Departments of Education and Early Childhood Development and Tourism, Heritage and Culture Artist-in-Residency School Program (Anglophone School District) ARTIST REGISTRY Revised: August 26, 2021 Artist-in-Residency School Program The Artist-in-Residency School Program funds art projects which are based on curricular outcomes within the Fine Arts and is a collaboration between one or more teachers and one or more artists. This program is jointly funded by the Departments of Education and Early Childhood Development and Tourism, Heritage and Culture. The Artist-in-Residency School Program places professional artists in rural and urban schools to broaden and develop the arts education program by bringing together the creative potential of students and the unique energy of artists. It is intended to provide students and their teachers with the opportunity to spend a minimum of three days (minimum of 15 hours) working closely with artists in order to enhance the students’ artistic perception and appreciation. The residencies can include any of the arts disciplines (music, visual arts, writing, theatre, cinema, dance, etc.). The artist and the teacher shall work in close collaboration in order to plan and carry out the project to ensure that the artistic activity corresponds to curriculum based outcomes within the Fine Arts. The general objectives of this program are to encourage students to express themselves and to think creatively and critically through education in the arts. The Artist Registry is a listing of artists you may contact to pursue artist residency projects with. For more information on the program, visit: https://www2.gnb.ca/content/gnb/en/departments/thc/culture/ content/arts-in-schools.html 2 27 Rigley, Don (music, literary arts, media arts, visual arts, DANCE theatre arts) 5 Audet, Stephanie 28 Rivers, Brigitte (literary arts, visual arts) 6 Brown, Darian Leigh 29 Rooney, Jean (media arts, visual arts) 7 Connection Dance Works 30 Walcott, Kate (dance, literary arts, music, theatre arts) 8 Connors, Amanda 9 Llewellyn, Emma MUSIC 10 Mejorada, Gretchen 31 Boudreau, Phil Athanase 11 Saulnier, Justin 32 Kimberley Conway (East Coast Brass) 12 Shevchenko, Yuliia 33 Chase, Shelley 34 Cox, Jesse LITERARY ARTS 35 Creeggan, Andrew 13 Sherrard, Valerie 36 Francavilla, Nadia 14 Wingate, Shoshanna 37 Godin, Guy 38 Gunn, Aaron MULTIDISCIPLINARY 39 Kennedy, Emily 15 Bell, Nicholas (music, media arts) 40 LeBlanc, Joel 16 Black, Angela (media arts, visual arts, theatre arts, music) 41 Mason, Brent 17 Brown, Dorrie (music, literary arts, visual arts, theatre 42 McNeill, David arts) 43 Miller, Andrew Reed 18 Crain, Aaron (music, media arts) 44 Miller, Joel 19 Daigle, Michelle (music, literary arts, media arts, visual 45 Moller, Kathrine arts, theatre arts) 46 Reinhart, Jaclyn 20 Erb, Mike (photography, printmaking) 47 Roy, Nicholas 21 Goguen, Christian (theatre arts, music) 48 Ryan, Dillon 22 Hutchings, Stephen (media arts, visual arts) 49 Tomato/Tomato 23 Lesage, Marla (literary arts, visual arts) 50 Wong, Jillian 24 Lewis, Stephen (music, media arts) 25 McAllister, Paul (literary arts, visual arts) OF CONTENTS TABLE 26 Mulherin, Irma (music, literary arts, theatre arts) 3 THEATRE ARTS 72 Johnston, Heather A. 73 Knight, Karen 51 Calithumpians 74 MacDonald, Dan 52 Doak, Joanna 75 MacKay, Lindsey 53 Groening, Amy 76 Martin-Mitchell, Natasha 54 Hamilton-Snow, Matt 77 McCallum, Marlene 55 LeBrun, Sharisse (Théâtre NB Theatre School) 78 McKay, Brianne 56 MacKinnon, Wally 79 Payne, Starr 57 Tanner, Karen 80 Rector, Cortney 81 Rodriguez, Fabiola Martinez 82 St-Amour, Audrée Hamelin VISUAL ARTS 83 Vincent, Chantal Stacy 58 Bauckman, Stephen 84 Watling, Andrea 59 Betts, Jared 85 Wenzl, Rainer 60 Byers, Darren 86 Williams, Hannah 61 Crowley, Sheryl 87 Wilson, Andrea 62 Culligan, Joël 88 Wood, Michael James 63 Dionne, Curtis 89 Xu, Dan 64 Dubé, Nicole 65 Emenau, Darren 66 Elfner-Hazen, Adrienne 67 Fortin, Sylvette 68 Giffin, Andrew 69 Harrison, Fred 70 Hill, Bonny 71 Hutt, Victoria TABLE OF CONTENTS TABLE 4 STEPHANIE AUDET Stephanie is a professional ballet dancer working LISTENING AND ORAL EXPRESSION: At the end with the Atlantic Ballet Atlantique Canada in Monc- of the time spent working with the students, they ton since 2013. Originally from Montreal, where she would present in the context of a performance with received her dance training, Stephanie is also very an audience (other school students and teachers) passionate about teaching. She currently teaches their dance, followed by an oral presentation that ballet and dance classes at the School of the Atlan- would explain the creative steps they took, the why, tic ballet to groups ranging from toddler to adult and all the knowledge they had been learning about levels. In 2017, Stephanie was the Francophone bullying and how they used it as a starting point to Dancer in Residence (February and December) at build up their