The ARTery Mission
Our mission is to build social awareness, confidence and self-esteem in children through the practice of social dance.
Through standards based, in school residencies, we use the vocabulary of ballroom dance to cultivate the positive feelings that are inherent in every child. The maturity necessary to dance together fosters teamwork, confidence and a sense of joy and accomplishment. Ballroom dance is an ideal medium for nurturing these qualities. |
History of the ARTeryThe ARTery is a non-profit arts-education organization formed in 2005 to make the arts more accessible. The organization runs the program Dancing Classrooms, featured in the movie, Mad Hot Ballroom and Take the Lead.
The ARTery is dedicated to using the arts to break down cultural barriers, improve critical thinking and communication skills, empower individuals and strengthen the community.
The ARTery brought Dancing Classrooms to Omaha in the spring of 2006, starting with for schools. The program was an instant hit with kids, parents and teachers. The ARTery added four more schools the following semester bringing the number of schools to eight. In 2007 it was in 17 schools and in 2008 the program was in 22 schools, including four middle schools, reaching over 1000 students in Omaha.
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The ARTery staff
Marian Fey
Artistic Director
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Mary Talen
Development Director
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Carol Burk
Program Director
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Michelle Patterson
Liaison
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What are the 40 Developmental Assets and what do they have to do with Dancing Classrooms?
From the Search Institute website: The Developmental Assets are 40 common sense, positive experiences and qualities that help influence choices young people make and help them become caring, responsible adults.
Visit the website at http://www.search-institute.org/
Research from SI indicates that the more assets a person possesses, the better chance they have of becoming a "caring, responsible adult." Dancing Classrooms reinforces most of the assets and all DC Teaching Artists are trained to intentionally utilize the assets in their teaching.
The 40 Developmental Assets
And Dancing Classrooms
External Assets
Support
Dancing Classrooms engages families in the preparation for competition, invites them to the Culminating Event (Showcase), and involves them in Saturday Scholarship classes (costumes, rehearsals, bus chaperones, etc)
Assets 1, 2, and 6 (Family Support, Communication, and Parental Involvement in School)
Teaching Artists and Classroom Teachers are caring and observant offering a positive and encouraging environment during Dancing Classrooms. They call students “Ladies and Gentlemen,” learn student’s names, explain that we will dance with every lady or gentleman in the class, and role model this expectation.
Assets 3 and 5 (Other Adult Relationships and Caring School Climate)
Students are encouraged to invite neighbors to the Showcase or Competition
Asset 4 (Caring Neighborhood)
Empowerment
Teaching Artists show value for students by referring to them as “Ladies and Gentlemen,” demonstrating the proper way to request a dance, thanking them for their participation, looking them in the eye, and teaching students to use these skills. Classroom Teachers, Liaisons and Guest Artists also model this behavior.
Saturday Scholarship students have opportunities to demonstrate their skills through community performances.
Asset 7 (Community Values Youth)
Students are asked to share their insights about Dancing Classrooms with the next year’s students through letters, poetry, or artwork.
Asset 8 (Children as Resources)
Dancing Classrooms reinforces positive and proper touch, respect for self and others, and acceptance of all participants.
Asset 10 (Safety)
Boundaries and Expectations
Dancing Classrooms clearly defines acceptable behavior and acknowledges those students who follow the rules. Teaching Artists expect all students in a class to fully participate in Dancing Classrooms regardless of student background, or learning or physical disabilities, and all students are expected to follow proper behavior guidelines as modeled by the Teaching Artists and Classroom Teachers.
Assets 12, 14, and 16 (School Boundaries, Adult Role Models, High Expectations)
Constructive Use of Time
Dancing Classrooms students learn 5 or 6 ballroom dances and several social dances. They participate in a school Culminating Event (Showcase) and some students will participate in a competition team. Saturday Scholarship students learn more advanced ballroom dances and have the opportunity to perform in the community.
Asset 17 (Creative Activities)
Dancing Classrooms students are encouraged to teach their family members how to dance and to practice their dances at home.
Asset 20 (Time at Home)
Internal Assets
Commitment to Learning
Dancing Classrooms students are motivated to succeed by preparing a Culminating Event (Showcase) for invited guests and their success is measured as each dance is completed. Additionally, some students may strive to be on the competition team by demonstrating good behavior, attitude, and dance skills. Teaching Artists use proven classroom techniques to engage students and excite them about the lessons taught in the program.
Assets 21 and 22 (Achievement Motivation and Learning Engagement)
Positive reinforcement is used to acknowledge good choices made by students as it relates to Dancing Classrooms (respect for other students, courtesy, teamwork, etc.)
Asset 24 (Bonding to School)
Positive Values
Teaching Artists and Classroom Teachers demonstrate equal care and concern for all students regardless of race, gender, religion, or disability. Students are expected to be equally as courteous.
Dancing Classrooms includes discussion of a number of cultures and their contributions to dance.
Teaching Artists and Classroom Teachers reinforce the need to do what is right, not what is popular through the program terminology (“Ladies and Gentlemen”, “May I have this dance please?”), music selections, and by modeling acceptance of all students.
Assets 26, 27, 28, and 29 (Caring, Equality and Social Justice, Integrity, and Honesty)
Dancing Classrooms is a physically active program meeting the Omaha Public Schools PE standards for 5th and 8th grades. Preliminary results of an obesity study in Texas reinforce the physical benefits of Dancing Classrooms.
Students are taught to treat each other respectfully and learn to expect respectful behavior from members of the opposite gender.
Asset 31 (Healthy Lifestyle)
Social Competencies
Teaching Artists and Classroom Teachers demonstrate respect for all students and do not accept rudeness or intolerance (all ladies dance with all gentlemen in a class). Classroom management strategies are practiced and employed to redirect misbehavior and model appropriate conflict resolution. This may include personal reinforcements of positive behavior (being allowed to choose the next dance or lead a dance), changing dance partners often, and using redirection tools.
Assets 32, 33, and 36 (Planning and Decision Making, Interpersonal Competence, Peaceful Conflict Resolution)
Teaching Artists and Classroom Teachers demonstrate equal care and concern for all students regardless of race, gender, religion, or disability. Students are expected to be equally as courteous.
Dancing Classrooms includes discussion of a number of cultures and their contributions to dance.
Asset 34 (Cultural Competence)
Positive Identity
Self esteem is gained through the accomplishment of worthwhile achievements. Dancing Classrooms students are proud of the knowledge and skills they have acquired through their own good choices and hard work.
Dancing Classrooms and Saturday Scholarship Classes open doors to new opportunities and increase a child’s background of knowledge giving them a greater frame of reference for future choices.
Assets 37, 38, 39, and 40 (Personal Power, Self-Esteem, Sense of Purpose, and Positive View of Personal Future)
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