Okay, best part of our meeting. [snorts] >> This is the best part of our meeting. Ardale proud. Superintendent Stalo. >> Excellent. We're very excited tonight uh especially with this full crowd to um have uh principal Jennifer Smith and Trudy Monet of the Stages Theater Company and students from uh Fair Pilgrim Lane come and present um to us tonight and highlight some of the incredible work they're doing with arts integration. [snorts] [applause] >> [cheering] [applause] >> Is my stuff all up and ready? >> Amazing. [clears throat] >> That's mine. >> Not it. [laughter] >> All right. Hello. That was quite the the welcome. Thank you everyone. Um, hi school board members, cabinet, members of the community. I am Jen Smith, the principal of Fair Pilgrim Lane Elementary. Um, the first thing I'm going to say, this is kind of an awkward moment. I need everyone to know in here that I signed up for this date back in September, >> August of the school year. Okay? So me being here tonight has absolutely nothing to do with the proposal and the board vote today and I just need that out there. So rumors and assumptions are not made. This was done what you asked us in like August September to sign up and so I signed up around I think it was September. So um it is just coincidence that I happen to be here tonight. So I just want to make that really clear. But regardless of any of those decisions made tonight, I'm so very proud to be standing here in front of all of you. um to have a chance to share a little bit about fair as well as well as show off some of our students performances. They are gonna totally show me up tonight y'all. So um so first of all, arts integration as you know um we are the arts integration school and it's an approach to teaching in which students construct and demonstrate understanding through an art art form. This includes visual art, music, dancing, theater, and media arts. Tonight, I'm going to show you a small sampling of how we integrate arts into all areas of the curriculum at fair. Um, how our partnership with stages and support of our PTO enhances our curriculum. Um, and in addition, you will hear from a student about her experience at fair. And finally, you will watch a performance done by some of our current fifth grade students. So, we are going to start our little arts integration journey here. I have some pictures of some kindergarten students um from the first days of school. our kindergarten students engage in arts integration activities. Um in this photo here on the left, we have some students working on their literacy response journals. Um so after reading a book, they write, draw, create um about either what they learned or following a prompt from their teacher. Um in the second photo, the kinder students are creating a tableau, which is a recreating a still scene from a book to help retell the story. So they're doing a little scene to help um tell what they learned from the story. So these are just two examples that begin in kindergarten and continue throughout the years of how students show what they know through art during their language arts time. In addition to that, to increase the cultural relevance of curriculum, students learn about other cultures and important people in history through arts integration. So the first photo up there in the upper leftand corner is from Hispanic Heritage Month. Students learned about Tito Poente, the Mambbo King. Um, Miss Trudy, who you'll see over here, um, taught them how to mambo during their sages time, and they did a little performance of it. Um, and then they also, you know, read a book about Tito Poente. Um, our third graders were learning about sea exploration through poetry, art, and literature during a module in Wit and Wisdom, which is our new language arts curriculum. During this module, they learned about a woodblock print by the Japanese artist Hokuai. They then created their own watercolor interpretations of the print, adding in their own elements. And that's that bottom middle photo there. Um, our fifth grade students, some of who you'll see here tonight, um, were learning about Native Americans and what it means to belong to a culture. During this unit of study, students also learned about Frank Big Bear Jr. in Ojiway artists whose art can be viewed in galleries around Minneapolis. Students learned about his art process and then created their own self-portraits based on his style. Arts integration is also used to deepen students understanding of science concepts as well. Um, our first grade students were learning about creature features when the big northern lights event happened here in Minnesota. Um, so our teachers then connected those two events and they created those northern lights photos you see there on the light left hand side. Um, in second grade students were learning about animal habitats during mystery science. The teachers expanded on this topic by also reading over and under books by Kate Mesner. The students then created their own hibernation photos you see here. And in addition, they created little habitat popup creations and some pottery. We know that students learn math at a deeper level when they move through a sequence of using concrete manipulatives than visual representation prior to that abstract knowledge of using numbers. Um, these two photos show just a few examples of how our third grade students see math through arts integration. So, that top photo represents place value. The larger the number, the higher the place value. And then when you count up all of the various size circles, you can come up with a larger number. Um the second photo, students were learning about the array model in um multiplication, and then they turned their yellow arrays into a cityscape. Students also learned many important social emotional skills through our arts integration. About once a month, Miss Trudy will pull a small group of students during our