ARTS

(MASA)

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MASA brings together multiple generations of youth and families, providing a welcoming, creative and fun space to make art and share family and cultural traditions, and evolve as creative human beings as they bond as artists.

With the success of the inaugural MASA @ UCLACS, VAPAE was thrilled to launch MASA @ Torres Fall 2018. This year, both MASA programs explored the theme of art as sanctuary.

De

corative Arts

Mixed Media, Decorative and Applied Arts

MASA @

UCLA COMMUNITY SCHOOL

ESTEBAN E TORRES HIGH SCHOOL

FAMILY | IDENTITY | ART

in partnership with the East L.A. Performing Arts Magnet

Teaching Artists

Impact

1,388 Hours 22 Weeks

- Bella Granados - Maria Vazquez

Fall ‘18 - Spring ‘19

57 Participants 32 Youth 25 Parents

492 Hours 22 Weeks

- Claudia Vera Rosas - Matthew Broking

Fall ‘18 - Spring ‘19

“New families attending MASA share that other families have invited them to the arts program in hopes of helping their children and family. MASA has built a small home in the larger school community.”

Teaching Artists

Impact

Personal and Creative Confidence

Positive Community and Social Change

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MASA @

66 Participants 50 Youth 16 Parents

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Textile Arts, Ceramics, and Papier-Mâché

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- Maria Vazquez, Teaching Artist

“MASA participants have become more confident in their creative process and work. Once a project has been presented to them, they immerse themselves fully in the work and usually begin working as soon as they arrive to class. They are also beginning to ask about different techniques and are more open to work outside their comfort zone.”

– Claudia Vera Rosas, Teaching Artist

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PHOTOGRAPHY Through VAPAE’s photography programs, students in grades 6-12 explored identity and community through the camera lens, engaging with new ways of seeing their families, schools and neighborhoods.

A rt F o r m

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Digital Photography

Analog + Digital Photography, Adobe Capture, Huji, VSCO

PHOTOGRAPHY @

PHOTOVOICE @

HORACE MANN UCLA COMMUNITY SCHOOL

VENICE HIGH SCHOOL

Collaboration with the UCLA Graduate School of Education & Information Studies

DIGITAL EDITING AS ART

Impact

25 Students Grades 6 - 7

300 Hours 2 Weeks

Summer 2018

Teaching Artists

Teaching Artists

Impact

- Bella Granados

21 Students

- Amanda Sutton

Grades 9 - 12

100 Hours 6 Weeks

- Jamie Gonzalez - Quincy Irving

Spring 2019 Personal and Collective Agency “It was exciting to see students uploading work and editing their work on their free time...Students were also challenging themselves and articulating the kind of photos they wanted and the things they focused on in the editing process..”

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– Jamie Gonzalez, Teaching Artist

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SPECIAL PROJECTS In the 2018-2019 year, VAPAE expanded its reach to arts based non-profit organizations in the greater Los Angeles area. Two VAPAE Teaching Artists participated as interns to experience arts education through a non-profit lens.

Description

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Digital Photography, Mentorship

Mixed Media, Mentorship

Description VAPAE Teaching Artist Emmanuel Galvez worked alongside Latino Producers Action Network (LPAN)’s Executive Director to teach artists of all ages.

Based in Lincoln Heights – Los Angeles’ oldest neighborhood – Las Fotos Project hosted VAPAE alumna Bella Granados throughout 2019.

VAPAE @

INTERGENERATIONAL ARTS @

LAS FOTOS PROJECT

LATINO PRODUCERS ACTION NETWORK (LPAN)

SUSTAINING COMMUNITY IMPACT

CONVIVIR/TO LIVE WITH ONE ANOTHER

Teaching Artist

Impact

12 Students Ages 13 - 18

276 Hours 17 Weeks

- Bella Granados

Teaching Artist

Impact

21 Participants 11 Youth 10 Parents

100 Hours 5 Weeks

- Emmanuel Galvez Machuca

Fall ‘18 - Spring ‘19 Social Connection “Las Fotos has a lot of events outside of their weekly classes, and more and more of the students would show up to those regularly. Students grew more comfortable with their mentors and with each other, and became friends outside of Las Fotos.”

