Tuesday, January 27, 2015

Jan 31st: Film Track @ Cutters, Music Track @ Metro, Winter Block Party 
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Behind the Scenes

of Commercial Production & Freelancing @ Cutters Studios

 

Jan 31st
12pm- 3:30pm
Cutters
515 N. State Ave


This film track workshop will give participants the rare opportunity to peek behind the curtain of one of the top post - production companies in the world, Cutters Studios and see how i production, editorial, special effects staff and more work together to create the best product possible.

Participants will also have the unique opportunity to work with Film Track Mentors Kwame Amouku, J'mme Love and Sandy Gordon on how they can develop their personal and professional business plan and become a successful entrepreneur. 

 

REGISTER FOR FILM WS!

SAVE THE DATE 

On the Set Film Track WS

Cinespace Studios 
On the Set of EMPIRE
Fox's hit new show! 

 

FEB. 28th 

Careers in Sound:

A Panel Discussion on Careers Behind the Boards of the Music Industry

Jan 31st 

4pm-6pm
The Metro
3730 N. Clark St. 

 

This music track workshop will have a panel of folks from various careers behind the scenes of the music industry. This workshop will take place in conjunction with The Winter Block Party--a day of film, music videos, B-boy/B-girl dance battle, a poetry/storytelling slam, Vocalo's DJ Collective and a Hip-Hop Marketplace.

The LTAB2015 Mixtape will drop at The Winter Block Party during the day.
REGISTER FOR MUSIC WS!

The 6th Annual Vocalo Winter Block Party Evening Show

Featuring Mick Jenkins, Show You Suck, Saba, No Name & Daryn Alexis.
Tickets required for all attendees
(inc. Chicago Track students).


Starting 7PM
Student Tix: $5

Winner of People's Music Video Awards announced at 7PM!!! 
GET BLOCK PARTY TIX
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Knowledge Share


Knowledge Share

Understanding Trauma

Featuring Dr. Brad Stolbach, Ph.D

Tuesday February 17, 2015

10:00am – 2:00pm

 

Better Boys Foundation

1512 South Pulaski Road

 Chicago, IL 60623

 

During the February knowledge share we welcome Dr. Stolbach. Licensed clinical psychologist Brad Stolbach, Ph.D. is an Associate Professor of Pediatrics at The University of Chicago Medicine and Clinical Director of Healing Hurt People - Chicago, a trauma-informed hospital-based violence intervention model implemented in emergency pediatric settings in Chicago through a partnership of the University of Chicago Comer Children’s Hospital, La Rabida Children’s Hospital’s Chicago Child Trauma Center, the Trauma Dept. of John H. Stroger, Jr. Hospital of Cook County, and The Center for Nonviolence and Social Justice at the Drexel University School of Public Health, where the Healing Hurt People model was developed. His work at University of Chicago Medicine also focuses on developing trauma-informed programs and services in a variety of settings, including the Adoption Center, the Pediatric Mobile Medical Unit, and the Center for Community Health and Vitality, as well as developing and co-directing a Trauma-Informed Psychiatry Clinic for youth on probation. Prior to moving to the University of Chicago full-time in 2013, Dr. Stolbach spent 18 years at La Rabida Children's Hospital, where he co-founded and directed the Chicago Child Trauma Center. Dr. Stolbach’s research activities focus on Developmental Trauma Disorder in urban children, cumulative trauma in young children, links between poverty and trauma, and the role of developmental trauma in the lives of children and youth affiliated with armed groups.

To help prepare for the knowledge share please take a moment to read the follow case study.

Dramatic Healing: The Evolution of a Trauma-Informed Musical Theatre Program for Incarcerated Girls

 
https://drive.google.com/file/d/0B7DWmsYKNPTVRkFIY1oxbjVtRmc/view?usp=sharing



 

 

Tuesday, January 20, 2015

Summer Immersion Courses for Teens





GCE is excited to offer summer immersion courses in two sessions for the summer of 2015.

Summer Session 1
Monday, June 22 through Friday July 19
(no class July 3)

Summer Session 2
Monday, July 13 through Friday, July 31
Summer Immersion teaches public art and theater to 7-12 graders

http://gcelabschool.com/education/summer-immersion/arts/
 
Would you like to work with passionate teachers and students from around Chicago? Join GCE this summer for a 3-week course to create and examine the history of public art in "You Are Beautiful," or to experience the narrative power of theater which comes to life through STEAM principles in "Stage Chemistry."

Participants sample GCE's Model for Learning — inquiry & project-based courses featuring integrated curriculum, differentiated instruction, field experiences, the creation of digital portfolios, and a focus on global citizenship. For rising 7th to 12th grade students, the Summer Immersion is a great way to infuse your learning experience with a jolt of purpose and inspiration.
 
