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Abrupt Federal Cuts to After School Programs: Our Response
Dear Friends and Supporters,
On Friday, we learned that–due to the US Department of Education’s decision to renege on previously approved pandemic-recovery funding–Baltimore City Schools was forced to abruptly cancel our After School Arts for Learning Academy (ASALA) at five schools. In addition to ASALA, 11 other after-school and tutoring programs, serving 65 schools across the city were canceled.
Thousands of students and families will be impacted.
Baltimore City Schools is as pained about this occurrence as we are. As the Baltimore Banner reports, the Federal Government is not just ending pandemic-recovery funding; they are refusing to reimburse school districts in Maryland for funds already spent or contractually committed. This places Baltimore City Schools immediately in $48 MILLION of debt.
Cutting ASALA before the end of the school year will impact 539 students who benefit from the academic support. For us, this is particularly painful because our data clearly show how remarkable ASALA has been in reversing COVID learning loss for students who participate.
ASALA families depend on safe, engaging out-of-school-time care and educators and teaching artists rely on this work to pay their bills. For all of these reasons, and despite awareness that these cuts may be just the beginning of what may be coming down the pike, we have decided to use our own reserve funds to continue ASALA through mid-May.
A4L’s Board Executive Committee met Sunday to approve the continuation of a scaled-back program at the impacted sites: Arundel, Dorothy I. Height, Glenmount, Sinclair Lane, and Wildwood.
We are exploring how we can partner with impacted families, staff, and fellow after-school and nonprofit providers to raise awareness about how this Federal action is harming our community.
As always, Arts for Learning remains committed to Maryland students, artists, educators, and families. Our work is strengthened by our passionate community.
Stacie Sanders Evans, President & CEO
A message from our CEO…
This letter reaches you at a time when many things happening in our country threaten the work Arts for Learning does, how we do it, who has access to our programs, and in many cases, the people in our community.
Our commitment:
We at A4L remain vested in our commitment to serving children, fostering communities, and changing education. We do this through dedication, caring, and love—ensuring all in our community feel seen and valued, regardless of wealth, skin color, background, ability, sexual orientation, or gender identity. We remain, and will always be, committed to these principles. We hold them tight as we listen and learn from our folks on the ground doing the work in communities.
How at risk are the people we serve?
A4L impacts over 150,000 students annually, employing 60 full-time staff, and over 400 contractual teaching artists and educators. Much of our funding comes either directly or indirectly (through school contracts) from Federal grants. The recently proposed cuts to government funding and the dismantling of the US Dept of Education would dramatically affect our ability to serve Maryland students, particularly students in high-poverty communities. We rely on these funds to deliver award-winning, data-driven programs that support academic achievement through the arts, such as the Arts for Learning Academies (SALA and ASALA).
What do we know?
The arts transform lives, classroom learning, and student outcomes. We have evidence to back this up. This is because the arts foster creativity, connection, self-expression, understanding, and a greater sense of belonging for our young people. We need more of this in our world right now–not less. (see why)
What are we doing?
In response to executive orders threatening immigrants, we are arming staff and artists with information so they are better prepared to protect their rights and the rights of our students. Next week, we will bring together artists working with children impacted by the threat of ICE, to understand clearly how we can support teachers, principals, and their students.
Despite executive orders promoting an anti-DEI agenda, we continue to support artists and teachers to create classrooms grounded in identity, belonging, and love that celebrate the diversity of the communities we serve. We provide and participate in trainings that equip us to support our diverse community, including Black and brown communities and the LGBTQ+ community. After a significant decline in corporate sponsorships threatened our annual Blacktastic! A Virtual Festival of Maryland Black History + Culture–our board of directors stepped in to replace corporate dollars with their own, and found new sponsors with the courage to fill the gap. With their help, over 48,000 Maryland children are able to attend this festival next week.
