.: Tips for Planning an Artist in Residence Project
.: Where to Begin
.: Before the Artists Visits
.: Designing Projects for Youth at Risk
| Roster of available Artists: .: Creative Writing .: Dance .: Music .: Theatre .: Visual Arts |
.: Apply to Roster
The Idaho Commission On The Arts' grant programs: Arts Powered Learning, Creative Alternative for Youth and QuickFund$ Projects offer each community in Idaho an opportunity to enhance the lives of students, parents, educators, administrators, and other community members through the arts.
Artists are creators, teachers, citizens, animators, interpreters, learners, guides, and neighbors. The unique and varied talents of these artists are a resource to be shared, displayed and celebrated.
This listing of nearly 25 artist is a tool with which to craft exceptional experiences between people. The sharing of an arts experience - an electrifying modern dance, a fifth grader's journey from the blank page to an original poem, the intricacies of a Nez Perce cornhusk bag - Strengthen the participants' abilities to express individual ideas.
Throughout the Arts Education Roster you will find ideas and insights from program participants for building unique projects with artists - projects that will bring new perceptions and inspirations to children and adults in your community. We are pleased to share these artists with you.
Ruth Piispanen
Arts Education, Director
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Tips for Planning an Artist in Residence Project
The Idaho Arts Education Artist Roster is a listing of Idaho artists who are available to work in schools. Artists included in this directory have been through a rigorous screening process and require no additional support material to be included on an ICA grant application. They are excellent representatives of their artistic disciplines and outstanding communicators who enjoy sharing their ideas, vision, and expertise in the creative process with a wide variety of audiences.
Ideas for projects are endless. As you read the Idaho Arts Education Roster of Artists imagine the possibilities that will bring new life to your curriculum and programs.
Any school or organization interested in bringing the arts into their school can use the Roster. See the Support for Arts Education section for a listing of grant opportunities.
Artist or Folklorist Idaho artists are listed in the following disciplines: Creative writing, Dance, Music, Theater, and Visual Arts. Listings give an idea of the kinds of programs each artist offers and includes their contact information, ability to work with specific populations, and references.
Artists on the Montana, Nevada, Wyoming, Washington, Oregon, and Utah rosters can also be used for Idaho Arts Education Program grant applications, and will be considered also be considered pre-approved for inclusion on ICA grant applications.
Utah Arts Council
arts.utah.gov/ae/artistsroster.html
Montana Arts Council
art.mt.gov/schools/artedmenu.asp
Wyoming Arts Council
www.wyomingartscouncil.org
Washington State Arts Commission
www.arts.wa.gov/progAIE/aieHome.html
Oregon Arts Commission
www.oregonartscommission.org
Nevada Arts Council
dmla.clan.lib.nv.us/docs/arts/education/roster/roster.htm
Non-Rostered Artists
If you would like to apply for an Arts Education program grant using an artist
that is not currently on an Arts in Education approved roster, the artist must
furnish the following documentation:
Artist resume
Three letters of recommendation from individuals familiar with the artist's
work in educational settings.
Support materials demonstrating artistic quality.
topAssess your needs
Allow enough time to determine your site's needs and interests. Begin by
talking with students, teachers, staff, parents, and members of your community
about residency or project ideas.
One way to examine your site's artistic goals and arts curriculum objectives could be to list:
The general artistic goals of your school or organization
Five strengths and five weaknesses of your current arts program or curriculum.
Five Things (not just with the artists) you would like to see happen in your
arts program over the next five years.
Brainstorm ideas with a steering committee using the survey results as a
starting point.
Select the artists or consultants with whom you would like to work.
Interview several artists or consultants to select someone who will work well
with your school or organization and help you accomplish your goals.
Developing a Plan
Conducting Planning Sessions Developing a Plan Pre-grant writing planning sessions provide time for conceptualization, in-depth discussion-making to fully develop residency ideas. Be prepared to describe you focus and preliminary goals with the artist. The collaborative interaction between artist and site are crucial to a successful project. Ask the artist to propose creative activities to help reach your goals and support student learning. Discussions can be handled in person, by phone, or by e-mail.
Compensation for artist planning time can be included in your project budget.
Residency Focus
Develop project goals that are mutually rewarding for you and the artist.
Identify the learner results or impacts you expect to be able to see as a
result of your project.
Stay focused on the artistic process so the residency does not become product
driven.
Develop plans that honor and reflect students' perspectives and artistic
visions.
Plan residency activities that comply with the Americans with Disabilities Act.
Setting Goals and Planning Activities Schedule
The schedule is developed for daily activities planned with the artist and participants throughout the project. Applicants are encouraged to be realistic in scheduling an artist or consultant's time. Remember "quality and not quantity" is important. An in-depth arts experience with substantial learning for a smaller group is preferable to a series of short sessions for many students.
Sample ScheduleMonday
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Tuesday
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Wednesday
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Thursday
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Friday
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Before School
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Week 1 pre-residency meeting
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 |
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Period1
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Core A
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Core A
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Core A
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Core A
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Core A
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Period2
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Core B
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Core B
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Core B
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Core B
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Core B
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Period3
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Grade 1-A
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Grade1-B
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Grade2-A
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Grade2-B
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Period4
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Welcome Lunch
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Lunch
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Lunch
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Lunch
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Lunch
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Period5
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Grade3-A
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Grade3-B
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Kindergarten Artist Visit
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Perios 5&6
Week 1 Teacher Workshop |
Perios 5&6
Week 1 Interim Evaluation |
Week 2 Core
A&B Rehearsal Week 1 Teacher Workshop |
Week 2
Final Evaluation Meeting |
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Evening
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Core Group
A&B are fourth graders |
Week 2
Community Event |
Community Outreach
Community events provide an important learning experience in which students,
teachers and community members can work together to discover the values of
partnerships in arts education. Several examples of community events:
1. Exhibitions of the students'
visual art works at the conclusion of a residency. Ask your artist to bring
some examples of work to the exhibition.