You Are Beautiful
 
 

You Are Beautiful

Why is it important to make art accessible to everyone? How does art spark conversations and human interactions? How does art change the space it occupies? How does art go viral?
In the You Are Beautiful course, an Art History elective, you will examine the history of public art and its ability to transform spaces and connect people on a worldwide scale. Inspired by case studies of successful public art movements and featuring the work of Matthew Hoffman, the artist behind the You Are Beautiful project, you will learn:
  • To work in teams to plan, produce, promote, and install original artworks in public spaces
  • Basic photography and wheat-pasting techniques
  • Techniques to reclaim trash into art
  • The process of documenting and promoting a piece of artwork
Throughout this course, you will master skills to conceptualize, produce and install your original art pieces in public spaces with the goal of engaging people in conversations. You will do this by joining in on conversation sparked by the You Are Beautiful project.
Credits: 0.5 Arts, 0.25 History
Reserve my seat!

Stage Chemistry


Stage Chemistry

How does the narrative power of story come to life in theater? How does learning the production process of theater change your perception and experience of the world? How can you replicate a multi-million dollar theater in your backyard, school, or anywhere else that you choose? Behind, below, above, and on stage, this course features the magic and magician’s tools that are used to create theater.
The journey begins behind the stage, learning about scale, proportions, and models through light, sound, and space. Then you descend below the stage, only to soar above, interacting with pulleys, flys, traps, and turntables. You’ll learn about safety, balance, and movement. Course closure is achieved on stage by bringing to life theatrical form and function, concepts and designs. Mastery is demonstrated through understanding, adapting, and transforming the main course concepts.
Credits: 0.25 Math, 0.25 Science, 0.25 Art
Reserve my seat!
 



Wednesday, January 7, 2015

Summer Employment for Teens


Illinois Arts Council Agency Announces Summer Youth Employment in the Arts Program for Fiscal Year 2015

 

The Illinois Arts Council Agency (IACA) Summer Youth Employment in the Arts (SYEA) program provides funds to eligible Illinois not-for-profit arts organizations to support summer employment opportunities for high school students. Jobs may be administrative or artistic in nature, or a combination of both. This program will provide positive experiences and training in the arts to enhance personal growth, while supporting the mission and goals of the host organization.

 

SYEA  is open to tax exempt (501c3) organizations registered as not-for-profit corporations in good standing with the Illinois Secretary of State (or units of government or institutions of higher education) who have received an IACA Program Grant, Grant to Arts Service Organizations or Partners in Excellence Grant in Fiscal Year 2014 or 2015.

 

Grant requests for fiscal year 2015 are for employment opportunities occurring between June 1 and August 31, 2015.  Application deadline is Friday, January 30, 2015.

 

Visit http://www.arts.illinois.gov/SYEA for the complete guidelines and application. 

 

Contact Jennifer Armstrong, Community Arts Development Director for more information: J.Armstrong@illinois.gov | 312-814-4993.

Monday, December 8, 2014

Statement in Support of U.S. Secretary of Education Arne Duncan's and U.S. Attorney General Eric Holder's Announcement on Providing Quality Education Services for America's Confined Youth
 
December 8, 2014 - The Southern Education Foundation (SEF) applauds and stands in support of the joint announcement from U.S. Secretary of Education Arne Duncan and U.S. Attorney General Eric Holder addressing quality education services for America's confined youth.  The guidance and support are a welcome, needed set of priorities to improve opportunities for our nation's most vulnerable youth: those students in our juvenile justice facilities.  
 
SEF recognizes that there are persistent opportunity gaps faced by youth of color in this country, and is encouraged by the efforts of the My Brother's Keeper White House Initiative, and the jointly released sets of guidance from the Department of Education and the Department of Justice over the past several months: guidance released in October, to ensure all students have equal access to educational resources; and today's guidance to ensure that youth in juvenile detention centers are ensured a quality education.
 
Earlier in 2014, SEF released a report on the educational status and academic outcomes of incarcerated youth (Just Learning: The Imperative to Transform Juvenile Justice Systems into Effective Educational Systems).   This report addressed the overwhelming lack of educational opportunity in our nation's juvenile justice systems, primarily impacting youth of color, and the need to transform the system.  SEF's Just Learning report found that in 2010, the approximately 70,000 youth incarcerated on any given day were primarily youth of color (63 percent).  The evidence that these youth have already been impacted by a lack of access and persistent inequity is clear, as the data show they enter juvenile justice facilities behind in school, possess substantial mental and health problems, and are frequently confined for nonviolent, minor offenses.  In 2009, most incarcerated youth in the system for 90 days or more failed to earn a single course credit, and only about one-quarter remained on track to re-enter their local schools.  The report concludes that juvenile justice programs are actually making it harder for students to turn their lives around.  These youth should not be forgotten when we work to achieve the goal under My Brother's Keeper of graduating every American child from high school college and career ready.
 
SEF's recommendations for transforming our juvenile justice systems are ambitious, in recognition that it will ultimately take an overhaul of priorities to make education the focus of incarcerated students' days.  We are encouraged that the jointly released guidance today reflects that necessary shift.  Our recommendations include:
  • Re-organize programs so that they are designed and operated to advance the teaching and learning of students.
     
  • Set and apply the same educational standards that exist for all students in a state to the schools and educational programs in the juvenile justice system.
     