Under threat of losing federal funding, we have committed to stay the course–finding alternate forms of funding to ensure artists remain employed, young people have equitable access to the arts, and schools can depend on us to enrich teaching and learning. This threat includes a four-year, $3.9M federally funded research grant for the largest data collection and evaluation of an arts integration intervention in our country’s history. Regardless of executive action, we will complete at least the third year. These findings could help shape the future of education.
How can you help? Learn what you can do now.
Thank you for the dedication and love you all share with us,
Stacie Sanders Evans, President & CEO
Blacktastic! 2025 – Black History Month Content like no other
This February, the fifth annual Blacktastic! returns, bigger and better than ever!
Looking for joyful, original, and exciting Black History Month programming? Join us in celebrating the joy of Maryland’s Black history and culture through Blacktastic! This extended virtual program features Arts for Learning’s teaching artists, enriching and developmentally appropriate virtual performances, trivia, and exciting virtual field trips to historic sites that honor Blacktastic leaders from our marvelous State of Maryland. Our biggest virtual event, over 56,000 students registered to take part in Blacktastic in 2024!
One recent participant shared: “Blacktastic. It’s not a word. It’s a feeling, a celebration—a close encounter with the work of some very dedicated artists who bring their work through the computer to your classroom. This festival was an amazing opportunity for students and teachers alike to experience the power of the arts—a variety of forms and contents, all in one. Can’t wait to see where this goes next year!”
This February’s honorees include abolitionist Harriet Tubman; author and minister Josiah Henson; current creative director at Mattel Studios, Sidney Clifton; and pioneering trade union leader Isaac Myers and more, brought to you by our talented Arts for Learning teaching artists and some special local guests. Featured Arts for Learning teaching artists for 2025: Debra Mims, Baba Bomani, Jamaal “Mr. Root” Collier, Quynn Johnson, Drew Anderson, Tyronda Boone, Dr. David Fakunle and Jessica “Culture Queen” Smith.
NEW this year!
You asked for content tailored to the students you teach. This year, Blacktastic will be split into two days. Wednesday, February 26 will include content for elementary school students and Thursday, February 27 will feature content for students in middle and high school.
All on a new and improved user-friendly streaming platform!
The best part? You don’t have to pay anything additional. Registration includes live access to both days of programming, a curriculum-aligned activity book to lock in the learning, and extended access to revisit the programs—through June 30, 2024!
Experience Maryland’s Black History with this program like no other! Register your school or classroom today on our website at artsforlearningmd.org/blacktastic!
Arts for Learning Maryland Selected to Join Bloomberg Philanthropies Digital Accelerator Program
Arts for Learning will join a cohort of 200 nonprofit cultural organizations from across the U.S. and U.K. to improve essential digital infrastructure.
Today, Arts for Learning announced that it has been selected to join the Bloomberg Philanthropies Digital Accelerator Program. This initiative helps cultural organizations across the U.S. and U.K. to strengthen technology and management practices to improve operations, drive revenue, increase fundraising, engage broader audiences, and deliver dynamic programming.
“Joining the Bloomberg Philanthropies Digital Accelerator Program is an incredible opportunity for Arts for Learning to reimagine how we connect with our audiences and partners,” says Arts for Learning CEO, Stacie Sanders Evans. “Strengthening our digital infrastructure will not only help us streamline operations through improved digital tools and systems but also allow us to reach more students, educators, and communities with the transformative power of the arts.”
Over the past three years, the Digital Accelerator Program has been a catalyst for strengthening nearly 150 cultural organizations across the U.S. and U.K. To date, the 40 institutions that were part of the first cohort cumulatively grew an additional $20 million in new revenue–including through fundraising–, reached over 1 million new audience members, and engaged more than 4,000 new artists and partners.
Arts for Learning is one of 200 nonprofit cultural organizations accepted into Bloomberg Philanthropies’ new Digital Accelerator Program cohort, spanning artistic disciplines and organization size in 52 U.S. cities and 28 U.K. cities.
