Regular & After-School Programs

Staff Development/Lectures

Federal/Vendor/Contract Number

Fit all Budgets/Create your own Curriculum to fit your needs

Lectures/Special Performances/Demonstrations/Exhibits

Residencies up to full year/Regular/After-School/Weekends

1 day - 12 weeks or full year

The only organization in New York that uses this type of program.

Program ...The Web of Success!

“Interwining Literacy, Visual & Performing Arts"

All of our programs will be based on using the culture (s) of African and Native Americans

All classes will be a merge of the two cultures. A unique way of showing both cultures similarities and differences. Fusing the Two together.

MAIN OBJECTIVE

Introducing hands on visual arts and performance arts as a tool to promote literacy.  Accomplishing to having each student become artistically literate, while becoming literate across the discipline. Allowing full expression of ideas, while at the same time, developing their self-expression in the arts and accomplishing their literacy skills as a whole. By using this technique and formula across the spectrum, the students’ development is better rounded.

Visual (Sculpture, Drawing, Painting, Photography, Crafts)

Dance (West African, Swing, Jazz/Hip Hop, Tap, Native American)

Program can go from 1 day to 12 weeks.

Most Programs—At the end will do Art Exhibit and/or Dance Performance.

As part of our educational standards the following will also be used, but not limited to

LECTURE SERIES:

Art, Historians, Teachers and other will be coming in as special speaking guest to discuss with the students their understanding from the traditional West African/Native American dance, History and Cultures.  The students will have completed a journal to the relating to their research.  The student will be prepared to do a culminating program presented to the instructor and the school administration.

RESEARCH

    ● The library of the Performing Arts

    ●  New York Public Library of Research. (Schomberg Library).

    ●  Museum of the Native American

DOCUMENTARY FILMS:

    ●  The International Ballet of Guinea

    ●  South African Boot dance. To tell the story of the folklore's. Songs
       which correlate with dance. Dance to live music and understanding
       the meaning of the drums.

    ●  Black Dance in America, Host by Chuck Davis at the Brooklyn 
       Academy of Music

    ●  500 Nations

    ●  How the West was Lost

    ●  Dances of the Native People

SPECIAL NOTE

When the whole project is complete, students will have a notebook of their writings (research, take home readings, personal thoughts and what they have learned from this experience).  From their own Journals, the student will put together a final project with their exhibit and performance so all who come will be able to read and appreciate the student works and their experiences.

EXHIBIT & PERFORMANCE

At the end of each program all students will participate in putting together a complete production (performance) and exhibit showing their works for the school. Students will also be wearing traditional regalia representing the culture/s during their performance. Reception Party will be held in June 2006 at PS 308. Invites/Flyers will be sent out by mailing, schools, community centers, handouts and businesses in the communities. A special booklet will also be done to acknowledge all foundations, businesses and people who contribute.

ARTS CURRICULA (Standards)

"The arts have been an inseparable part of the human journey. That is why, in any civilization, the arts are forever linked with the meaning of the term, ‘education’" (National Standards for Arts Education, 1994).

TWW believes that creative expression, in all its forms, expands avenues of communication and social interaction within the community.  Further, it is a means of expanding the self-awareness of the participants, developing their natural ability to express themselves creatively and reinforcing the importance of support and acceptance of the work of others in order to accomplish common goals.  The mission of TWW Inc. Arts Curriculum is to provide equal opportunities for all students to discover the enriching power, the intellectual excitement and the joy of competence in the arts. Artistic skills and knowledge will be unlocked through a developmentally-based program of instruction that:

  ●  Offers both arts-focused and arts-integrated educational experiences.

  ●  Promotes meaningful exploration and expression for all students.

GUIDING PRINCIPLES

The vision of the Arts Curriculum is to create an arts-education program that nourishes the intellect and aesthetic expression of the whole child.

Guiding principles of this vision include the following:
 

  ●  To provide every K-12 grades student with a comprehensive core  
      curriculum of dance, music, theatre and visual arts.

  ●  To train each student to become artistically literate thereby allowing
      full expression of ideas linguistically, visually, kinesthetically, and
      musically.

  ●  To provide varied experiences in the process of creating, refining, and
      producing an aesthetic product.

  ●   To enhance student performance in other curricular areas by utilizing
       interdisciplinary collaborations with the arts.

  ●   To develop creative and critical thinking.

  ●   To promote high self-esteem through success in active learning.

  ●   To expand multicultural awareness and a respect for the diversity of
       people and their cultures.

  ●   To develop the ability to work both cooperatively and independently.

  ●   To mobilize community resources such as families, local artists, and
       artistic organizations in program collaborative that support the arts
       curriculum.

  ●   The study of the arts sets high standards by offering a sound 
       developmental curriculum in which the community of learners works
       in an environment that encourages creativity, sharing and
       accomplishment.

