Marquis Studios arts‐in‐education services are an ideal way to bring the arts into classrooms and after school programs while also serving as professional development for staff. Each program is focused on a specific art discipline selected after consultation with client staff. A team of senior management and Teaching Artists design all programs to integrate the arts with instruction in academic subjects by utilizing the NYC Blueprint for Teaching and Learning in the Arts and Common Core Standards. Programs are adapted and customized to the appropriate age level and are available for grades K‐12.
District 75 programming is customized for a variety of ages and developmental levels.
This residency provides a hands-on introduction to the musical traditions of South and Central America and fosters dialogue between teachers, students and parents about Latino and Latin American history, culture, and identity. The curriculum is designed to help students towards achieving New York State learning benchmarks for music in a playful way. Teaching artists employ both traditional Latin American instruments and homemade instruments to create a similar sound. Air-conditioning grates become guiros; flip-flops are used to play a marimba made out of cardboard tubes and a grocery cart. Students make gains in cultural and musical literacy, and are able to identify, discuss, and demonstrate Latin American music in a variety of styles, including Cumbia, from Colombia; Samba from Brazil; cha-cha-cha, from Cuba, and Bachata, from the Dominican Republic.
In this residency, higher functioning, E.D. students learn how to communicate thoughts, feelings and actions through the universal language of the body and the art of stillness. The curriculum includes learning skills that increase self-control and cooperation, such as body movement, juggling and balancing and equilibrium techniques. Emphasis is also placed on the historic and cultural significance of Mime. Teaching Artists encourage the class to slow down and observe simple movements and human interactions through the lens of a physically controlled, emotionally attentive theatrical discipline. Students learn that Mime is more than “acting without talking” and there are differences between miming the handling of objects (opening a door) and miming emotions (sad/happy/angry). Combining these two concepts, the class learns to tell a story that clearly communicates a character’s feelings and actions. Students act out “who” they are, “where” they are and “what” they are doing and feeling. Using a variety of materials, students may examine Mime in different cultural contexts (from Balinese dance to Marcel Marceau), comparing and contrasting comedic theater to tragic theater.
* If administrators, TA’s and teachers feel that students would benefit from a presentational experience, some residencies (with higher functioning students) may culminate with an informal, shared performance, or a participatory parent/child workshop.
Students develop an understanding of puppetry and storytelling by designing, building and puppeteering a toy theater. Each toy theater will have two settings: an exterior of the student’s home and a “Special Saturday” place (beach, amusement park, pool, playground, restaurant, etc.) Students will create two puppets to inhabit these spaces: one of themselves and another of someone else in their family. In addition, students will understand that puppeteers use puppets to tell stories by creating their own story and dialogue with their puppets. Students foster their collaborative and imaginative skills by participating in creative play with their puppets including: improvisation, storytelling, and physical and vocal characterizations.