Bloomberg Philanthropies invests in 700 cities and 150 countries around the world to ensure better, longer lives for the greatest number of people. The organization focuses on creating lasting change in five key areas: the Arts, Education, Environment, Government Innovation, and Public Health. Bloomberg Philanthropies encompasses all of Michael R. Bloomberg’s giving, including his foundation, corporate, and personal philanthropy as well as Bloomberg Associates, a philanthropic consultancy that advises cities around the world. In 2023, Bloomberg Philanthropies distributed $3 billion. For more information, please visit bloomberg.org.
Teaching Artist Profile: Michele Minnick
Arts-integrated learning is incredibly moving for students. In theatre artist Michele Minnick’s programs, we mean that literally! As an Arts for Learning teaching artist for more than six years, Michele provides arts-integrated experiences in a variety of subjects through a simple yet powerful idea: movement.
“When students engage with their bodies and emotions, it gets their brains going,” she explains. “They become more open and able to engage with the ideas. It also stimulates social emotional learning, which is essential for students in and beyond the classroom.”
In her classroom programs, Michele collaborates with teachers to craft a creative, movement-based experience that relates to the curriculum and resonates with students through the many elements of theatre. Students learn to depict emotions such as anger, fear, love, surprise, and courage by creating shapes and tableaus with their bodies.
While exploring the science of bees, a 2nd-grade class at Lakeland Elementary in West Baltimore got on their feet and imitated the movement (and emotions!) of bees to enhance their study of pollination–all led by one of Michele’s invented characters, Ms. Buzziworth! In another class, Michele guided third graders as they performed a play based on the book How Many Days–a story of immigrants coming to the United States on a boat. In the process, students saw how text can be adapted for theatrical purposes while improving their reading fluency in the process.
One look into a classroom where Michele is working illustrates the impact: students cry out with delight when she arrives. “I regularly see typically shy students come out of their shells and participate. Their joy, enthusiasm, and excitement about making discoveries is so infectious and fulfilling.”
That joy and curiosity inspires Michele’s work outside of the classroom, where she works as a curator, director, educator, and performer. Most recently, Michele has incorporated that influence into Vital Matters, an interdisciplinary laboratory for change that produces arts-based events addressing climate and environmental justice. Vital Matters directly relates to her work in the classroom.
The central emotional tone of Michele’s work is joy, vitality, and connection. When engaging in topics like climate, or science lessons in the classroom through creative practice, it opens the heart. It surprises participants–old or young–at how fun and joyful the process can be–even with serious topics. That’s what creativity can do!
View Michele’s Program Offerings
Celebrating Stacie Sanders Evans’ 20 Years at the Helm
Twenty years ago, Arts for Learning Maryland (then Young Audiences of Maryland) looked and felt a lot like it did when it was founded in 1950. A staff of four was focused on booking artists for predominantly school assemblies, mostly in the Baltimore area.
Then Stacie Sanders Evans was hired as president & CEO.
In her two inspiring decades leading Arts for Learning (A4L), Stacie’s passion and commitment to arts integration has resulted in a dramatic transformation. Today, more than 155,000 students a year participate in A4L’s artist-led programs across Maryland. A 60+ person staff creates innovative and nationally modeled initiatives. 190 teaching artists are contracted each year to inspire students to create, learn, and find joy–bringing over $3M of paid opportunities for artists in Maryland. Over 10,000 educators are impacted, through professional development and arts-integrated programs.
Stacie leads with joy, a deep commitment to the arts in education, and a steadfast belief in its transformative impact on student learning. She inspires everyone around her to go for it, to try new things, and to push innovative strategies and engaging programs.
Last month, staff, board, partners, artists, and friends surprised Stacie with an anniversary celebration at Creative Alliance in South Baltimore. Everyone had an absolute blast honoring Stacie and returning the enthusiasm that she showers on each of us! See for yourself in the photos.
Congratulations and thank you, Stacie!
