FOR SCHOOL SPONSOR SITES

Planning the Residency:
Planning Meeting

The planning meeting is the keystone for the entire residency. Here your school proposal begins to come alive as the Residency Artist contributes their vision, input and insight to work together with Steering Committee members (Administrative Coordinator, On-Site Coordinator, art teacher(s), participating teachers, parents/community members and your AIE Partner).

“One of the major unexpected accomplishments was the way in which teachers integrated the strategies learned from the artist into other curricular content areas. Students learned about ode writing and then wrote odes in social studies. Students used their bookmaking skills when creating projects in math and science. To me, this was what made our program successful.”

Vincent McHale, Principal,
Hawthorne School, Teaneck

This is typically a 2-3 hour site meeting held anywhere from several months to several weeks before the residency begins. Your AIE Partner will provide copies of the Residency Partnership Agreement, a planning meeting checklist outlining the residency components to ensure all aspects are discussed. Schedule time to take the Residency Artist on a school site tour including: residency classroom/ work space, display/ culminating event areas, staff lunchroom, restrooms, office/internet access location.

If there has been a staff change of any key residency team member since the grant application, this is an important opportunity to include, inform, convince and gain their support for the residency.

Residency Goals and Activities

Review, refine and shape out the goals and desired outcomes outlined in the residency proposal. Set clear, developmentally appropriate goals and expectations. Discuss and shape out lesson plans. The Residency Artist can share ideas and suggest materials for teachers/staff to prepare themselves and students for the residency. Identify how the residency activities connect to the Core Curriculum Content Standards and reference them in all lesson plans. Though the focus of the project will augment the visual and/or performing arts standards, additional content connections can be made across the curriculum. Ensuring that these standards are reflected in all materials developed during the residency will contribute to the lasting effect of the project. Teachers will be able to refer to these lessons in their master plan books as well as draw upon them when developing or redesigning curriculum. To see more on how long-term residencies address the Core Curriculum Content Standards, please see Resources: AIE Residency Impact on CCCS.

As you plan, keep in mind that teachers are active participants and collaborators in a successful residency and that a certified teacher must be present in the classroom with the artist at all times. (see details in For Sponsor Sites: During the Residency)

Core Groups and Participating Students

The site should identify one to three Core Groups (maximum 25 students per group) that will work with the Residency Artist each Residency Day. This may be a class (for example: 6th-grade language arts students) or a mixed class group (different grades/ability levels) selected by teachers. The artist and teachers should determine their goals for the Core Group’s learning experience to be accomplished through the residency.

Mosaic Sculpture Residency at Central School, Glen Rock
Mosaic Sculpture Residency at
Central School, Glen Rock

The artist also meets less frequently with groups of Participating Students (these may be a class or mixed group). These sessions may include hands-on work in the art form, lecture/demonstrations and/or assembly-style presentations. Teachers and the artist should also determine the goals and desired outcomes for the Participating Students.

Residency Day

In planning, a Residency Day is based on four 45-minute class periods. These are the active contact sessions the Residency Artist has with students. There is some flexibility within these parameters, based on a school’s class schedule and residency needs. For example: if a school has block scheduling, one session may be 1½ hours followed by two 45-minute sessions. Avoid a schedule that has more than a 1-hour gap between class sessions for the Residency Artist.

Residency Schedule

  • Design a schedule that works for the Residency Artist to meet the goals of the residency and fit within the school calendar. (For example: the artist might come every Monday for 20 weeks or three mornings a week for 7 weeks)
  • Include residency dates, times and room numbers for the class sessions, the Professional Development Workshop, Visiting Artist and/or field trip and culminating community event.
  • Distribute a residency schedule to all participants (Steering Committee, Residency Artist and AIE partner).
  • Provide an updated schedule as changes occur. (Artists are prepared to work around school breaks and in-service days.)
  • Set a process in place to notify the Residency Artist and AIE Partner in the event of a school closing.