ARTS PHILOSOPHY

The arts are recognized as being an essential component in the total development of each child. Nationally, the Goals 2000 educational reform, approved by both the 104th Congress and President Clinton, also includes the arts in the core curriculum. TWW Inc. concurs with national and state leaders in declaring that aesthetic knowledge is central to the development of the well-educated child. Believing that mastery in the arts is a sequential, life-long process; TWW Inc is committed to providing every student with a comprehensive arts curriculum that promotes artistic learning, exploration and expression.

 Students need direct, participatory experiences with all art forms in order to develop artistic literacy and skills, understand how artists make aesthetic choices, and interpret, create and express. Active engagement in the arts (performance & visual arts) and in an arts-infused interdisciplinary curriculum contributes to the development of holistically-educated students who are better able to solve problems, use their imaginations, develop critical-thinking skills and enjoy life. These experiences also provide students with the cognitive and affective skills with which to explore and understand more about themselves and the world.

Education through the arts takes into account the various learning styles inherent in each child. The arts serve as a catalyst to facilitate non-traditional modes of learning. Artistic training is learning by doing. While gaining knowledge, students develop a multiplicity of skills by working collaboratively, being judicious risk-takers, and benefiting from mistakes. Students also strive toward higher levels of achievement, become self-motivated learners, and derive great pride and satisfaction from a job well done.

Knowledge Objectives

  ●  Students will understand how art reflects, records, and shapes history
      and plays a role in every culture.

  ●  Students will develop a basic vocabulary for thinking and writing
      about and discussing visual art elements and principles of design.

  ●  Students will know how library 
  ●  Resources on the arts are organized and accessed.

Skills Objectives

  ●  Students will be able to work with art media such as dance, drawing,
      painting, sculpture, ceramics, and dance-based tools to express
      ideas, feelings and values.

  ●  Students will be able to make and justify judgments about aesthetic
     qualities in works of art and other objects within the total 
     environment.

  ●  Students will develop open-ended problem solving skills.

  ●  Students will develop their expository writing abilities.

Attitude Objectives

  ●  Students will enjoy exploring their creative abilities in the arts.

  ●  Students will develop confidence in their abilities to express ideas
      imaginatively in the arts.

  ●  Students will value their artistic skills and heritage and those of
      others.

Process Objectives

  ●  Students will view, discuss, and write about works of art from a
      variety of historical eras and world cultures.

  ●  Students will create artworks in a variety of media, including dance,
      drawing, painting, sculpture.

  ●  Students will creatively express themselves in a work of the arts that
      is personally meaningful to them.

Literacy Objective (Language Arts)

  ●  To train each student to become artistically literate thereby allowing 
      full expression of ideas linguistically, visually and  kinesthetically.

  ●  To have the students utilize their researching skills (reading, writing
      and oral), assignments will be given in the following areas:

  ●  Oral and written Book reports

  ●  Writing projects using proper grammar, mechanics (capitalization,
      spelling, punctuation)

  ●  Read aloud with fluency, accuracy and expression

  ●  Reading skills: comprehensive, story, elements, study skills, reference
      and library skills, cause/effect, main idea, sequencing.

  ●  Spelling

  ●  Language: learning some basic West African Language (Region of
     Study)  to better appreciate the culture.

Journal Writing:  Also, will be known as “The Writing Workshop” - The overall purpose of adding this workshop to all programs is to expose those involved to the importance of broad and socially relevant written communication, to help master written communication. This will also help the students understand the art of note keeping and follow up and each day the student will write in their notebooks what they learned from that day lesson and their own thoughts and ideas

T.W.W. INC.

SCHOOL REFERENCES

TASC-After school   (Directors)  Brooklyn

MS 12   Mr. Barton Adams   (718) 773-3165  or  (718) 604-1358

PS 91    Ms. Somers           (718) 756-0243  or  (917) 390-6685 

email address:  gkcc.ps91@hotmail.com

PS 20  (YMCA)  Summer Program– Ms. Natalie Bledman (718) 237-8774

web address: www.nbledman.ymcanyc.org

PS 25    Ms. Noel    (718) 573-7593

Regular School  (Principals)  Brooklyn

PS 309    Ms. Fonville      718-574-2381

PS 304    Ms. Howard      718-574-2377

PS 35      Ms. Charles or Ms. Reid (Guidance Counselor) (718) 574-2345

PS 41      Ms. Pamela Mucherera  (art committee) (718) 495-7732

or (917) 403-0276

PS 308    Dr. Baptiste   (718) 574-2373

PS 78      Ms. Graves (Asst. Principal) (718) 763-4701 ext.1460

TASC-Manhattan 

PS 194  Summer Program—Ms. Williams  (212) 234-4500  tinnycua@aol.com

TASC-Queens

PS 40    Ms. Sherry Morris    (718) 523-0801 

email address: sajmorris@yahoo.com

TASC-Staten Island

PS 22    Ms. Denyse / Kim    (718) 556-0521   ddenyse@ymcanyc.org

BRONX

Theodore Roosevelt H.S.     (718) 733-8100  ext 170  MR. Michael Stewart, Asst. Principal