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– Bella Granados, Teaching Artist

Leadership Qualities “I was really impressed to see how the mothers and daughters would help each other. I noticed that equally, the daughters would help their mothers; they created an equal balance of leadership.”

– Emmanuel Galvez Machuca, Teaching Artist

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CLASSROOM-IN-RESIDENCE @

HAMMER MUSEUM WITH EL SERENO + WEST ATHENS ELEMENTARY SCHOOLS Teaching Artists

Impact

65 Participants 2 Teachers Grade 5

- Sage LaCroix - Amanda Sutton - Yue Wang

72 Hours 5 Weeks

Fall ‘18 - Spring ‘19 Description

Classroom-in-Residence at the Hammer (CRH) is a weeklong immersive experience at the UCLA Hammer Museum. VAPAE and the Hammer Museum collaborate with classroom teachers to develop arts-based lessons inspired by the museum as students take learning beyond the classroom and into a museum setting.

This year, students experienced 14 hours of visual art, 18 hours of movement, and 40 hours of immersive museum learning.

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Build i ng

l

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Collage, Ceramics, Printmaking, Photography, Visual Analysis, Creative Movement

PROFESSIONAL DEVELOPMENT On Saturday, March 2, 2019, the UCLA Visual and Performing Arts Education (VAPAE) held its second annual Teaching Artist Professional Development. With a focus on social emotional learning (SEL) in the arts, Teaching Artists from VAPAE’s Afterschool and Arts Enrichment Programs and students of VAPAE’s Arts Education Teaching Sequence explored SEL theory and best practices.

VAPAE was pleased to invite Dr. Desi Cameron to share her expertise in social emotional learning in the arts classroom.

With over seventeen years of experience in arts education and teacher education, Dr. Cameron specializes in supporting SEL in and through the arts. In her presentation, Dr. Cameron described the key tenets of SEL as an understanding of self (self awareness and self management) and others (social awareness and relationship skills). She connected theory to practice by explaining SEL through the lenses of research in neuroscience and human development, complemented by concrete behavioral examples and strategies for the classroom.

Dr. Cameron demonstrated the impact of valuing each member of the learning community, and modeled this through her own facilitation of the workshop.

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PUBLIC SCHOLARSHIP VAPAE celebrates the value of multiple ways of knowing, expressing, and sharing. VAPAE’s public scholarship brings together multiple publics to advance conversations around equitable and high-quality arts education. Through research, public lectures, community arts exhibitions, and partnerships, VAPAE empowers a diverse community of youth, families, artists, educators, and researchers as advocates for the arts as a catalyst for change in urban education. VAPAE values this diversity as vital to envisioning a future of arts education and building the creative communities to sustain it.

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RESEARCH VAPAE x UCLA CENTER FOR COMMUNITY SCHOOLING This year VAPAE has continued its collaboration with the UCLA Center for Community Schooling in their investigation of family engagement, creativity and culture in VAPAE’s Multigenerational Afterschool Arts (MASA) Program at the UCLA Community School. Bringing together the perspectives of MASA families, UCLA Community School administrators, and VAPAE Teaching Artists, this case study explores how multigenerational artmaking builds social and creative confidence and supports family engagement by honoring home culture through art.

The forthcoming case study is entitled Multigenerational Art Making at a Community School: A Case Study of Culture, Creative Process, and Agency. It is co-authored by Dr. Kevin M. Kane (Director, VAPAE Program), Dr. Karen Hunter-Quartz (Director, UCLA Center for Community Schooling; Faculty, UCLA Graduate School of Education & Information Studies), and Lindsey Kunisaki (Public Events & Special Projects Coordinator, VAPAE Program).

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GROWTH INDICATORS VAPAE believes that sequential, high quality arts programs support growth, development, and transformation for youth and families. In assessing this growth, VAPAE has identified the following indicators.

Social Connection As evidenced by a growing sense of connection to self, to others in the room, and to the school and community at large; developing a more substantial group of friends, contacts, and collaborators by participating in the arts.

Artistic Knowledge As evidenced by a growing understanding of different art forms, terminology, artists and art processes; knowing how to look at, speak about, and make art with more expertise and comprehension.

Artistic Skill As evidenced by developing a growing set of artistic proficiencies, techniques and strategies within an art form or various art forms; developing a range of ways to make, talk about, and understand art through the creative process.

