1.29.2009
1.28.2009
all the info
The Juilliard School Summer Grant Proposal – Emerging Artists in Collaboration 2009
Grant Requested: $5,000.00 Total Proposed Budget: $11,332.00
Project start date: July 5th, 2009 Project end date: July 21st , 2009
Emerging Artists in Collaboration 2009
Imagine a world full of compassion and understanding; one with equality and zero barriers between men and women, races, cultures, ages, religions, sexual preferences, occupations, emotional statuses, and life styles. This is not a world denying or lacking distinctiveness, but one that embraces individuality and uniqueness as beauty that deserves to be cherished. This is a world that sees the individual from the inside out- a world that appreciates and loves all walks of life.
As human beings we are bound to communicate with one another. We instinctively have a desire to interact with each other. We have a deep primordial urge to share, relate, experience, and explore the lives of those around us.
Proposal:
Interest in the Japanese Performing arts is growing in the United States. However it is still difficult for Japanese performing artists to get a foot in the door in North America. In hopes of fostering a U.S.—Japan performing arts exchange and bridging the gap between Japanese artists and American artists, our team composed of four dancers from The Juilliard School and two musicians, (alumni from the North Carolina School of the Arts), will travel to Japan for fourteen days. Through teaching, sharing, experiencing and learning culture, The Emerging Artists in Collaboration 2009 team strives to be a catalyst in creating an environment which cultivates a dynamic performing arts exchange in our ever-globalizing world. These environments will be “meeting places” where performing arts professionals of various capacities can forge relationships, exchanging ideas and information. We will share knowledge and expertise with each other as well as build a global network of Japanese and American performing artists.
Mission:
To mobilize our group of artists to work with young artists in different regions, such as the Kansai Region, in Japan. Through the teaching and practice of the performing arts, The Emerging Artists in Collaboration 2009 team will endow the artists with the tools necessary to flourish within the larger community of artists and civic leaders, enabling these students to become capable and empowered voices for change.
Logistics:
The Emerging Artists in Collaboration 2009 team has been invited to stay with Kyle Podziewski, who realizes the need for arts education and expression in his community. After witnessing our performances in the Philippines during a similar outreach project, Kyle asked me to bring a team to his community and stay for fourteen days.
1. SCHOOL GROUP- In the Kansai Region Kyle is a professor of English at three Universities, Otemon Gakuin University, Kobe City University of Foreign Studies, and Kinki University, where he recognizes that his students are hard workers, without a clear outlet of self-expression. We will teach two hours for eight days, ending will a final performance given by the students and then our own team as well.
2. DANCE COMPANY -Our team also plans to work with a dance company”Monochrome Circus” where we will hold a workshop/performance. We will teach a three hour master class of different styles of dance and information about music. The dance company will perform for our team and then our team will make the given workshop information come alive with an interdisciplinary performance. There will also be a time for questions and answering afterwards.
3. NEW WORK- Working with a dancer from the “Monochrome Circus” and two of his professional dance companions, our team will meet three days out of our fourteen day stay, to create a New Work. We will perform this new work for the dance company and also in the United States upon returning.
4. Community Workshop- This workshop will consist of different dance techniques and music information. It will be three hours in which the workshop students will rotate from dance to music and then back for a final performance given by our team. There will be a time for questions and answers at the end, and a time for Japanese artists to meet our team of American artists. This workshop is open to any interested dance or music artists who would like to join. All you have to do is go to: ______________ and sign up today!!
The main focus of our work is not to teach, it is to share. In sharing, one becomes a pupil and an instructor. At the core of building relationships is sharing; there is a transfer of ideas, emotions, and information. We will learn and teach.
Objectives:
• To increase awareness of the Japanese performing arts in the U.S., especially inside the major metropolitan area New York City.
• To create collaborative works involving the information we will learn and share; with hopes to present these new works in New York City to various American artists and further the appreciation of Japanese culture.
• To support collaboration and build a professional network between Japanese and American performing artists.
• To foster an understanding of the American performing arts within various different venues in Japan, by providing collaborative workshops for audiences and artists.
One of the Questions we must answer is “What do we do with what we have learned?” Upon returning from Japan will we go back to our lives, returning as if nothing changed? Or will we come back to New York City rejuvenated by the joys and struggles we found and overcame through our cultural exchange with Japan?
