Playwriting/Poetry Residency
Boston Arts Academy, Boston
Playwright Melinda Lopez was an artist-in-residence at the Boston Arts Academy (BAA) for two weeks, working with both theatre students and Spanish classes. Ms. Lopez is Cuban-American, and much of her work is about the difficulties of being the “outsider” in America, of trying to straddle two cultures. Many BAA students similarly live in two worlds, which helped make this a very successful program. Exploring the insider/outsider theme, Ms. Lopez had students in Spanish classes write poetry in both Spanish and English. This type of writing worked well for BAA students, as it allowed them to experience success as writers and to use art to connect with each other around common experiences. Using poetry as an entry point engages students in writing and helps them build skills and confidence that will help them master more formal types of writing.
Paul Revere: The Man Behind the Myth
Jacob Hiatt Magnet School, Worcester
This enrichment programming was designed and led by the Paul Revere House for all 5th grade classes at Jacob Hiatt. The Revere House education director, along with Hiatt 5th grade teachers, led the students through this series of six one-hour workshops, which were tied to both the social studies and English language arts state standards. Students read and discussed Henry Wadsworth Longfellow’s 1860 poem “Paul Revere’s Ride” and letters that Revere and his wife exchanged in 1775. They also wrote poems, dialogues, and short stories inspired by the letters and the story of the midnight ride; made connections between their favorite games and those popular in Revere’s time; and in small groups, read short essays about six men and women Revere knew.
ELA All-Stars
Edwards Middle School, Boston
ELA All-Stars elective was offered on a semester-long basis to 15 students, mostly 8th graders, who wanted and needed extra academic support to boost their grades and move into the next level on the English language arts MCAS test. The class met for 80 minutes twice a week and provided a structured environment for students to work on class projects, practice MCAS skills, and complete their homework. Led by an Edwards teacher, the class focused on responses to reading, how to write and articulate what students read/wrote about; and MCAS test-taking strategies and support.
King Voices Literary Magazine
Martin Luther King Jr. K-8 School, Cambridge
This class was offered as an elective to 6th, 7th, and 8th graders where participants became the editors of the new MLK literary magazine, King Voices. The class, which was made up of about 10 students and taught by an MLK humanities teacher, met twice a week for one hour. As editors, students worked as a team to select and edit writing pieces—poems, book reviews, short stories, essays—submitted by their peers for publication in the magazine. They also wrote news articles and editorials themselves. The magazine was published by the school and was on display during the MLK end-of-the-year “Electives Exhibition” for the entire community to read.
SlateBlue Arts Literary Magazine
Boston Arts Academy, Boston
SlateBlue Arts, Boston Arts Academy’s (BAA) arts and literary magazine, publishes poetry, creative writing, and visual art by students. This student-run publication is a vehicle through which students can express their creativity in language arts. Student editors direct all phases of the magazine: planning, production, and publishing. In support of SlateBlue Arts, graduate students from the Boston University Creative Scholars Program teach poetry and creative writing at BAA five times a week. This program brings BAA students into regular contact with talented college students, building their writing skills and showing them models of successful young adults. The BU-BAA collaboration was launched in 2003.
