Crayola and NAESP are proud to help principals Champion Creatively Alive Children and support arts-infused education.

Arts-infused education teaches children the four Cs — communication, collaboration, critical thinking, and creativity — skills they need to understand our increasingly interconnected world and thrive as 21st century citizens.

NAESP and Crayola have awarded 20 NAESP members with grants valued at $3,500 to help principals implement and document innovative arts-education projects at their schools and share best practices for arts education with fellow educators.

 

Click here to learn more about the program and how to apply.

2016-2017 Winners

 


Access to Art-Infused Active Learning
Melrose Elementary School
Roseburg, Oregon
Tamara Rasmussen, Principal

This rural school’s Creative Leadership Team plans to impact their 3,100 Title I students’ learning by offering teachers art-integrated professional development. They will focus on Da Vinci’s model of merging academics, action, and art. Their Parent-Teacher Action Network and the Umpqua Valley Arts Association are helping bring this vision to life.

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Artists as Inventors: Exploring Form and Function
Public School 174—William Sidney Mount
Rego Park, New York
Karin Kelly, Principal

Teachers participate in Inquiry Teams, with time for common planning, collaboration, and reflection with both vertically and horizontally aligned grade level colleagues. Students are studying design thinking strategies and how inventors view the interaction of form in function. Partnering with NASA, the Cooper Hewitt Design Museum, and the Museum of Modern Art, teachers deepen their learning and students will create and curate original inventions—as both visualize new solutions.

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Bridging the Gap with Art
Sheridan Arts Spanish Dual Immersion 
Minneapolis, Minnesota
Yajaira Guzman, Principal

Leveraging their internal expertise, in collaboration with the Walker Art Museum and Minneapolis Institute of Art, this initiative focuses on professional development for teachers. Their purpose is to empower teachers to integrate art across the curriculum, with a focus on literacy and increasing reading test scores.

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Building Thinkers 
Wolf Canyon Elementary 
Chula Vista, California
Debra McLaren, Principal
Project “Design Time!” will support the K-6th grade teachers with resources that help them “build thinkers” who merge art and engineering creative problem-solving processes. This school has received California Department of Education’s Exemplary Art Education award. Now they plan on taking their students’ “FAST track: Fine Arts, Science, and Technology” to the next level.

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Contemporary Voices on Teaching Art 
Chabot Elementary School 
Castro Valley, California
Vivienne Paratore, Principal

Castro Valley School District Superintendent, Parvin Ahmadi, has formed the Arts in Schools Committee to increase arts education, district-wide. Chabot School’s Creative Leadership Team is drafting their Arts Lesson Planning Guide and will use it as the foundation for year-long professional development for colleagues. Their art content is focused on highly relevant, contemporary approaches that range from developing perceptual skills and cultural context, to making informed aesthetic judgments that derive meaning from art.

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Creating a Cohesive Community with Art
Perry Drew Elementary School
East Windsor, New Jersey
Robert Dias, Principal

What if students became producers of knowledge, not just consumers of content? What if learning extended beyond classrooms as students curated galleries that document learning? Drew School is exploring how interactive, cross-curricular experiences, supported by gallery walks and monthly professional development help strengthen their cohesive school-wide community.

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Documenting Design Thinking with Coaching Videos
Monett Intermediate School
Monett, Missouri
Cherie Austin, Principal

Monett School’s Creative Leadership Team is collaborating with the school district’s regional technology center, the community, and local business partners to meet their needs for future designers and problem solvers. They will create coaching videos that show how design thinking and mobile maker spaces can enrich learning.

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Embracing Partnerships
Vandyke Elementary School
Coleraine, Minnesota
Sue Hoeft, Principal

Vandyke School is using art integration to deepen cultural understanding. To bring art expertise to the school, they are partnering with 321 Art Studio and the Center for Interactive Learning and Collaboration’s Telepresence Programs. Additionally, their art educators are partnering with seven other school districts to share the insights and lesson plans developed during this initiative.

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Expanding Professional Learning to the Broader Community
Los Berros Elementary School
Lompoc, California
Heather Anderson, Principal

This school’s Creative Leadership Team has made a commitment to sharing, with their broader community, what they learned after attending several California Creativity at the Core Institutes. To align art-infused pedagogy practices within their feeder schools and deepen their collaborative relationships, they are inviting local day care centers and other elementary schools in the area to attend their weekly art-integration training sessions.

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From Priorities to Promise
Henry Kaiser Elementary Schools 
Oakland, California
Dennis Guikema, Principals

Kaiser Elementary aspires to be a go-to-resource for Alameda County Office of Education that is establishing a Department of Arts-Integration. Starting with a “listening tour,” Kaiser’s Creative Leadership Team is collecting teacher and student input on how art integration impacts learning. They are hosting arts education networking meetings and walk-through observations for other educators in the district. Serving a diverse socio-economic population, located near Silicon Valley, they plan to partner with corporate partners, museums, and their own Kaiser Dad’s Club, to turn their art-integration credibility and educational priorities into “The Oakland Promise”.