Reflecting:
Reflecting will be a key part of each day’s curriculum. During reflection, the students will find deeper meaning and establish connections between themselves, their culture, their art forms, and our western culture. The art will meet as a conduit, taking the flow of cultural ideas and establishing a personal relationship to the art form. Through this process, the art will help them better relate, not only to our western culture, but to their own heritage and developing culture as well.
Instructing and performing team
Chelsea Ainsworth, originally from North Carolina is now a third year dancer at the Juilliard School. Her dance training began at the age of 8 at Pierrette Sadler Dancers where she studied Jazz, Ballet, Tap, and Modern dance for competition dancing. After many competitions she was accepted into the North Carolina School of the Arts in high school as a ballet major. She participated in Youth America Grand Prix in the 2003-2004and 2005 years and won first place in the contemporary category. Working with ASTEP, CLIMB, TOC, and teaching creative movement lessons are a few of her projects. Florida, New Orleans, Bronxville, North Carolina, California, Rikers Island, the Philippines, and coming soon Japan, are a few of the places she has executed successful arts immersion projects. This awareness has led her to dedicate herself to founding the seeds of art in communities where arts education is not well-established. She has founded arts immersion programs which provide free, accessible arts education and free, public performances
Anthony Lomuljo, Inspired by his older sister, he has been dancing since the age of five starting at Dance Attack in Mountain View. He was one of the original members at Teen Dance Company and has danced in several commercials for companies such as the GAP, Dr. Pepper, and Kmart. He also danced in Fiona Apple’s Music Video and was featured as the little boy in The Radio City’s Christmas Spectacular starring The Rockettes. He won both New York City Dance Alliance’s and West Coast Dance Explosion’s, Teen Outstanding dancer and placed second with his choreography in Dancing Under the Stars Choreographer’s Festival in 2005. At twenty years old, Anthony is an active third year Juilliard dancer and member of the C.L.I.M.B. program, teaching arts education to young kids. He’s also done small outreach projects such as The Masterworks Project where he went to four elementary schools teaching and preparing the students to see The Masterworks Concert at The Juilliard School in winter of 2007, and. P.E.P.S, a group from Juilliard that toured around inner district schools promoting dance throughout New York City.
Tsukasa Kondo was born in Kobe, Japan and is currently a student at HB Studio acting studio in New York City. When he was 3 years old Tsukasa started acting in LABO,Japan, an international organization for kids in Japan. Since then he has been performing a number of plays in both English and Japanese. While he was a student at Kyoto University, Japan, he expanded his range of performance to Tokyo, where he joined a NPO, AA project. This project was founded to support young talented artists in Japan. Presently in New York, he is trying to introduce his new found education to his friends in Japan. He believes that this education could be a useful resource for artist’s friends in Japan
Nathan Madden started dancing at the age of nine, and has been ever since. As he was growing up he attended several academies, schools, and summer intensives around the country. He is currently a Senior dance major at the Juilliard School in New York city and is looking forward to graduating with his Bachelor of Fine Arts, this upcoming may. He has been a proad member of several outreach projects, including the Project Philippines team 2008, The Gluck Comunity Service Fellowship with the Juilliard School NYC, and two years of service in New Orleans Team after the devestation of hurican Katrina. Along with serving the comunity Nathan has studied with Arnold Spohr of the Royal Winnipeg Ballet, Robert Ivey in Charleston South Carolina, The Atlanta Ballet School, and The Houston Ballet Academies. He also attended the Joffery, Boston, American Ballet theater( NYC), and Ballet Magnificat‘s intensives. He also was a Ballet finalist( NYC) in the Grand Prix competition in 2003 and a part of ARTS-2004. Along with his various training, he has performed in many different professional musical theater productions and is a proud member of the Actors Equity Association. His regional Theater includes Anything Goes, A Chorus Line (Dir/Baayork Lee), Footloose (Ren) in Houston with Theater under the stars, and three seasons with the Municipal theater of St. Louis. Thanks to my family for all the support but most of all to God for the gift and for the loving guidance in every step I take.
