Thank you to all who participated in the 2015 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
2015 Grant Winners


Regency Park Elementary
Santo Nino Regional Catholic School
White County Central Elementary
North Summit Elementary School
Lusher Charter School
Seligman Elementary School
Rawlins Elementary School
E.M. Downer Elementary School
Bullis Charter School
Renaissance Academy Charter School of the Arts


Bloomfield Elementary School
Vansville Elementary
Blair Dual Language School
Ridgeway Elementary
Massey Street Public School
Coronita Elementary School
Arnold Elementary School
Savoy Elementary School
Luther Conant Elementary School
Jackson Primary School


2015-2016 Champion Creatively Alive Children Grant Winner Summaries


Art 'n Bots
Regency Park Elementary
Pittsburgh, Pennsylvania
Justin Stephans, Principal

Teachers will serve as guides while students plan, design, animate, and script their customized robot actors, using art and circuit boards. The school's Chief Creative Officers (members of their Creative Leadership Team), in collaboration with Carnegie Mellon University and Pittsburgh Create Lab, will provide professional development to the faculty. Their Art 'n Bots unit plans use student-directed teaching strategies, incorporate cross-curricular content, and focus on the intersection of art and educational technology.

 


Art of Our Elders Helps Create Future
Santo Nino Regional Catholic School
Santa Fe, New Mexico
Theresa Vaisa, Principal

This school's Creative Learning Team is focusing on invigorating students' and faculty appreciation of the cultural and artistic heritage of their Santa Fe community. In partnership with local art galleries, museums, and the parent consultative council, they will provide art-based professional development at faculty meetings and serve as a model for other schools in this area.

 


Artistic Habits of Mind
White County Central Elementary
Judsonia, Arkansas
Beverly Froud, Principal

Based on their work with the Arkansas A+ network, this school's Creative Leadership team realized that classroom teachers' comfort level with arts-integration was inhibiting the school-wide vision of providing more creative experiences for students. Their solution is to increase colleagues' participation in arts-integration via in-depth professional development. Their plan is to have artistic thinking become teachers' habits of mind ... and for teachers to welcome the "messy" nature of creative experiences. The school is measuring teachers' pre- and post- training comfort levels and their capacity for rigorous arts-integrated lesson development and delivery.

 


Artistic Robots Showcase Creativity and Tech Skills
North Summit Elementary School
Coalville, Utah
Lori O'Connor, Principal
In collaboration with The Beverly Taylor Sorenson Arts Learning Program, this school’s Arts Leadership Team is merging art, engineering, and technology--into a STEAM program. Arts Integration specialists will co-teach with classroom teachers, helping students understand how the world works—with creativity, collaboration and critical thinking. Westminster College is documenting protocols and progress. Results will be shared in the District Principals’ Network.

 


Arts Happening
Lusher Charter School
New Orleans, Louisiana
Sheila Nelson, Principal
Solving real world problems, exploring social justice issues, and building empathy are the priorities for this art-integration school that prides itself on being "cutting edge" of instructional best practices. Art-integration is at the core of everything this learning community does — including teachers producing Arts Happening portfolios to document their reflections and growth.

 


Beyond Stereotypes — Both Art Cultures Respected
Seligman Elementary School
Seligman, Arizona
Jeff Baker, Principal
This area is rich in ancestry and culture from two communities that had historically battled or dismissed each other. The Creative Leadership Team will bring together the arts from the Hualapai Native American Reservation and the rancher community that surrounds it to build understanding and respect. Hualapai storytellers, dancers, and visual artists will share their traditions alongside ranchers who will share cowboy poetry and techniques for painting Southwest landscapes/wildlife. As an example to other world neighbors who know little of each other, the arts provide a voice and common ground.

 


Community Commits to Collaboration
Rawlins Elementary School
Rawlins, Wyoming
Darrin Jennings, Principal
This rural Title I school, located more than two hours from the nearest city, is overcoming regional isolation by partnering with the Wyoming Arts Council, Rawlins Community Association, Sinclair Oil and Gas, the University of Wyoming's Art Mobile, and the Artists Across Wyoming program, to mentor teachers in the arts. They are eager to make a cultural shift in the school climate and share this model of creative partnerships with other Wyoming communities.

 


Creative Arts School
E.M. Downer Elementary School
San Pablo, California
Marco Gonzales, Principal
What if a school that for decades had focused on other areas, decided to champion the arts and redesign teaching and learning around an arts-integration model? Their vision is to transform into a Creative Arts School, reframing their professional development, instructional strategies, and assessment — becoming arts-integration pioneers in their district.

 


Creative Confidence
Bullis Charter School
Los Altos, California
Wanny Hersey, Principal
In partnership with the Santa Clara County Office of Education, and the county's Visual and Performing Arts director, teachers and students are building creative confidence, problem-solving and innovation skills with art-integration. Their units will address the Next Gen Science, Common Core, and new National Core Art Standards. The culminating experience is a county wide symposium on re-energizing Santa Clara County schools with art-integration.