Personal and Collective Agency As evidenced by a growth in the instincts, creativity and confidence (as individuals and a group) to suggest changes and adjustments in any project or program; to ask and advocate for those things they care about or would like to see change.

Personal and Social Comfort

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Leadership Qualities

As evidenced by participants feeling welcomed and valued as an

As evidenced by a growing sense of agency and self-assurance to be

individual and a member of the community; becoming more

a leader within the group; developing the instincts to design and lead

comfortable in their skin; feeling like they can truly be “themselves�

new projects inside an arts setting, and beyond; developing additional

and be accepted in a space where art is being made.

strategies to guide and instruct others in various settings.

Personal and Creative Confidence

Positive Community and Social Change

As evidenced by students participating in art activities with a sense of

As evidenced by how in promoting inclusion and creative problem

self-worth and joy; speaking up more regularly, engaging with others

solving, the arts program strengthens inter-group campus dynamics, and

and sharing ideas more freely; taking an active role in creative and social

helps the school positively impact the surrounding neighborhood and

collaborations.

community by solving relevant local problems and challenges.

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THE SIX “C”s: VAPAE PREPARING 21ST CENTURY STUDENTS THROUGH THE ARTS In order to compete in a 21st century global society, students need to be proficient communicators, creators, critical thinkers, and collaborators (the “FOUR Cs”).

Artist Educators understand these skills to be integral to the creative process. In addition, the arts help build cultural awareness and community engagement in students.

Description

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Through the creative process, students…

Communication

Articulating complex thoughts and ideas through oral, written and artistic methods.

...discover that they have a “voice”.

Creativity

Seeing new possibilities in the familiar.

...discover how their ideas can evolve and be fully realized.

C

Understanding and questioning works of art, and connecting to the world around them through the arts.

...develop skills to analyze the human condition.

Collaboration

Working effectively with others and respectfully compromising when necessary.

...strengthen problem-solving and social skills.

Cultural Awareness

Respecting and embracing diverse ways of expressing, making, and viewing art.

...appreciate the social, cultural, and political relevance of artistic practices and traditions.

Community Engagement

Finding commonalities among self and others, transformation in the process.

...discover they can make meaningful connections to their schools, neighborhoods, and communities.

ritical Thinking

PUBLIC EVENTS During the 2018-19 academic year, VAPAE invited artists, educators, and community members to share their experiences and expertise through the creation and exhibition of community art, as well as the discussion of key issues that continue to drive arts education forward.

Photo: Michelle Serratos, Las Fotos Project

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ARTS THROUGH COMMUNITY On December 12, 2018, VAPAE hosted the second annual gallery, Arts Through Community: A Celebration of VAPAE’s Afterschool Arts Programs. Displayed at the UCLA Sculpture Gallery, the exhibition included artworks created by participants and Teaching Artists from Afterschool Programs at Ad Astra at SpaceX, Emerson Community Charter Middle School, Las Fotos Project, Latino Producers Action Network (LPAN), MASA at the UCLA Community School, and MASA at Esteban E. Torres High School. Families from schools across Los Angeles joined together for an evening of reflection and celebration.

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THE BUTTERFLY EFFECT In February 2019, VAPAE was pleased to host artist and cultural strategist Favianna Rodriguez for a two-day residency, which included a public lecture, panel discussion and a social justice poster-making workshop. In the first evening’s lecture and panel discussion, Favianna Rodriguez and panelists offered their perspectives on how artists and educators speak, write and create around topics of migration and diaspora. The following evening, Favianna facilitated an artmaking experience where students of VAPAE and campus partners expressed their visions for justice through the arts.

These events were presented in collaboration with the UCLA Department of World Arts and Cultures/Dance, UCLA Graduate School of Education & Information Studies, UCLA Art & Global Health Center, UCLA Center for Community Schooling, and the Fowler Museum at UCLA. The events were sponsored by the UCLA Office of Interdisciplinary & Cross Campus Affairs.

