Part I. Risks and Benefits of Community Collaboration, Revisited
(20 minutes) 

Revisit the lists of barriers, benefits, and risks you generated while Getting Ready to watch the program. Discuss these questions:

• What evidence of the things on your lists did you see in the program?
• Is there anything that can be crossed off or added to your lists after seeing the program?
• What new ideas for community partnerships did the program generate for you?

Planning and time are often seen as obstacles to utilizing community resources. How can planning reduce the risks and obstacles and increase the benefits for teachers, students, and community members? How can time be used wisely so that everyone has a positive experience? As a group, share examples from your own experiences.

Part II. Extending The Learning Community (25 minutes) 

Michael O'Banion, the dance teacher at the Denver School of the Arts, described his philosophy of community involvement as a series of concentric circles with the students at the center, and then expanding to include teachers, guest artists, parents, and the community at large.

What educational opportunities are there for you and your students to go out into the community, and when do community members come into the school?

Using the chart below, identify two opportunities for curricular extensions — one you have experience with and would like to share with others; and one you have not experienced but would like to. This chart is organized by the stages of the artistic process: creating, performing, and responding.

Print version

	In the Community	In the School
CREATING	Students attend open rehearsals	Alumni visit and participate in classes
	Students participate in internships and apprenticeships	Guest artists, choreographers, conductors, directors work with the students
	Students take private lessons	Teaching artists assume residency
	Students participate in clinics and workshops	Guest artists conduct clinics, sectionals, and workshops
	Students attend summer camps
PERFORMING	Students participate in master classes	Guest artists conduct master classes
	Students perform in regional honor bands and choirs	The public attends dance, music, and theatre performances
	Students and teachers exhibit their artwork	The public attends exhibits
	Students and teachers participate in community dance, music, and theatre performances	Guest artists perform in concerts and productions
	Students and teachers put their work up on a Web site	Students use the Web to see the work of other students
RESPONDING	Students attend and reflect on dance, music, and theatre performances and art exhibitions	Guest clinicians and critics assess student work
	Students take virtual tours on the Web to museums around the world

As a group, share the opportunities you have identified. Be sure to recommend local resources — both people and organizations — you know about. Take notes on some of the following that your colleagues recommend:

Guest artists Residencies Internships Museums

Theatre companies Dance companies Bands and orchestras

If you can, share specific collaboration experiences that were successful. Describe and/or take notes on:

• Learning goals for students
• Skills that students needed to be taught
• Planning and preparation that had to be done
• Relationships that had to be cultivated
• Outcomes that were important
• Ways of sharing work/presenting to school or outside community

Homework opens in a new window.

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