 


Curriculum Maps and School Culture
Renaissance Academy Charter School of the Arts
Rochester, New York
Donna Marie Cozine, Principal

This school's Creative Leadership Team includes teachers of dance, drama, visual art, music, literacy and their community partners, Young Audiences of Rochester. They are working on transforming the school, infusing the arts into every aspect of the curriculum and school culture. They are building units of study and creating thematic curriculum maps that explicitly build connections between the arts and every content area that is taught — emphasizing common language and the creative processes.

 


Environment of Inquiry & Art Integration
Bloomfield Elementary School
Skowhegan, Maine
Jean Pillsbury, Principal
This school's Creative Leadership Team includes the art, music, and ESL teachers as well as grade level representatives, the principal and Technology Center director. They have a 3-year plan for building teachers' creative capacity and supporting classroom teachers as they embrace art-integration school-wide. They are partnering with University of Maine-Farmington and local arts organizations to coach teachers. Their goals are to make an environment of inquiry and art-integration the norm.

 


Expressing Personal Identity
Vansville Elementary
Beltsville, Maryland
Tom Smith, Principal

Building teachers' creative capacity is this school's priority, so they can use art-integration as the teaching strategy to cultivate students' self-expression, personal identity, and cultural understanding. Their units will explore cultural identity while interpreting symbols, examining society, and presenting their personal identity as a visual narrative.

 


Growth Mindset
Blair Dual Language School
Waukesha, Wisconsin
Aida Cruz-Farin, Principal

Growing students' and teachers' comfort with failure, commitment to persevere, and capacity to solve problems is a mindset this school embraces. Teachers will receive professional development focused on design thinking — urging them to experiment, innovate, collaborate, evaluate and learn from mistakes. Integrating technology and art across the curriculum, combined with a culture of inquiry and experimentation, will shape experiences for children and faculty.

 


Longitudinal Study of Transformative Initiatives
Ridgeway Elementary
Hamilton, Ohio
Kathy Wagonfield, Principal
This school is participating in Miami University Art Education Department's Study of Transformative Initiatives. They are following students for five years to assess the impact of arts-integration. Additionally, the University's pre-service teacher prep program is providing Creative Coaches to every classroom, a perfect opportunity for pre-service art educators to co-teach art-integration lessons with Ridgeway teachers.

 


Mindfulness and Literacy Taught Through Art
Massey Street Public School
Brampton, Ontario
Kathy Kozovski, Principal
When the Canadian Ministry of Education challenged this school to the build literacy skills in their high risk community of English Language Learners, they chose Art-Integration as the teaching strategy. Using John Hattie's Visible Learning insights they are helping children become mindful in the process of creating and presenting artwork. Teachers will co-plan and co-teach literature inspired art experiences.

 


Project-Based Learning Merges Art and Common Core
Coronita Elementary School
Corona, California
Kevin Kazala, Principal
A former classroom was transformed into a Creative Lab — a hub where art, technology, creative inspiration, construction, and Common Core come together as lively project-based learning experiences. This school's Creative Leadership Team includes parents, a world-renowned chalk artist, the principal, and teacher leaders who are committed to providing professional development for this Title I school. Children can borrow Creative Kits from the Lab's lending library to create projects at home.

 


Quest for Quality Questioning
Arnold Elementary School
Arnold, Maryland
Shauna Kauffman, Principal
Deeply involved in art-integration, this school wants to increase the rigor in their arts-rich classrooms with even deeper thinking and more complex creations. They plan on using Depth and Complexity icons (visual prompts that help students question beyond the surface.) A team of teachers will participate in a Quest for Quality Questioning professional development cohort study group and bring these strategies back to train other faculty. Principal walk-throughs will focus on art-integration inquiries. They will use technology sharing (Edmodo and Anne Arundel County's Arts Integration Blackboard site) to share ideas.

 


Teachers Training Teachers
Savoy Elementary School
Washington, DC
Donyale Butler, Principal
As one of the President's Committee on the Arts and the Humanities first eight Turn Around Arts schools, Savoy has veteran teachers who embraced art-integration as a teaching strategy to build literacy and math skills, and student engagement. Now joined in this initiative by additional DC public schools that have become Turn Around Arts schools, the opportunity to cross-pollinate ideas and partner with the National Gallery of Art, Kennedy Center, and others, has deepened their access to train-the-trainer resources and opportunities to share insights with other educators.

 


Technology That Facilitates Creativity and Collaboration
Luther Conant Elementary School
Acton, Massachusetts
Damian Sugre, Principal

While technology has permeated life, educators are searching for ways to use it to stimulate creativity and collaborative projects. This school's Creative Leadership Team will meet this need with professional development sessions, team teaching and coaching, to lay the groundwork for more effective integration of art and ed tech. They will develop units that integrate technology and the arts, weaving visual art, music and technology across the curriculum.

 


Tinker Town — Where Curiosity Drives Curricula
Jackson Primary School
Williamsport, Pennsylvania
Kirk Felix, Principal
What if teachers consider their most important role is "learner" and if they thought more about good questions than right answers? How does tinkering with the intersection of educational technology and art serve as a catalyst for building creative capacity school-wide? These are questions this school's Creative Leadership Team is addressing as they use a democratic, authentic model of learning that gives students a voice and choice and lets curiosity drive the curricula. Tinker Town is more than the space it (and its Makey Makey boards, Squishy Circuits and Little Bits) fill in the library. It is an innovative lens that is redefining learning in this creative school.