KEYNOTE SPEAKER Favianna Rodriguez (Cultural Organizer and Latina Art Activist;

Executive Director, CultureStrike) MODERATOR Sue Bell Yank (Lecturer, VAPAE; Director of Communications &

Outreach, 18th Street Arts Center) PANELISTS Leah Bass-Baylis Rebeca Bautista

Alyssa Garcia Theresa Sotto 63

(Principal, Carlos Santana Arts Academy) (Parent/participant, VAPAE Multigenerational After School Arts at the UCLA Community School) (Programs Manager, Las Fotos Project) (Director of Academic Programs, Hammer Museum) 64

CAMPUS + COMMUNITY PARTNERSHIPS As the first interdisciplinary school-wide minor in the UCLA School of the Arts and Architecture, VAPAE has developed strong partnerships that serve both the UCLA and broader Los Angeles community.

By working closely with UCLA campus and community partners, VAPAE shares the impact of public events, innovative curricula, and community arts with the UCLA School of the Arts and Architecture, across campus, and in the community at large.

VAPAE would like to thank our 2018-2019 Campus and Community Partners:

UCLA CAMPUS PARTNERS

COMMUNITY PARTNERS

School of the Arts and Architecture School partners • Dean’s Office • UCLA TIE-INS • Art Department (Together in Education in • Design|Media Arts Department Neighborhood Schools) • World Arts and Cultures/Dance Department • Los Angeles Unified School District • Art & Global Health Center • Ad Astra @ SpaceX • Fowler Museum • East Los Angeles Performing • Hammer Museum Arts Magnet at Torres HighPRE School • Office of Student Services Nonprofit partners SOCIOLOGY Campus Human Resources • Blue Roof Studios College Academic Counseling • Las Fotos Project Graduate School of Education & Information Studies • Latinx Producers Action Network • Center X (LPAN) • Center for Community Schooling • Self Help Graphics School of Theater, Film, and Television Herb Alpert School of Music Office of Interdisciplinary & Cross-Campus Affairs

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IN 2018-2019, VAPAE'S AFTERSCHOOL & ARTS ENRICHMENT PROGRAMS...

WERE OFFERED AT

SCHOOL AND COMMUNITY SITES

900+ REACHING OVER

LOCAL K-12 STUDENTS AND THEIR FAMILIES

PROVIDING MORE THAN HOURS OF SUSTAINED ARTS INSTRUCTION IN A VARIETY OF DISCIPLINES, FREE OF CHARGE

THROUGHOUT THE LOS ANGELES AREA FROM WESTWOOD TO VENICE TO SOUTH LA TO EAST LA

GENDER STUDIES

BRUIN DAY / TRANSFER DAY

LAS FOTOS PROJECT: VIVA LA MUXER

The VAPAE Team welcomed first-year and transfer students

VAPAE’s year-long community partnership with Las Fotos Project

to UCLA on both Bruin Day and Transfer Day. VAPAE greeted

culminated at Viva La Muxer, a spectacular event that took place

more than 2000 prospective VAPAE students provided resources

May 25, 2019. VAPAE was excited to host a resource booth at

about the VAPAE Program and Minor.

Plaza de la Raza and enjoy the company of thousands of fellow artists, youth & families, performers, and community members.

Thank you to our Community Engagement Coordinator, Raymundo Baltazar, and VAPAE Teaching Artists Maria and Bella for representing the VAPAE Program.

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Photo: Courtesy of Kenzie Kate / Las Fotos Project

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HIGHLIGHTS The 2018-2019 academic year brought many moments worth celebrating. VAPAE shares these stories and looks forward to many more to come.

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CONTACT WWW.VAPAE.ARTS.UCLA.EDU VAPAE@ARTS.UCLA.EDU (310) 794 4822

BROAD ART CENTER RM 2101 240 CHARLES E YOUNG DR N LOS ANGELES, CA 90095

FACEBOOK.COM/UCLAVAPAE INSTAGRAM.COM/UCLAVAPAE UCLAVAPAE.TUMBLR.COM

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The Visual and Performing Arts Education Program (VAPAE) thanks the Rosenthal Family Foundation, the Ring Foundation, the Chancellor, Shirley Shapiro, the SPARK Campaign, Center for Advancement of Teaching, UCLA Office of Interdisciplinary Cross Campus Affairs, Art4Moore Foundation, Tina Fey, Anna Romano, Alan Schwartz, Angelia Leung, the Adams Family, the Titan Family, and the School of the Arts and Architecture for their generous support of this program.

Designed by: Matthew Broking, Design|Media Arts B.A., VAPAE Minor 2018