Thank you to all who participated in the 2014 Champion Creatively Alive Children™ grant opportunity!

In collaboration with the National Association of Elementary School Principals (NAESP), Crayola has awarded 20 grants based on selected applications from elementary school principals who are members of NAESP, pending confirmation of NAESP membership and submission of required documentation.

Champion Creatively Alive Children
2014 Grant Winners


The Family School
Wylandville Elementary School
Pleasant Hill Elementary School
Young Audiences Charter School at Kate Middleton School District
Compass Charter School
Marshall School
Park Forest Elementary
Weaver Lake Elementary
E.T. Belsaw-Mount Vernon School
East Palestine Middle School


Richard Edwards Elementary
The Studio School
Hamline Elementary
Monarch Global Academy
Marietta Center for Advanced Academics
Burbank Elementary
Stephens Elementary
Libby Center School District
Paterson School #2
Thomas Street Elementary School



Culture, Art and the Common Core
The Family School
Bronx, New York
Pamela Lee, Principal

The Creative Leadership Team is building their professional development plan around integrating visual art, music, dance and folktales from three diverse cultures in their community: Hispanic, West African, and Bengali. Teachers and students will compile portfolios that help them reflect upon experiences throughout the year. They will share lesson plans, graphic organizers, and assessment rubrics.

 


Classrooms as Studios
Wylandville Elementary School
Eighty Four, Pennsylvania
Christina Unitas, Principal

What if a visual art educator became principal of an elementary school and transformed it into a model of inquiry-based, hands-on learning? What if all their classrooms became studios dedicated to the process of exploration, analytical and contextual thinking? Working with partners at The Arts Education Collaborative, Pittsburgh Center for the Arts, Gateway to the Arts, and Attack Theatre, they will build teachers’ creative capacity, document the impact of this journey with pre- and post-assessments, and document how teacher and student learning is transformed through arts-integration.

 


Construction and Curation
Pleasant Hill Elementary School
Pleasant Hill, Missouri
Sue Herrera, Principal

Using the theme of Construction, the Creative Leadership Team will unite the staff around a common focus—to form connections between art and other curriculum areas. To build a depth of knowledge, students and teachers will be curators of their own learning. Professional development, central to this plan, will be delivered by the Kansas City Art Institute, Nelson-Atkins Art Museum, and Kemper Museum of Modern Art.

 


Design Thinking—an Inventive Problem Solving Approach
Young Audiences Charter School at Kate Middleton School District
Gretna, Louisiana
Folwell Dunbar, Principal
This Creative Professional Learning Community is using the inventive process of Design Thinking to reshape their professional development and curriculum. The program is based on “teachers teaching teachers,” to merge theory, practice, and action research. The teaching strategies for solving real problems with Design Thinking will be based on content developed by Cooper-Hewitt Smithsonian National Design Museum, National Art Educator Association Foundation, and Young Audiences Arts for Learning—and will be shared at the 2015 National Design Education Institute.

 


Inquiry-Based Constructivist Curriculum
Compass Charter School
Brooklyn, New York
Brooke Peters, Co-Founder & Principal
After the founders observed schools across the nation and researched best practices, they designed a new school that is focused on inquiry, art-integration, and students constructing their own knowledge. In collaboration with the Whitney Museum of American Art and New York’s renowned Studio in a School program, they will train teachers to integrate visual art across the curriculum and establish a common arts-based language throughout the school.

 


Learners as Docents
Marshall School
South Orange, New Jersey
Bonita Samuels, Principal
This K-2 school’s Creative Leadership Team is providing professional development to increase teachers’ use of art-integration. Based on developmentally appropriate practices and the belief that children are visually literate—able to use visual clues to decode early reading and math concepts—teachers will deepen the connections between art and other subjects. Teachers and students will be learners as they reflect on their artwork and others’ feedback. The “Marshall Museum of Art” exhibition will engage them as docents, leading peers and community members on tours of their learning journey.

 


Make Thinking Visible
Park Forest Elementary
State College, Pennsylvania
Donnan Stoicovy, Principal
Art-infused education is helping this school emphasize mindfulness and explore the impact of relationships with others, the environment, and ourselves. Teachers and students will use visual journaling to making thinking visible. As they progress through the school year, this visual mode of meaning-making will help learners document and scaffold the knowledge they acquire. This school will conduct research, adding to the body of evidence that documents how picture-making precedes and empowers text literacy and develops metacognitive abilities.

 


Maker Space with Rigor and Rubrics
Weaver Lake Elementary
Maple Grove, Minnesota
Dennis Palm, Principal
Inspired by MIT’s Life Long Kindergarten approach to creative-analytical exploring, this school is creating a Maker Space where students will bring an artistic approach to the engineering design cycle (design, create, test, and improve). The Creative Leadership Team and the University of St. Thomas will provide staff training to instill creative-thinking methodology in the school. Rather than focusing on the end product, assessment will be based on the rigor of the process. Rubrics will monitor metacognitive skills, persistence, articulation of independent ideas, and collaboration.

 


Multiple Types of Literacy
E.T. Belsaw-Mount Vernon School
Mobile, Alabama
Angie Brown, Principal
This rural, Title I school has historically had limited access to cultural and visual art resources. They are establishing an in-depth partnership with Dunbar School of Creative and Performing Arts to provide teachers with professional development to build capabilities in planning, leading and assessing quality arts-integration practices. The goal is to establish multiple types of literacy within the learning community—musical, drama, dance, language, and visual literacy—by incorporating at least one art form each day and covering all five art forms each week.