Teaching Artist Profile: Vinton Jones
We’ve heard it many times: to understand the world today, we must understand what came before. For students of Arts for Learning teaching artist Vinton “The Music Man” Jones, that means using what they learn about the history of music to inspire and explore their own creativity!
Vinton Jones is a professional drummer and soul singer who has toured with the likes of Jean Carne and Shirley Jones, as well as his group, The Vinton Jones Vibration. He is also a music teacher at J. Frank Dent Elementary in Prince George’s County. He has been engaging students in music-based learning for over 20+ years.
“Music is everything; it’s math, it’s science, it’s history,” says Vinton. “There’s nothing it doesn’t impact. With music, you’re experimenting and practicing trial and error and decision-making. You’re learning to relate to others–their interests or their styles of playing.”
Vinton’s love for music goes back to when he was only a few years old.
“I first found music in church,” explains Vinton. “Sitting in that first pew and seeing that drum set, I knew I needed to get one for myself. Once I did, I never looked back – I fell in love with music. I try to bring that–the joy, history, and possibilities of music–in my work with students.”
That love shines brightly in Vinton’s Arts for Learning Maryland program–Jazz to Hip-Hop. This music-packed assembly (featuring Vinton on drums) explores the deep connections between the two music genres and illustrates how jazz serves as a foundation for hip-hop.
“Many students love hip hop but have no idea about the connection to jazz,” says Vinton. “From improvisation’s progression to rap battles, snippets of jazz tunes used as samples on hip hop tracks, or skatting compared to beat-boxing, the connections are everywhere. At first, they might be hesitant. But soon, they see and hear it, and the lightbulb goes off. Jazz is our music.”
Through this assembly, students understand what music is and what it can be. They’re diving into jazz, which Jones calls the “classical music of America.” By learning about these genres, students are expanding the palette of their creativity. They’re generating ideas, inspirations, and aspirations of what they could create. And like with all art forms, the lessons in music extend to life in general.
“I tell my students. If you love something and want to do something, why not learn everything you can about it? It’s about going for it. Creativity is what made the cell phone; the first automobile. You need creativity to come up with things we’ve never seen before. I ask students; what’s the next thing you’re going to create?”
Artist Profile: Mr. Word
Exploring a wide range of ideas and experiences is the essence of life. And for Rashaan “Mr. Word” Eldridge, an Arts for Learning Maryland teaching artist and musician, actor, writer, rapper, poet, and performer, it’s the essence of his creativity!
Mr. Word inspires students of all ages with creative experiences and encouragement to explore, to express, to try new things, and to go for it. That encouragement matters; something Mr. Word knows from experience.
“My father was a percussionist so I was exposed to creativity at a young age,” he says. “I’ve never been told I couldn’t try something I wanted to try; and that’s the mentality I bring to teaching. If you want to do it, go do it. At first, you might not do it great, but do it anyway.”
The encouragement is clear in Mr. Word’s programs for students. In one program offering, Mr. Word “transports” elementary students to an imaginary spoken word venue, called The Poetry Spot, where they engage with an artist showcasing their work. Students learn about the journey of becoming a writer and performer, with lessons about defeating self-talk, family, emotional management, resilience, creative influence, and love.
“I tell my story and share how encouragement and ambition plays a central role in my life,” explained Mr. Word. “I let students know that it’s okay to do the things you want to do; even if you’re not an expert at first.”
Early in his own creative journey, Mr. Word had focused on recording but never rapping. “We had some recording sessions when the emcee didn’t show up. I had already been a poet, but I’d never tried my hand at rapping. But I figured–why not? When I did, my confidence grew, and I realized I really enjoyed it as well.”
This kind of expression and creative risk-taking can change a life. “Self-expression is so important; it helps us navigate life,” said Mr. Word. “Whether through creativity or other avenues, expression helps us navigate challenges and focus our energies away from the negative. Expression can be a stepping stone. And it can extend to our communities.”