win time or what I need time. Um during this time the students expand the social emotional learning they are gaining from our district provided SEAL curriculum second step. Um they work on developing and learning a short skid that is then performed for their grade level peers during one of our pride assemblies. Stages is a co-taught. Oh, sorry. In addition to the learning, teachers engage with students in class, we have a wonderful partner with Stages Theater Company, and Miss Trudy is at fair every day engaging students in theater, music, and dance activities. Yeah. RIGHT. [applause] >> [applause] >> Um they engage students in theater, music and dance activities that are also rooted in our English language arts standards. Stages is a Kota class where students come together with their teacher weekly to engage in lessons. And then starting in second grade, each grade level engages in a larger capstone project. So the photo on the left there are second grade students performing a story through reader theater. On the right hand photo is a picture of some of our third grade students last year performing a black history presentation. Um, prior to the presentation, they engage in some rich discussion about unsung heroes and then perform a piece that helps them and the audience to understand that black history is American history. This performance has been featured for the past two years at the district's black history celebration. In fourth grade, students engaged with local elders through a penpal program. After exchanging letters, the project culminates in connecting generations performance. The students first meet their pen pals and then they perform a piece based on their letters that includes music and visual art. So that example on the left is one of the visual art pieces that they create. It's a po, it's a poem. And then on the right hand side, you see our students sharing that piece with one of their elders. Our fifth grade, this is the big one. Our fifth graders annually have a spring musical. Um this photo is from our performance last year of the Lion King Jr. This students per or this year the students will be performing the musical Dear Edwina which is a show about a young problem solver who offers advice to her peers with the help of her friends and a little bit of song and dance. The show celebrates the joys, challenges and growing pains of growing up in a fun and uplifting way. Um, thank you to our PTO and the amazing fundraising efforts of our families. All grade levels are also able to engage in a week-long artisan residence. You all like this is the best. [laughter] Thank you for all the cheers. Um, and so this allows the students to dig deeper into one specific art form as well as learn from artists who are working in the field. So, the week right before winter break, um Lisa Arnold came in to work with us and she has come back year after year. She told me that we're her favorite because she actually went to Pilgrim Lane as a student many, many years ago. So, she does always love coming back to Pilgrim Lane um and working with our students. Um so, our first graders engaged in making some masks out of recycled and upcycled materials that reflected their passions and artistic style. And then they also created pictures and stories about their mask characters. And then the photo on the right is um our fifth grade students engage in lessons around mosaic art. Students learned art and mosaic vocabulary, practice techniques, used tools, and built skills by designing and creating their very own individual mosaics based on nature. In second grade, our students learned from dancer and studio owner Anat Shinar. Students learned about various movement patterns. You can see them moving there on the lefth hand side. And then they created a short performance piece based on the life cycle of plants. Third grade invited in the actor, singer, playwright, and director T. Michael Rambo. Um he used our theme of the year, better together. And the students created a spoken word poetry piece that some of them even performed as our closing to our talent show at our night of the arts. And that's our photo on the right. Um fourth grade and our 34 split combination classroom. um did a residence with Kat Katrina Kudson um and they discovered the vibrant world of graffiti art. The students learned a brief history of graffiti and its cultural roots. They then celebrated the power of words by creating their own graffiti drawings. And next week, I don't have pictures does not happen until next week, but kindergarten students are engaging with Broadick Pool. Students will design a personal character and create many outfits inspired by their own traits, attributes, and interests. Using fabric materials in their imagination, they will craft a work of art that expresses their unique identity through the art of fashion. Um, here are some photos of our annual night of the arts. Um, annually we celebrate all of the great amazing things that we do. Um, this usually happens in December. It is also a family engagement evening funded through our PTO that is filled with students showcasing their individual and small group talents in a talent show. You can see our friend drumming down there. Um, students sing in a mixed grade level performance. Families engage in creating art together and all will they view our gallery of artwork that is hung up all around the hallways. And thank you to all of our volunteers that came in and spent many hours hanging it all in the hallway. Um, this year's theme was better together. And all the performances and activities were centered around the theme. And that bottom picture is what we create as a community. Um, students and families wrote what makes them better when on small circles of paper. And then it went on those outlines of people and that is displayed in our main hallway. Through all of these rich experiences, students grow and