Research Question: What arts programs would people  like to see in the schools? 

Hartford Performs Overview

Hartford Performs had requested assistance from the action lab at Trinity in observing and evaluating their programs in the schools that currently offer HP programs. Within the Hartford School district which still houses PK-8 grade schools that adds an extra layer of complexity with such a diverse age group. HP would also like to increase the funding so they could hire more staff in the office, more comprehensive programs, and for more in depth programs as students get older in middle school. Another component that HP would like to see about expanding into the High Schools. HP also requested that we incorporate the educationally component keeping with the criteria that Hartford Public Schools have requested. 

What Programs would teaching artist would like to see more

As we asked questions to the teaching artist from HP we found interesting responses to many of these questions pertaining to what types of programs and how could that become reality. Teaching Artist 4, teaches one drumming class and would like to see more class time with the students and the drumming program “we write a song and put into drumming” Teaching Artist 4.

Poetry through Hip-Hop was another class that was brought up that the artist had requested that had an impact on  the students ”bring poetry to life…we teach it though Hip-Hop” Teaching Artist  1. It seems that many of the programs that are being requested surrounds the writing aspect of the arts. If it’s writing Hip-Hop lyrics, poetry and a writer’s block “so I did a fun writer’s block activity to get the point of it” Teaching Artist 3.

 Other artists want to also stimulate the bodies not just the minds, so other programs that were requested were more diverse dance classes “they were dancing smiling their energy was wild” Teaching artist 5. The teaching artists were very adamant about these programs and home they assist students with their behavior and their self expression. 

The teaching artist also was very clear about two major issues, one being longer programs and the funding so that the teaching artist could have a bigger influence on the students “longer programs. Find funding for longer programs” Teaching Artist 1. This response resonated with many of the other artists as well. 

Long term programming

Another topic explored in our focus group with the teaching artists was the long term stability of their programming. Artists were very interested in expanding programs to reach a wider audience, more specifically, “older students. Working up to the middle schools,” said Teaching Artist 4. In expanding programs to reach a wider audience, it widens the reach of the teaching artists. In doing so, they are given the opportunity to engage with more students, positively impacting their educational experience and classroom behaviors. 

Teaching artists were also eager about the opportunity to host longer programs. As Hartford Performs currently runs, the bulk of their programs are one day programs, where Teaching Artists come into the classroom and use the arts to support the current curriculum being taught by the teacher. Hartford Performs also offers residency programs, where the Teaching Artists come into the classroom for multiple sessions. These programs offer a different dynamic, wherein the Teaching Artist is given the opportunity to develop deeper connections with the students, strengthening their impact. By increasing the duration of programs, there are positive outcomes for both the Teaching Artist and their students. Teaching Artist 3 noted, “yeah, you see the empowerment…if the program is there for more than one day you will notice the change.” 

Hartford Performs Teaching Artists are extremely dedicated to their craft and the students. These groups of teaching artists need to be commended for their dedication “as artists, we can do so many programs. We should have more programs that are adaptable” Teaching Artist 3. 

Hartford Public School Teachers

The interview that we conducted with a teacher that worked with HP at Milner for two years now at SAND school is a huge supporter of the arts within the Hartford school district. She has seen growth with her students at Milner and now at SANDS in regards to students behavior, academics, and the regular interaction with other teachers and their peers “I had this student with very low self-esteem with low reading skills, struggling with his peers. Once he got involved with HP his self-esteem skyrocketed” Teacher. The impact is also seen outside the classroom, at home. That same young man’s mother had called the teacher, very emotional thanking the teacher for helping get her son out of his fog “His mother called she was so happy with the way he has been conducting himself not just in school but at home as well” Teacher. 

Conclusion

There seems to be clear and precise evidence that there is a direct link in students’ performance in the classroom, corridor and more importantly at home. It’s starting to seem that Hartford teachers, teaching artists, and parents are thrilled by the interaction that HP with their teaching artist is making a major impact on the quality and performance of the students that are involved.  Hartford school teachers and the teaching artist would like to see a more comprehensive class and a regular schedule of classes for the students.