Outside of his work as an Arts for Learning teaching artist, Mr. Word has self-published five books of poetry, performs with his band Honest Lee Soul, writes for UpStart Annapolis (read a profile of Mr. Word), and, for 15 years, worked as a behavioral specialist for students with special needs. His talents are as broad as his interests, and his impact is clear, in the classroom and out.
“I tell students all the time: it’s okay to fail because you learn from it. And it’s okay to pivot because the direction you start with isn’t always the direction you end up taking. The key is patience and persistence. If you go for it, you’ll learn from it.”
Visit Mr. Word’s Artist Page to learn more and book his programs in your school or classroom.
Empowering Leaders, Engaging Learners: The 2024 Principal Fellowship
Fourteen school principals from four Maryland school districts recently united for the first time at Sankofa Children’s Museum of African Cultures. The gathering served as a welcome to an esteemed professional development program for outstanding leaders in education: The Arts for Learning Principal Fellowship. Introductions revealed not only a variety of backgrounds but a wealth of experiences at the table–both as students themselves and now as educators–as the principals shared their driving forces for creating the schools they dream of for their own students. Before long, it became apparent: this is not your typical professional development course.
Listening: The Greatest Form of Kindness
Surrounded by art and artifacts from across the African continent, principals, led by Deputy Chief of Education Kristina Berdan, thought about what it means to truly listen. They practiced this skill as they paired off in twos, sharing and discovering stories about their paths to leadership, schools, and how they envision the arts will strengthen their communities. After the pairs got to know each other, they paused to break bread, then surprised one Baltimore City Public School principal–Sedrick Smith of Fallstaff Elementary/Middle–with a birthday celebration, complete with cupcakes and party hats.
All smiles after a wonderful break, principals were tasked with a creative challenge to create custom movie posters announcing their principal partners! Immediately, the principals began leafing through magazines, looking for just the right letters, images, and graphics to snip. They carefully selected colored pencils, watercolors, and markers from a treasure trove of art supplies and materials, then began sketching their ideas. Light pencil marks made way for bold, decisive lines as their ideas came to life. Their laughter and nervousness energized each other after hearing, “Only 10 minutes left, friends!” and then, “Five more minutes!” It was obvious that each principal wanted to create the best poster for their partner, and that this was not just a race against the clock. It was making sure to represent what they learned about their partners through listening.
Purposeful Connection and Care
The exchange of movie posters between principals was a delight and it made principals feel seen and heard. The warmness and belonging felt in our Sankofa Children’s Museum classroom was exactly the type of environment we want to help build for all Maryland students–and for our teachers and principals. And we know that this is the type of care and creativity that will show up again and again for this community because each gathering is purposeful in growing connection. In these spaces, we pour into each other and build each other up. A 2022 principal fellow said, “This program has encouraged, enlightened, and prepared me to integrate the arts, and felt like therapy I needed. I pushed myself to attend sessions and at the end of each session, I left in a better state than I came.”
As did the cohorts before them, the 2024-25 principal fellows will grow together–supporting one another in wellness, equitable leadership, and community-building while uncovering a wealth of arts resources for their students and schools. We are excited and proud to be on this learning journey with so many passionate and nurturing educators.
Please join us in welcoming the 2024 cohort of the Arts for Learning Principal Fellowship:
Baltimore City:
Amanda Patricia Rice, Hazelwood Elementary/Middle
Brigette Cottman, City Neighbors Charter School
Karen Walker, Callaway Elementary
Monica McClain, Park Heights Academy
Rashida Ford, Booker T. Washington Middle School for the Arts
Sedrick Smith, Fallstaff Elementary/Middle
Tracey Pratt, Sandtown-Winchester Achievement Academy
Montgomery County:
Anita O’Neill, Clarksburg High School
Sofia Grant-Dewitt, Gaithersburg Middle School
Prince George’s County:
Cheryl Franklin, Robert R. Gray Elementary
James A. Spence II, Dora Kennedy French Immersion
Baltimore County:
Scott Rodriguez-Hobbs, Patapsco High School & Center for the Arts
Learn more about the Arts for Learning Principal Fellowship on our website at artsforlearningmd.org/principal-fellowship.
