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Arts Flourish on California's San Juan Ridge

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Arts Flourish on California's San Juan Ridge Volume 2, No. 3 ISSN 1532-642X June 2001 Rural Roots News, Information, and Commentary from the Rural School and Community Trust Arts Flourish on California’s San Juan Ridge alking down the hallways of this k-8 school, it is apparent that the arts flourish here. Murals of the local natural world W painted in science class, and silk-screened school mascot flags adorn the walls. Teachers use dance and song to bring ancient and modern cultures alive to students. Songs written in music class are broadcast to the community via local radio stations, and Today, the school is transformed. It student paintings hang in local busi- is now a learning place that practices arts nesses. Students write biographies about and culture in every classroom, becom- local celebrities. Community members ing a model for schools across the help teach classes using their unique county—and country—of arts integra- backgrounds and knowledge. This is not tion across subject areas. an arts educator’s dream, but a reality at Diana Pasquini, place-based educator Native American artist Lloyd Powell Grizzly Hill School in North San Juan, and site coordinator for YWA put it quite with student Troy Clark in the Native California, where the arts are an integral continued on page 4 American art class. part of the school’s everyday curriculum. Not long ago, however, this picture was a dream to the community members, teachers and students of Grizzly Hill. Ford Grant Funds Equity Collaborative When the arts program at the school be- The Rural School and Community uity Collaborative (REC), will together came a victim of budget cuts, parents sent Trust (Rural Trust)—in cooperation prepare a plan to improve the equity their children to arts-focused charter with the New Mexico Organizing Strat- and adequacy of school finance systems schools far away and the school’s enroll- egy, School at the Center (Nebraska), for rural communities in high poverty ment declined. With the help of the Yuba Challenge West Virginia, Southern regions of the country. Watershed Alliance (YWA) and funding Echo (Mississippi), Vermont Children’s This grant will begin the process of from the Rural School and Community Forum and the North Carolina Justice building a unique partnership between Trust, the school responded by resurrect- Center—received a $50,000 planning the Rural Trust’s Rural Education ing the arts program in an attempt to grant in April from the Ford Founda- bring students back. tion. The group, called the Rural Eq- continued on page 5 2 Rural Roots The Rural School and Community Trust June 2001 RuralDatebook Website Feature The Stewardship Institute on April 3– July 22–25, 2001 $55. Price includes room and board. 5, 2001 was a chance for teachers and Registration deadline is June 22. Call toll administrators from around the coun- try to meet to discuss alternative ways International Conference free (877) 855-8467, or (802) 457-2779 to register; for more information, go to of assessing the work of students in on Rural and Community www.communitymap.org. place-based education programs. Go Development to our website at www.ruraledu.org for our in-depth coverage. Duluth, Minnesota October 11–13, 2001 This conference is actually 3-in-1: the an- nual Community Development Society Speaking with One Voice: International Conference, the National A Conference on Education Rural Development Leadership Confer- and the Environment of the ence, and the Minnesota Rural Summit. Chautaqua-Allegheny Region Highlighting the theme, The Times They Are A-Changing, the conference will Roger Tory Peterson Institute and focus on building “outcome-directed” Jamestown Community College, partnerships, involving business, govern- Jamestown, NY ment, tribal, non-profit, higher-educa- This conference aims to engage teachers, tion and citizen groups in strengthen- school administrators and community Rural Roots Vol. 2, No. 3 June 2001 ing rural and urban communities. Top- members in a vision for the future in ISSN 1532-642X ics include: technology, diversity and which the natural world is key to a region’s inclusion, globalization, human services, educational as well as ecological well-be- Rural Roots is published six times a year rural/urban coalitions, and models for ing. Keynote presenters and a panel dis- by the Rural School and Community sustainable community development. cussion will feature regional and national Trust, a nonprofit educational organ- For more information and to register experts on place-based education who will ization dedicated to enlarging student online, go to www.mrs.umn.edu/ learning and improving community life make the connection between educating by strengthening relationships between 2001summit/. children for ecological literacy and meet- rural schools and communities and en- ing school learning standards. gaging students in community-based July 23–27, 2001 The registration fee is $160 and does public work. not