  • Establish effective and timely methods of testing and reporting on the educational status and progress of every child and youth in the juvenile justice system.
     
  • Develop and implement an individual educational plan and learning strategy-including special education, developmental services, academic motivation and persistence, and meta-cognition-to guide the instruction and services of every student in the juvenile justice system.
     
  • Establish systems of coordination and cooperation to provide a seamless transition of students from and back into public schools.
     
  • Create and maintain data systems to measure institutional and system-wide educational progress and identify areas in need of improvement. 
 
Today's announcement and accompanying guidance present an important opportunity, and it will take all of us coming together to ensure incarcerated youth have access to quality education. The Dear Colleague letters should serve as useful tools and provide clarifying information on the protections afforded incarcerated youth.  We urge those leaders in juvenile justice systems across the country to take the guidance seriously, and we hope that the resources and supports these leaders need will be provided to transform juvenile justice facilities into effective educational systems.

Auditions for Independent Film



Online Audition

The Scenarios USA Chicago Film Veracity is a story about an African-American girl named Olivia J. Brownstein, who gains the courage to let her family and friends know that she is a lesbian. The response she got was not what she expected from those she loved most. Veracity explores the tension of being gay in the African-American community. The film will be directed by Seith Mann (Walking Dead, The Wire)

Step 1 – Read the character descriptions below and decide who you want to audition for. Then click the link under the character’s name to download the pages you need to read for the audition.

Step 2 – Click here to download the BLUE PRINT FOR AN AUDITION {http://scenariosusa.org/auditions/CHI2014/Blueprint.pdf} – It will tell you how to film and post your audition.

YOU MUST POST YOUR AUDITION NO LATER THAN WEDNESDAY, JANUARY 7th



Send the link to your video or any questions directly to rob@scenariosusa.org or call

718-230-5125

YOU MUST POST YOUR AUDITION & SEND THE EMAIL NO LATER THAN WEDNESDAY, JANUARY 7th



Character Descriptions

Olivia J. Brownstein is the most popular girl in school. African American, about 17, talkative and outgoing at school but passive and quiet at home. She craves attention and loves to be loved, especially at school because she’s ignored at school. Wears a lot of in-style clothing (if not in her cheerleader outfit.)



Click Here {http://scenariosusa.org/auditions/CHI2014/olivia.pdf} to download the script for Olivia. NOTE: There’s 2 parts to this audition script!

Imani is the new girl in school. African-American, clumsy and quiet. She’s artistic and appears to be comfortable with who she is (but isn’t). Usually alone, an outsider and dresses more casually.



Click Here { http://scenariosusa.org/auditions/CHI2014/imani.pdf } to download the script for Imani.

Karolyn is a "friend" of Olivia (her 2nd in command), African-American, about 17, comical but uptight and anxious for popularity. Tries to dress like Olivia



Click Here { http://scenariosusa.org/auditions/CHI2014/karolyn.pdf } to download the script for Karolyn.

James has a crush on Olivia. He’s about 17, African-American and impulsive.



Click Here { http://scenariosusa.org/auditions/CHI2014/james.pdf } to download the script for James.

Sage is about 17, African-American, finds Olivia and offers her help.



Click Here {http://scenariosusa.org/auditions/CHI2014/sage.pdf } to download the script for Sage.

Joseph is a little older (18-21), African American, buff/athletic with a deep voice. He was on his high school football team.



Click Here { http://scenariosusa.org/auditions/CHI2014/joseph.pdf } to download the script for Joseph.

To read the entire script for Veracity Click Here {http://scenariosusa.org/auditions/CHI2014/veracity.pdf}

YOU MUST POST YOUR AUDITION & SEND THE EMAIL NO LATER THAN WEDNESDAY, JANUARY 7th

Monday, November 24, 2014


Time Capsules - Arts Lab: Better Boys Foundation


 
 
 
Impressive Teens  - Leading the Way
 
I recently had some eye opening site visits with Better Boys Foundation and Free Write Jail Arts.  Once again I find myself humbled by the experience.  I can't begin to express how exciting it has been to watch these students, create, evaluate and collaborate.  Many times during my visit I would think about the phrase "At Risk".  I use it all the time to describe the student demographic of the organizations in the Arts Infusion cohort.  I use it all the time and it has always bothered me.  Using the term "at risk" has a strong intuitive meaning and I wonder if by using this phrase am I actually applying a label that de-humanizes, underestimates and devalues the capabilities of your teens?
One could argue that all youth regardless of gender, race, community and family are at risk of engaging in dangerous behavior, dropping out of school, or becoming a teen parent.  If this is true why does “At Risk” become the leading descriptor for identifying Arts Infusion youth?  At risk implies a chance or probability but not a certainty.  As I left both site visits I realized, with certainty, because of the commitment and drive of you the, teaching artist the teens in your programs are indeed “At Risk”, at risk of becoming innovators, creators and leaders in their communities. 
 
I’m looking forward to seeing more of your programs in the coming months.  Have a safe and happy holiday. 
 
Ann Douglas
Arts Infusion Program Coordinator


Beats Lab: Better Boys Foundation