Putting the “Teaching” in “Teaching Artist”
Our summer programs have ended, the school year is about to begin, and our teaching artists are ready to return to classrooms with more experience partnering with teachers and engaging students in joyful, creative, and academically strong lessons.
Each year, Arts for Learning Maryland works with over 100 of the best teaching artists in the state. Masters of their craft, they represent a diversity of art forms, from rap and parody songwriting to Chinese calligraphy and screen painting to ballet and tap dance. But the artists on our roster are also well-prepared for integrating the arts into the curriculum, connecting with students, and maximizing partnerships with teachers–and this is what makes them teaching artists of the highest caliber.
At the beginning of the year, Arts for Learning welcomed 22 artists into the Teaching Artist Academy, our paid professional development program for those interested in pursuing a career as a teaching artist. Over several months of asynchronous, virtual, and in-person sessions, participants learned how to integrate the arts with academic lessons like math and literacy; teach through an anti-racist lens; and meet students where they are to help them feel seen, heard, and a sense of belonging.
Workshops included:
- Intro to Arts Integration & Co-Teaching
- Restorative Practices
- SSE: Empowering LGBTQIA+ Youth
- Community Building
- Core Concepts of Childhood Traumatic Stress in a Classroom Setting
- Race Equity
Artists also had the opportunity to put their learning into practice by partnering with teachers from Baltimore City and Prince George’s County. The pairs worked together to co-plan an arts-integrated lesson, subsequently co-teaching in the teacher’s classroom, teaching the content the teacher was currently focusing on through the artist’s creative practice. By the end of the Teaching Artist Academy, artists had each received over 70 hours of training!
Participants self-reported growth in every measured area: building community, abolitionist teaching/anti-racist practices, restorative practices, trauma-informed teaching, safe and supportive school environments for LGBTQIA+ students, arts integration, collaborative planning, co-teaching, and student-centered learning.
Those in the program remarked on how they not only expanded their classroom-oriented skills, but also grew individually and as a community. One participant shared, “The program just touches every possible base. Not only do we gain the content training, the personal development piece is unmatched. It’s just been a beautiful experience from start to finish.”
Here’s to more joyful, art-rich classrooms that further the curriculum while building students’ sense of self. Bring on the school year!
Invite an Arts for Learning teaching artist into your school or classroom this fall! Meet all of our artists—and explore their programs—at artsforlearningmd.org/artists.
Teaching Artist Profile: Dino O’Dell
Music moves us. Its rhythm, melody, harmony, and lyricism catches our ears, inspires us, stirs our imaginations, and sticks in our heads. If you ask us, that sounds a lot like great teaching!
Dino O’Dell uses the power of music to teach and engage students of all ages. A teaching artist, award-winning musician, and former elementary school music educator, Dino has been writing and performing for young audiences for 20 years. Today, he travels across Maryland (and the country!) to perform participatory assemblies that transform traditional academic lessons into joyful, fun, and creative experiences.
“My background is in children’s theatre,” explains Dino. “It’s shaped my teaching philosophy. The goal is to create ways for students to engage with the performance—whether it’s through clapping, singing, or movement. We simply tap into what already resonates with students—such as music and stories.”
Dino’s programs cover topics like science, outer space, geography, history, and animals. And by bringing young viewers into the performance, he’s creating memorable learning experiences for kids and their teachers.
For example, in Around the World: The Geography of Planet Earth, Dino teaches students about the continents, using catchy tunes that encourage students to sing along and make corresponding dance moves. For North America, students mimic a basketball shot, nodding to the popular sport in the region; for South America, they swim in the Amazon; and for Europe, they eat an imaginary Italian pizza!