develop in ways that you don't always get in your typical classrooms. Students at fair are confident speaking to others, be it in small group class or in front of a large audience during a performance. Their critical thinking skills increase and that they can show their understanding and learning in ways that are not just found on traditional tests and quizzes. At fair, working together is common and this increases students ability to collaborate. Above all else, they are so creative. My favorite parts of the day are just walking around the hallways and seeing the creativity pouring out of all of our classrooms. Um, all of these skills are so important in life and I feel especially in this digital age where so frequently students and people are engaging with peers and others in unhealthy ways over social media and texting. Those soft skills of being able to interact and collaborate and share information with people is something that can't just be taught. It must be fostered and engaged on a regular basis and that happens routinely at fair. So, now that you've heard me talk, I'm going to turn it over to the real show. So, next up comes Miss Trinity Glass, who will share a bit more about how attending fair since kindergarten has helped her. [applause] >> [applause] >> Fairfield Lane has helped me feel more comfortable sharing my ideas and being more confident, especially when I have to speak in front of others. I think this is because over the years I've had many performance opportunities. We use reader theater which helps me read with expression and confidence. We also retell stories using Tableau which helps me understand story structure. Sometimes we retell stories using singing, dancing, and acting. This helps me understand the characters more and connect to how they feel. At Fairog, we all we learned to look for art everywhere. We made mosaic art projects, learned about different styles of painting, and even learned how to mold clay. All these activities helped me be creative, and express myself in new ways. Because of the pilgrim lane, I feel more confident, creative, and excited to share my ideas with others. And please hear a word FROM [applause] >> HELLO, we are fifth grade students from Fairfield Lane and we are excited to share our page to stage project with you. In our science in our stages class, we chose a picture book and turned it into a play using our actor's tools, theater knowledge, and literacy skills. First, we identified the main idea of the story and the characters. Then we wrote Then we decided which roles each actor would play. After that, we wrote our scripts, added blocking, and created prompts. All this worked to help us bring our stories from the page to the stage. We hope you enjoy our performance. [applause] >> Let me ask you something. If you could be any animal in the world, what would it be? Probably not a frog, right? Exactly. I don't want to be a frog. >> [laughter] >> Hey. >> Hey. >> I want to be a cat. >> You can't be a cat. >> WHY NOT? BECAUSE YOU'RE a frog. >> I don't like being a frog. >> That may be, but you can't be a cat. Well, then I want to be a rabbit. [laughter] You can't be A RABBIT. WHY NOT? LOOK, I CAN HOP. You may be able to hop, but where are your long ears? >> I don't know. You never hear in your life. That's a fact. I want to be um let's see a pig. >> You can't be a pig. >> Why not? >> Most of all because you're a frog, but also you don't have a curly tail and you don't eat garbage. [laughter] >> Everyone says that. >> [laughter] >> Then I want to be >> an owl. >> Of course you want to be an owl. [laughter] >> An owl is the greatest thing ever. Why would you love being an owl? >> Of course not. >> OH, WHY? ONE, you can't shoot your head rounds all the way. Two, you don't have wigs. Four, you don't look wise. And five, you're a frog. Well, I don't like being a frog. I'm sad now. [laughter] >> Because I don't want to be a frog. >> What do you want to be then? >> I want to be a cat, a rabbit, a pig. Um uh owls, >> anything warm and cozy. I'm going to let you in on a little secret. >> What is it? I love eating all those animals. [laughter] I might just keep one up right now. >> THAT'S TERRIBLE. WELL, that's who I am. I guess you're right. We are who we are. You're a futon. And you're and you're a slimy very lucky um frog. Just be happy that you're not a fly. >> Why? [applause] [applause] >> [applause] [applause and cheering] [applause] [laughter] >> I'm just going to hand these out really quickly. August [cheering and applause] Ryan Robbie. [applause] [applause and cheering] Um, I also just want to take a minute to say I loved watching the students who were in the audience that saw their pictures on the live [laughter] show that was presented. So, you guys got to be up here in spirit and photo. [applause] Um before we see if uh board members have any questions or comments and students for sure want to get a picture with you all. Um I just want to thank you. Thank you uh Jen. Thanks Trudy staff for being here. Students, thank you for sharing your talent and your courage with all of us. Um you did a fantastic job. I would like to say thank you. Thank you. And the best part of the meeting is definitely over. You guys are [applause] amazing. Thank you. >> Go the school. >> [cheering and applause] [applause] >> Okay, while they're getting their picture taken, I think some other board members might have something they want to say. I just want to say thank you for eating the flies. [laughter] >> You're welcome. >> Yeah, really appreciate it. >> Basset. Um, while they're taking their picture, I just like to say I have been up at the fair Pilgrim Lane when there has been a um, arts um, extravaganza for the community. That place was packed. The art was all over the walls. They had all kind of mixed media art. It was you couldn't find a parking spot. [applause] Thank you everybody. Thank you. [applause]