include board. Register by September Through advocacy, research, and out- 27, 2001. Call (800) 758-6841 or e-mail reach, the Rural Trust strives to create a Mapping Community [email protected] for more information. more favorable environment for rural Connections Summer Institute community schooling, for student work with a public audience and use, and for Colby-Sawyer College in New October 24–27, 2001 more active community participation in London, New Hampshire schooling. The 93rd Annual National Rural Founded as the Annenberg Rural This summer institute is an introduc- Challenge in 1995, the Rural Trust today tion to community mapping for those Education Association (NREA) works with more than 700 rural ele- who work with students at a secondary Convention: “Rural Education– mentary and secondary schools in 35 or middle school level. Participants will Celebrating Diversity” states. work through a mini-community map- National Office ping experience, supported by work- Albuquerque, New Mexico shops on planning, assessment, tech- (Albuquerque Marriott Hotel) 1825 K Street, NW, Suite 703 Washington, DC 20006 nologies and “place discovery.” Working The theme of the NREA meeting is di- Phone: (202) 955-7177 with maps and spatial tools such as GPS versity, and one strand of workshops will FAX: (202) 955-7179 and GIS, participants will be able to use be around place-based learning. Oscar fieldwork and primary sources to inves- Kawagley, co-director of the Alaska Ru- To subscribe, visit our website at: www.ruraledu.org tigate local social, economic and ecologi- ral Challenge/AK Rural Systemic Initia- cal systems, identify and solve commu- tive, will be a keynote speaker. Director of Communications: nity problems, and develop enduring Make room reservations at 1-800- Kathryn E. Westra connections to place. 228-9290. For more information, con- Editor: H. Alison Yaunches Design: Editype, Harrisonburg, Va. The institute, held from July 23–26 tact NREA headquarters in Colorado at is $395; stay until the 27th for the ad- (970) 491-7022 or go to their website Printed on Recycled Paper vanced GIS workshop for an additional at www.colostate.edu/orgs/NREA/. June 2001 The Rural School and Community Trust Rural Roots 3 What Lies Ahead for Rural Trust Network Sites in the Southwest Almost 200 students, community their leadership skills and members and teachers gathered near the beliefs. flattop mesas and burgundy-stained Site visits to Pecos desert mountains of Glorieta, New Schools and the Santa Fe Mexico on April 26–27 to participate in Indian School on the first Drummers from the Santa Clara Young Dance and the Rural Trust’s Southwest Regional day of the conference en- Drum Group perform at the Santa Fe Indian School. meeting. Led by Southwest steward José abled participants to view Colchado, the meeting used the theme and acknowledge the of “What Lies Ahead” to encourage Ru- subtle—and sometimes noticeable— from student presenters about school ral Trust network sites in Arizona, New differences among their schools. The environmental projects and watched Mexico, Texas and southern California Pecos Independent School District is their PowerPoint presentation they de- to learn from each other and together working to become the first dual lan- signed, followed by tours of the school. define the future of rural education in guage school district in the nation. In the evening, a traditional Pueblo meal the Southwest. With the understanding that learning was served while the crowd enjoyed line During three, one-hour sessions over both languages at a time gives students dancing by the senior citizens from the two-day meeting, the group split into a considerable advantage, the district Santa Domingo Pueblo and a perfor- three strands—students, community starts its students learning Spanish and mance of the Pueblo Buffalo Dance by members/parents, and teachers/admin- English in first grade. Of the district’s the Santa Clara Young Dance and Drum istrators. The strands were designed to 850 students, 90 percent are Chicanos, Group. The dance and drum group nine percent are Anglos and started when a four-year old boy became one percent are African concerned about Native children forget- American or Native Ameri- ting their culture and traditions. Now can. Conference participants ten, he leads the drum group of youth were treated to special pre- ages four to 13. sentations all around the After a second full day of workshops school. Some visited with and another evening of song, dance and Mrs. Ortiz’s first grade class, piñata battling, the meeting concluded and watched as they per- with the sharing of thoughts about the formed time-honored songs meeting. At the final strand, participants and dichos (Spanish tradi- wrote letters to themselves to reaffirm tional sayings with morals) their commitment to act on what they learned in Spanish, English had learned from the presentations, and AND sign language, making from each other. In six months, those Students at the Southwest regional meeting focused her students trilingual.
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