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Observational Rounds Transform a Vision into Practice
Powder Springs Elementary School
Powder Springs, Georgia
Debbie Broadnax, Principal

Cobb County School District’s Investing in Educational Excellence vision is focused on innovation. Powder Springs School brings that vision to life with their Arts Integration Model that has teacher training cohort groups receiving multi-day professional development and collaborative planning sessions. The Creative Leadership Team leads small group discussions to share best practices. They participate in peer observational rounds, giving coaching guidance to colleagues.

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Natural Rhythm of Art and Written Words
Dover Sherborn Middle School
Dover, Massachusetts
Scott Kellett, Principal

This school’s Creative Leadership Team is focusing on the “power of an image as reliable text” to help students read images as original source material. The English, Science and Art teachers are helping colleagues see the parallels between science, art and the written word, as they explore these three ecosystems with a shared purpose.

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“PERKS” of Student Growth
Atwater Elementary
Shorewood, Wisconsin
Kayla Russick, Principal

The acronym PERK, stands for Perseverance, Empathy, Responsibility, and Self-discipline—the elements of this school’s character code. Their project is focused on using visual representations as metaphorical thinking about citizenship and character traits. The purpose is to build awareness of student growth and each student’s personal sense of efficacy.

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Power of Art to Persuade
Ocean Knoll School
Encinitas, California
Jennifer Bond, Principal

In partnership with the Ship in the Woods Foundation and artists-in-residence, this school will use art to explore social justice issues. Students and teachers will consider the power of art to persuade, build awareness, and inspire activism. In conjunction with reading the book, Among the Hidden, students express thoughts on the injustice themes in multiple art forms—collage, poetry, and printmaking. Students create and critique their original “zine” (short for magazine) and learn the history of art as expression, information, and propaganda.

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Scaffold Steps to Success
Brooklyn Park Elementary School
Baltimore, Maryland
Rodney Walker, Principal

Just as experienced teachers know how to scaffold learning for students, this Creative Leadership Team plans to scaffold the steps to art-integration in their professional development. They have outlined a multi-year “train-the-trainer” model, where cohort groups of teachers share lessons and insights with each other. The commitment to art-integration is clear as the principal does walk-thru visits, observing the art integration strategies and supporting teachers taking larger steps up the continuum of interdisciplinary teaching.

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Sculpting New Partnership Pathways 
Creedmoor Elementary
Creedmoor, North Carolina
Nancy Russell, Principal

This rural school has a deep commitment to art-integration and community engagement. Their desire to deepen the connection to community led them out of their building. Their voracious appetite for learning led them to use the Crayola webinars and creativity/critical thinking workshops. They plan on taking the Champion Creatively Alive Children videos and exercises out to the community—sparking conversations in church social halls and with housing complex managers. Their influence spreads when respect for children’s creativity is echoed by pastors and landlords.

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Sketching Science
Bush Elementary School
Idaho Falls, Idaho
Joshua Newell, Principal

Inspired by Leonardo daVinci, this school’s Creative Leadership Team is integrating art and science instruction. Students will visually document their understanding visually as well as verbally/in writing. Science sketch journals will be key to students studying ecosystems. The teacher leaders in this school will share promising practices with the district’s Coaching Network and the Idaho Science Teacher Association.

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STEAM Ignites Artistic Energies
Bagdad Elementary School
Milton, Florida
Daniel Baxley, Principal

This rural, high-need school is eager for art to energize their STEM program. They are launching “Project LITE (Lightbulbs Ignite—Teachers Excite)” which will provide professional development for teachers and illuminate their progress. They plan to use the Champion Creatively Alive Children workshops on Art Builds 21st Century Skills (Crayola.com) and build energetic learning modules on aviation, electric energy, solar energy, and science sleuths—all engaging themes that integrate science, technology, engineering, art and math.

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Tinkering Teachers Explore the Culture of Creativity
Roosevelt Elementary
Keego Harbor, Michigan
Dennis Rapal, Principal

This Creative Leadership Team, which includes two art teachers, the district’s math coordinator, and partners from engineering and architecture design firms, is focused on carefully crafting driving questions that build a “culture of creativity” among the faculty. Students will be given real-world engineering challenges and document their project-based learning progress in short video testimonials.

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What Adults Learn From Children!
Acmetonia Primary School
Cheswick, Pennsylvania
Gregory Heavner, Principal

Building upon their partnership with Carnegie Mellon University, this school’s Creative Leadership Team is providing professional development on mixed media storytelling so teachers learn about animation, movie making, and art-integration into multi-media content creation. But their plan is for teachers to focus on what they can learn from children. They will host a district showcase “Film Festival” where adults can learn from student storytellers.

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