 


Relationships: Cross-Building and Cross-Discipline Collaborations
East Palestine Middle School
East Palestine, Ohio
Carol Vollnogle, Principal

Teachers from the district’s elementary, middle and high school are forming a district-wide Creative Leadership Team that is focused on visual art integration across the curriculum, at all grade levels. Relationships will be the theme for art-integration with four other disciplines: social studies, language arts, science, and Spanish. Relationships in their rural community will extend the collaboration, as they showcase art-infused projects and student assessment rubrics in local businesses.

 


Parents and Teachers are Partners in Transforming School into Museum
Richard Edwards Elementary
Chicago, Illinois
Judith Sauri, Principal
This arts-rich school has made a deep commitment to teacher professional development and transforming the school into a museum. The Creative Leadership Team is preparing art-integration workshops for parents and faculty, and hosting parents as guest artists in classrooms. A rubric will give effectiveness feedback to the Creative Leadership Team from teachers, parents, and students to make sure they are meeting their goals, as the museum evolves..

 


Partnerships Enrich Professional Development
The Studio School
Northglenn, Colorado
Sharla Chave Kaczar, Principal

Weaving the arts into Common Core standards and daily teaching practices is the Creative Leadership Team’s priority. They are partnering with Think 360, Denver University, and Tinker Art Studio to deepen the faculty’s understanding of visual art and to embed arts-integration into the school’s mission, vision, literacy plan, and accountability measures.

 


School Culture and Social-Emotional Goals
Hamline Elementary
Chicago, Illinois
Taina Velazequez-Drover, Principal

Arts teachers receive collaboration planning time to help classroom teachers create arts-infused lessons. In addition to enriching cross-curricular content, the school is using arts-integration to foster a positive school culture and build self-awareness/self-management skills.  The Creative Leadership Team is organizing Teacher Institute Days to help teachers align arts-infused lessons with the Illinois Social-Emotional Learning Standards.

 


Team Building Through the Arts
Monarch Global Academy
Laurel, Maryland
Donna O'Shea, Principal
The Creative Leadership Team is planning a robust, year-long series of professional development workshops to help colleagues discover the power of the arts to enrich learning and relationships. Their leadership team consists of the music, drama, and visual art specialists as well as classroom teachers with other subject expertise and grade level representatives, to assure the content aligns with their scope and sequence.

 


The Power of Change
Marietta Center for Advanced Academics
Marietta, Georgia
Dr. Jennifer Hernandez, Principal
The Creative Leadership Team has adopted a year-long theme, The Power of Change, to engage colleagues in student-directed, project-based, experiential learning. They will draw upon artistic habits of mind and design problem-solving processes: ask, imagine, plan, create, and improve. Their partners (including several universities, Lockheed Martin, the US Navy and a sister school in Ghana) will help the school identify real-life problems that need to be solved through these design problem-solving processes.

 


Turning Around a School with the Arts
Burbank Elementary
San Diego, California
Rachel Messineo, Principal
What if a school, that has been ranked in the lowest 5% in California, used arts-integration to improve teacher instructional strategies, increase parental engagement, and increase student achievement. Recently selected as one of the President’s Committee on the Arts and Humanities 35 Turnaround Arts schools, staff made a deep commitment to turning around the school using the arts. Professional development, family experiences, and arts partnerships with the San Diego Museum of Art, Timken Museum, and New Children’s Museum will help faculty weave artful thinking across the curriculum.

 


Visual Literacy
Stephens Elementary
Houston, Texas
Raymond Stubblefield, Principal
The Creative Leadership Team will conduct monthly professional development sessions for teachers to build their visual literacy skills and help them link art with written literacy. Teachers will apply the skills of observing, inferring, interpreting, and comprehending meaning from visuals in books, ads, videos, and comics—anywhere visuals communicate. Insights will be shared beyond this school at the District’s Title I Super Saturdays and weekly Principal Meetings.

 


Visual Reflection Throughout the District
Libby Center School District
Spokane, Washington
Kim Fox, Director of Elementary Principals
The Libby Center supports 32 Spokane Public Schools. The Center’s Creative Leadership Team will provide professional development for teachers on using visual journaling to identify individual learning styles and help students represent their thinking. Nonlinguistic communication techniques will include sketching, graphic organizing, pictographs, flow charts, mnemonics, and other visual ways of making connections between cross-discipline content.

 


What if… Reluctant Learners Leaned Forward
Paterson School #2
Paterson, New Jersey
Felisa VanLiew, Principal

The school’s interdisciplinary approach will focus on hands-on projects that motivate students to ask essential questions. They found when students create, instead of passively listening to lectures, it restores a joy to learning and relieves some stress from their poverty-level living conditions. William Paterson University established a significant partnership by providing a Professor in Residence to develop on-site, ongoing coaching relationships with teachers. The Dodge Foundation is helping support this school’s transformation into an art-infused learning environment.

 


Whole School-Whole Child
Thomas Street Elementary School
Tupelo, Mississippi
Chad Chism, Principal
This school is part of the Mississippi Whole School Institute that provides arts-integration professional development to teachers. Weaving art across the curriculum on a daily basis is a priority for this school. Their grant is focused on a cross-curricular exploration they haven’t yet covered in their professional development—the relationship between movement, art and learning—which will bring the whole child lens to art integration. Centered on artist Keith Haring, whose paintings often portray whole body motion, teachers will work with University of Mississippi faculty in workshops that integrate movement and visual art into other academic subjects.