final performance number. the North Carleton High School (ArtsSmarts Pro- ject), working with the Grade 9/10 French Immer- sion Students on dance projects. Most recently, CONTACT Stephanie received her Adaptive Dance Teacher Teaching Experience Training in Boston, with the goal to eventually be Moncton On a regular basis, I teach ballet and dance clas- able to offer dance classes for individuals with spe- ses to groups ranging from toddler to Adult levels. Phone: (506) 232-5083 cial needs/disabilities in the Greater Moncton area. Also, I have been twice (February and December Email: [email protected] 2017) the Francophone Dancer in Residence at the Website: N/A Residency Project North Carleton High School working with the Grade N/A 9/10 French Immersion Students working on dance I would love to create a dance with students that projects. Most recently, in August 2019, I received N/A would give them a new and different voice and mo- my Adaptive Dance Teacher Training Certification mentum to the desire to put an end to bullying. N/A from the Boston Ballet in Boston, which focuses on READING AND WRITING: First, the students providing high quality dance classes adapted to Preferred School District(s): would do research to define what is bullying, they individuals with special needs/disabilities. ASD-East, ASD-South, ASD-North, ASD-West, would study its consequences, what would be the First Nation Band-Operated Schools actions taken to prevent it, what are the strategies Preferred Grade Level(s): to avoid it. They would define what would be a K-12 world without bullying and how it would change schools for the better. Can provide residency in: VIEWING AND REPRESENTING: With the stu- English / French dents, I would explore creative movement exercis- es that would open their mind, give them access to Indigenous Artist: No dance and they would learn how to build a choreog- Completed Policy 701: Yes raphy. They would use the documentation that they put together as a starting point to create a dance Space/material requirements: that represents their voice to put an end to bullying. Gym space would be ideal to move and create Updated: October 2019 DANCE 5 DARIAN LEIGH BROWN My name is Darian Brown, and I am Dakota Sioux residing in Wolastoqiyik territory. I began dancing at a young age by taking inspiration from fellow danc- ers in the arena. Currently, my preference has been for fancy shawl, but in teaching I have taught basic steps to specific dance styles. I enjoy using my dancing experience to provide education and hope- fully inspire younger generations to upkeep the tra- ditions and culture. Residency Project CONTACT Working alongside an experienced artist, I am plan- New Maryland ning to teach various styles of pow-wow dancing to Phone: (506) 259-1946 the younger generation. This learning will be done Email: [email protected] through an interactive process, including but not Website: N/A limited to games, structured time, and student-led dancing. The objective is for children to learn basic N/A steps and begin learning cultural teaching that ac- N/A company the dances. I am hopeful with early expo- sure to pow-wow the children can learn, take inter- N/A est, and pass it on to later generations. Preferred School District(s): ASD-West Teaching Experience Preferred Grade Level(s): K-5 Over the past year and a half I have been formally teaching in two separate elementary schools Can provide residency in: (kindergarten to grade 5). Prior to this involvement, English I was in a summer placement over several years at Indigenous Artist: Yes the Woodstock First Nation reserve where I assist- ed in the development and implementation of rega- Completed Policy 701: Yes lia making workshops followed by dance classes. I Space/material requirements: taught mostly women’s styles with ages 4-15 with Gym/room space this group. Updated: October 2019 DANCE 6 CONNECTION DANCE WORKS Connection Dance Works is a non-profit profession- school students integrating dance across the curric- al contemporary dance company located in Saint ulum. We have also brought in professional instruc- John, New Brunswick. The company has estab- tors from around the country and constructed cur- lished itself as an educational forum for audiences riculums for local participants to engage in. Togeth- and students alike, offering workshops, working in er, we bring years of dance experience to the class- schools with students and teachers, artist talks and room and our knowledge of style and form is com- professional development for both local and visiting prehensive. artists. Connection Dance Works creates new work, collaborates with multi-disciplinary artists, and pre- sents dance on regular basis. The company was awarded The Originals Saint John Award for Per- forming Arts (Dance), performed at Contact East in CONTACT Charlottetown and recently premiered new compa- ny work with far arms at the Imperial Theatre.