2. The artist or the students
perform for an audience.
3. Students can join the artist
in reading original works.
4. Classes for parents and their
children. It can be fun and educational to have the artist conduct classes
where the parents and children work as partners.
Preparing Your Proposal
Read the application carefully before you begin. Pay particular attention to
Evaluation Criteria.
Contact the artist or consultant to discuss specific expenses for the residency or project, including travel to residency site, transportation needs during residency, materials, supplies, lodging (private home or hotel/motel), studio space, and method of documentation (photo/video).
The following artist fees are negotiable estimates.
1 hour
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$30.00
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1 day
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$120.00 [4 hours per day]
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5 days [1 week]
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$600.00
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10 days [2 weeks]
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$1200.00
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20 days [1 month]
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$2400.00
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The Application Narrative
Share the commitment and enthusiasm that you have for the project. The panel needs to understand your proposal and:
Get a sense of your school or organization.
Clearly understand the goals of the project.
Know what activities are planned to achieve the goals.
Know exactly how the funds will be matched and spent.
topAsk the artist to send a personal bio and some information about the artist's work, such as news articles and photos, that may be used on bulletin boards, in school newsletters, or for class discussions in preparation for the artist's visit.
Mail contract to artist for signature AT LEAST one month prior to start date
(to allow for any possible changes).
Plan the (in person) pre-project meeting with the artist. This can take place
before the residency or project start date for local artists, or on the first
day of the residency or project for out-of-town artists.
Establish a means for handling your residency's financial matters. All school
grants or awards will be issued directly to the school district office. Each
district handles the dispersing of grant funds in a different way. Therefore,
it is important to contact the district's accountant early (two months prior to
the residency start date would be ideal) in order to access money to purchase
supplies, pay artist fees, and so on.
Keep the steering committee involved. Let individual members or teams be
responsible for developing strategies to inform and solicit participation from
the community, to oversee project documentation, and to prepare teachers and
their students for the project.
Where should I park my car? . . . Leave my coat? . . . Store my supplies?
Should I buy my lunch, bring it, or is it provided?
Should I use my first name with students? Should I address teachers by Mr. or
Mrs., or by their first names?
Who can help with clean up?
Are there discipline codes? (For example, hands up for quiet.)
Can we move the desks?
Are there established "quiet zones" or times?
Get Set
Make sure everyone in the school knows who the artist is and when they are
coming. Plan to extend a warm welcome, and be sure to introduce the artist to
all teachers, staff, and students.
Confirm that necessary facility or special equipment arrangements have been
made.
Prepare daily schedules with classroom numbers, names of teachers.
Plan publicity for residency or project, and create a timetable for its
implementation.
Artist's Responsibilities
The responsibilities of the artist in a project are to:
Participate in pre-planning with the sponsor before project begins through written or verbal communication. It is important for the artist to work closely with the sponsor throughout the planning and grant writing process.
Understand the goals of the project so that the artist can be an advocate for the residency.
Communicate clearly about the needs and the mechanics of the program. Be sure the sponsor understands and has specific information regarding artist travel, lodging, studio space, materials, and transportation requirements before submitting the grant proposal.
Maintain flexibility through the residency or project and be willing to make adjustments in order to best meet the needs of the participants.
Participate in publicizing the residency or project by providing the sponsor with promotional materials and participating in media interviews.
Develop and maintain communication with the SiteCoordinator and other Planning Committee members throughout the residency or project.
Coordinate with the site to plan follow-up activities that will take place after the artist leaves.
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Designing Projects for Youth at Risk
The Idaho Commission on the Arts invites schools and communities throughout the state to Arts Education Project grants to discover powerful ways to work with at-risk youth. The following is and excerpt from Youth at Art: Artists Working with Youth at Risk, available from the Commission office.
1. Choose professional artists who demonstrate a high level of artistic quality, who have experience teaching their art, and whose skills lend themselves to working with at-risk youth. Choose persons who exhibit warmth, sensitivity, flexibility, and a clear sense of boundaries.
2. Think long-term. Residencies are more effective, in general, if they last three months or more. But even for short-term residencies, plan strategies to keep students engaged with the art form.
3. Fit the artist to the kids. Choose an artist or artistic discipline that is most likely to be successful worth the particular youth you are going to serve. Make it culturally relevant- something or someone that will appeal to them personally.
4. Promote the program. If others in the community are aware of what you are doing, they will often donate supplies of space to reduce costs. Public exhibits of performances can make students aware of the program, generate interest, and connect them to the community.
5. Work with referring agencies. Counselors and probation officers prove useful in determining which students are most appropriate participants.
6. Communicate. The projects' success depends on effective communication among artists, project staff, youth, and parents. It helps to prepare artists in advance with information about your community.
7. Pay attention to details. Plan ahead for snacks, transportation, medical insurance/medication, release forms for publicity, documentation, and evaluation. Even with the best planning, you will have to improvise.
8. Remember the process is more important than the product. Young people do not always produce museum-quality work. Sometimes they have to stop in the middle of a dance. But the fact that they have the guts to do it at all is what is important. Celebrate victories with them, no matter how small.
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