programming at the intersection of making and moving

All Idea Box residencies combine visual and performing arts using a student-driven creative process that produces unique and engaging results.

Flexible Scheduling

Residencies range from one-time drop-in sessions to full year daily programs.

measurable outcomes

Pre and post assessments in both arts and academic content demonstrate student growth.

Collaborative goal-setting

We work with your staff to plan a program that fits in to the bigger picture of your overall arts program and academic goals.

Case Study: Prescott Elementary

Emily sees grades K through and 3 at Prescott Elementary for one hour a day, every day, for a full quarter. We’ll take a look at the curriculum for one of our 1st grade classrooms.

Emily met with the classroom teacher and learned that she’d love help reinforcing concepts from their “light and sound” science unit. Starting from this integration point, students created materials for a 15 minute performance for their parents.

In their Theater Performance unit, students learned diction, projection, expressing emotion through character face/vocal tone, and group story-telling. Using these skills, they acted as emcees for their own performance.

In their Music unit, special guest teaching artist Mr. Michael joined us for a mini Songwriting residency, in which students will explore rhythm, rhyme, and verse/chorus structure. Working together students wrote a song about the ways we communicate with light and sound.

In their Visual Arts unit, students studied technical theater, taking on the specialized roles of electricians, lighting designers, and “shadow dancers” for a shadow-screen movement performance (pictured). Students who elected to be “electricians” turned lights on and off on cue. Performers improvised inventive shadow shapes, and “lighting designers” selected colored gel filters that they believed matched the mood or tone of the shape the dancers created.

In the Dance unit student studied modern dance theory, including levels, lateral and sagittal locations and movements, pathways, tempo, and energy. They next used repetition, sequence, and pattern to create their own choreography for their original song.