“Movement and lyrics contain information. Rhythm and melody make it easier to recall,” explains Dino. “Music is the key that opens the door to the room of knowledge. And the knowledge contains the content derived from the lyrics and dance moves.”
Dino incorporates many styles of music into his work, including blues, folk, reggae, ska, funk, and classical. “Exposing kids to a variety of styles and structures is so powerful,” he says. “They may not recognize that they’re hearing a jazz tune, but they feel a different kind of groove, they experience syncopation, and in the process, their awareness of what’s out there and what’s possible expands.” Here’s an example!
At Arts for Learning, we see a truth illustrated in all of Dino’s programs and those of our other teaching artists: creativity uniquely resonates with young people. “Kids are naturally creative,” says Dino “In many cases, they aren’t self-conscious yet, and convincing them that what they’re learning is also fun and interesting is easy. It’s a beautiful thing to be a part of.”
To learn more about Dino O’Dell and to explore his programs available for your school or classroom, visit his artist profile on our website.
A Peek into Summer at Arts for Learning Maryland
Summer is in full swing, bringing with it soaring temps, plenty of sun, and, for thousands of Maryland students, the arts. This month, students across the state are experiencing a variety of Arts for Learning Maryland’s arts-integrated summer programs that spark imaginations, enhance learning, and inspire passions – all for FREE!
More than 2,700 students from 118 Baltimore City public schools are engaging in Arts for Learning Maryland programs this summer, guided by over 400 teaching artists, educators, and staff. Take a look at what we’ve been up to below.
Summer Arts for Learning Academy
Nearly 2,000 City Schools students in grades PreK-6 are building skills in math, reading, and their favorite art forms at eight sites across Baltimore. SALA infuses traditional learning with hands-on, arts-based experiences that transform learning into a fun, joyful, explorative experience. For example, students use music to practice counting, create lively illustrations to show the plot points in stories, and even perform dances while learning fractions. And we know that this type of learning works—the US Department of Education recently awarded SALA (and its afterschool counterpart, ASALA, the After School Arts for Learning Academy) for its high-quality programming and impact on students. Visit our website to learn more about SALA.
Bloomberg Arts Internship
Real-world work experience is invaluable for young, aspiring creatives. And that’s exactly what 40 rising high school seniors from Baltimore City Public Schools are doing this summer in the Bloomberg Arts Internship Program (BAI). The cohort of 40 students is building college and career readiness skills through paid internships at leading local art institutions like the Baltimore Museum of Art and Creative Alliance, networking and building community along the way. Thanks to a recent grant from Bloomberg Philanthropies, this program has expanded. Learn more about BAI on our website, and hear from interns about their experiences on the BAI blog.
Summer Arts for Learning at Goodnow
Did you know that Arts for Learning Maryland manages the Goodnow Community Center in East Baltimore, offering community-based arts experiences to primary and secondary school children? This summer at Arts for Learning at Goodnow, 81 area students in grades K-8 are diving into a wide variety of art forms and working with A4L teaching artists in art-making and recreational sports. The summer program at Arts for Learning at Goodnow is a free, full-day program supporting students’ creative growth, character development, and cultural understanding. Learn more on our website.
Extended School Year Support
City Schools students participating in the district’s Extended School Year (ESY) program are getting creative. A4L is partnering with City Schools to support dozens of classrooms at Dorothy I Height Elementary and Fort Worthington Elementary/Middle, by exploring arts enrichment experiences led by A4L teaching artists.
Arts Enrichment at Springboard
Arts for Learning Maryland has partnered with six elementary schools in Baltimore City to provide supplemental summer arts enrichment hand-in-hand with the Springboard program over a five-week period. More than 475 students are enjoying a different arts experience each week facilitated by Arts for Learning Maryland teaching artists. In the mornings, students study academics with Springboard, and in the afternoons they work with A4L artists to explore visual arts, spoken word, musical theater, dance, and music.
Here’s to a cool, creative, and inspiring rest of the summer!