Purpose of the NYSCA grant
The goals of the Waterfront School ESP include the intellectual, creative development and achievement of all students as well as the personal and social development of each student. The Kindergarten program addressed reading readiness teaching students letter and sound recognition through music, dance, sign language and the visual arts creating “letter’ quilts. Fourth grade students explored Erie Canal social studies curriculum using the literary, visual, theatrical, museum and music arts. The students complete the residency with a field trip to the Erie Canal. 4th grade students are preparing for a public presentation using the words of their historical persona and their ‘own’ present day person. Fifth and sixth grade combined examined the concept of “Memoirs” and collecting and saving memories. Students wrote poetry and stories based on life experiences and memories; created origami quilts and created boxes to store their treasures and memories. Students used web logs to share their writings and took photos to underscore their writing. Students were encouraged to share their work and some students read their poems on a ‘live’ radio broadcast. Generally, students gained greater ease in reading their poetry out loud. Peer critique was encouraged and became an integral part of the process.

Strategies for Collaboration
Careful planning has been an integral part of the ESP; curriculum mapping allows for Inclusion of the arts into core curriculum, helps to create continuity in each grade level and throughout the whole project. All (faculty and project participants) meet regularly to plan, reflect and evaluate the individual projects. This input creates a true partnership where everyone feels an equal participant in the enterprise.
The Kindergarten project teaches children sound and letter recognition using original songs, sign language, dance and visual arts projects. By involving kinesthetics, listening skills and related visual art projects, these early learners will be better prepared to start reading. The children celebrate their new knowledge with a performance for their parents/guardians and schoolmates.

The fourth grade classes in "My Life On the Erie Canal" work with a poet/writer and their Social Studies and English Language Arts teachers to identify, research and recreate journeys undertaken by immigrants, entrepreneurs, adventurers and settlers as New York State was opened up by the building of the Erie Canal. The music specialists involve the students in music from the time of the Erie Canal. They write stories, songs and poetry based on their research and create journals in the voice of another time. The art specialist, using museum artifacts as subjects, has students sketch and create covers for their journals. A reading from the journals celebrates their achievement.

The fifth and sixth grade classes work with the same poet/writer on "Memoirs." The project combines the literary arts with visual arts; core curriculum topics serve as focal points. Two visual artists who work on/with paper teach along side the art specialists to create artwork that inspires the written word. Digital photography is integrated into the project. The students also have an opportunity to integrate music into the project, with the DaCapo Saxophone Quartet. The various writing exercises and visual arts projects are incorporated into unique memory boxes created by the students.

Professional Development goals
Professional development opportunities are built into the project for teachers, staff and teaching artists. On a general level PD is offered by local roundtable organizations where interested parties can attend. At the school level, PD offerings directly relates to an art activity being used in classroom settings in an effort to have teachers and staff gain a comfort level and in turn be capable of teaching and sharing the information they learn. PD related to teaching practices, Inquiry and assessment are a part of overall program for the ESP.

Teachers, Teaching Artists, and Students being studied
Blended 5th and 6th grade classes including the Special Education students are the focus or our study.

Lesson Objective; Types of assessment used
The project started and ended with students responding to the idea of memories and how one collects, saves and shares them. Students working with a TA wrote several poems and stories based on personal experiences related to a variety of memories. In the art studio, students transformed cigar boxes into memory boxes to store their written work. Through the use of an on-line poetry slam blog students had the ability to comment on each others writing as well as the work of students from across the United States. All of these activities strongly align with the NYS Learning Standards in the areas of ELA, Visual Arts and relate to a variety of other core curriculum.
For this project a variety of assessment tools are used. Pre and post “Memories” questions are used to determine an increase in learning. Surveys have been completed by students, teachers and the TAs assessing the overall project. Reflection was built into the workshop sessions and teacher/TA/staff meetings. Reflection was built into the workshop sessions. Professor Greg Dimitriadis of SUNY Buffalo conducted observations which will result in a professional paper.

Actual Evidence of Student Learning over time
Professor Dimitriadis’ study may illuminate evidence of student learning.

Teacher grades/opinions of ESL
Teachers responded to the question of program effectiveness at a reflection meeting and through a survey: “To see students who wouldn’t write and talk in front of anyone to later focus on their work and to volunteer to read was great. I learned a lot about my students. How they would compete to be the most descriptive or scariest, whatever the topic was, that was nice to see healthy competition.” “I believe the students understand that you can take an idea and use it to stimulate their creativity. They can create their own ideas about a topic therefore expressing themselves. Deep emotions begin to surface for students.” “Students were attentive and engaged in learning. They were motivated to write and they took it seriously. Also, the students took pride in sharing their work. Excellent addition to the curriculum!” “Students who typically do not participate did; students were put on an equal footing; confidence was built.” “Students are writing more. Also, their writings are deeper, more thoughtful. Great improvement.”

Teaching Artist grades/opinion of ESL
“The reaction (to the project) seemed to be very organic – just a few “passionate” poets the first visit – grew each time – until their energy fed me and we were all – or mostly – popping – Sherry’s (Cruz) class being small – was a microcosm of one larger process.”

Expert opinion of ESL
Professor Dimitriadis’ study may illuminate evidence of student learning.

Professional development results
Cameras were purchased and used throughout the project after the teachers participated in professional development presented by CEPA Gallery.

School Name:
Waterfront Elementary School; Principal: Gail Buch, Assistant Principals: Jennifer Kapsiak, Gayle Irving-White

School Location:
Buffalo, NY

Partner Agency Name:
Young Audiences of Western New York (YAWNY)

Partner Agency Location:
Buffalo, NY

Grade Level(s):
K, 4, 5, 6

Teacher Name:
Kindergarten: Sue Wisnienski, Ann Posner, Connie Harns, Barbara Moser. Fourth Grade: Ann Powers, Judy McCaig, Joanne Riziq, Michael Starzynski. Fifth/Sixth Grades: Joyce Fyda, Dianne Johnson, Sherry Moore Cruz, Cynthia Gandy, Veronica Gnau, Kathy Lee, Shawn King, William Parucki, Tina Anello; Visual Arts Specialists: Ann Curthoys, Michael Coleman, Music: Amy Steiner, Veronica Shanchuk, Librarian: Kathy Burr, Technology: Quinn Wright

Teaching Artist Name:
Kindergarten: Jerry Raven - musician, Kip Ralabate - dancer, Cynnie Gaasch – visual artist, Fourth Grade: Sherry Robbins – writer/poet, Gretchen Sepik – actor, The Stringmen –- musicians, Doug Yeomans, Geoffrey F. Perry, Lee Pezzimenti – museum, Fifth/Sixth Grades: Sherry Robbins – writer/poet, Kyoko Roszmann – visual artist, DaCapo Saxophone Quartet – musicians, Mike Nascimben, Ron Daniels, Todd Macon, Sal Andolina

Start Date of Project:
September 2004

End Date of Project:
May 2005

NYSCA grant amount:
$20,000