Kathryn Wells is a third year student in the dance division at Juilliard. In addition to her studies, she participates with Juilliard Outreach programs, working with other students to prepare materials to present to community members. Kathryn helps to plan lessons and teaches children who come to the school weekly to attend the Juilliard Educational Outreach Literary program throughout the school year. She also works with an interdisciplinary group of students who collaborate to prepare performances to present in public venues such as hospitals and senior centers. Prior to coming to The Juilliard School, Katie studied with the Brigham Young University Children’s and Teens’ Creative Dance program for 14 years and was an assistant teacher in the same program for 4 years. She also studied and taught ballet classes for the Academy of Ballet in Utah. Katie began doing choreography at an early age presenting her own works annually at BYU and her choreography was awarded through the PTA Reflections program throughout high school She has had the opportunity to work with composers in creating new music for dance and is excited to continue exploring similar collaborations. She has an interest in musical theater and performed in The Jackson Hole Playhouse during the summer of 2007. Ms. Wells is a well-rounded performer, with experience in teaching and collaborating.
G. Brandon Epting holds a Bachelor of Music degree in saxophone performance from the North Carolina School of the Arts, where he performed as a soloist and with saxophone quartet in collaboration with the NCSA schools of Dance, Drama, and Visual Arts. Brandon has collaborated with choreographer Gudbjörg Arnalds and with the Via Dance Collaborative, and has presented performances in New York City at the Joyce SoHo theater, the Clark Studio Theater for Lincoln Center Institute, and during the RAW Dance Festival for Dancenow|NYC. Brandon?s current work focuses on extending and refining his abilities as a solo and chamber ensemble performer. Along with his colleague, saxophonist Travis Calvert, Brandon is exploring opportunities to create unique, distinctive performances in collaboration with artists and in other media, connecting with new and diverse audiences who seek to experience rather than simply watch.
As an educator, Brandon has continued the legacy of his teachers James Kalyn, Taimur Sullivan, and Stephen Pollock, working with young artists who are developing an interest in music and in the saxophone. In his work with children he seeks to create an environment that allows full artistic expression, helps the students find deeper meaning in the music, and that helps them make connections between their own talent and experience, their heritage, and the traditions and literatures of their art-forms.
Brandon has recently joined EmcArts, a New York-based nonprofit service organization for learning and innovation in the arts. In his work with EmcArts, Brandon helps to strengthen the capacities and effectiveness of arts and culture organizations through innovation, organizational change, and strategic planning.
Travis Calvert is a saxophonist steeped in many musical genres. He has performed in all kinds of musical settings from chamber music to hip hop groups. In 2002 he entered into the North Carolina School of the Arts to study classical saxophone performance as a high school student and eventually graduated from the college there. While at the school he performed all over the southeast giving concerts and touring with commercial bands. He tours the country with his Jazz/Funk band “Audioform” extensively. Currently he resides in Brooklyn, NY where he is a Fellow at Lincoln Center Institute. He is currently working on many new projects exploring electronic music composition and collaborations with modern dancers.
VI. Personal Inspirational Statements
There has been tons of research done to prove that the arts, specifically non-profit arts have a profoundly positive economic impact on cities. Arts activities in a neighborhood make that neighborhood more appealing to non-arts people for a variety of reasons, safety and hip cache being two of them. Those non-arts people move to the neighborhood, property value goes up and then all of a sudden your roads are being paved more regularly, there’s better produce at the grocery store, fair trade cappuccinos, and free Wi-Fi. With this excitement of establishing art into new communities I believe it is our mission as artists to show that art has the power and potential to teach life skills. Communication, self-expression, problem solving, decision making, and perseverance are all taught through art in ways that wind deeply into the heart, soul, and mind of the person/people whom they touch.
Realizing the brilliant, infectious reactions that the arts have, I have made it a goal of mine to bring art to as many different places as possible; Florida, New Orleans, New York, North Carolina, California and the Philippines. I have demonstrated the vitality of the arts as a teaching tool within these communities I am working in and also within myself. I witnessed the students learning to find a sense of their selves through music and dance with the environment that was created for them. Each student opened up new ideas and possibilities and explored what they are capable of accomplishing. Encouraging the students to always try assisted each individual in finding an excitement of relating to others and even themselves, in a new way. This discovery within the students and their relationships was carried out along with other tools I taught, and the students are continuously growing and developing as expressive artistic human beings.
When I was in the Philippines, Kyle Podzieiwski (A professor of English) asked me to come to Japan because he was inspired by the confidence I have discovered through my art form, the power art has in a creative collaborative process, and because he wants his students to experience the life altering influences he witnessed art capturing. I knew this was another community in need.
With an exchange of information between dancers and musicians in Japan, I believe we will highlight the success of collaboration. We will bring this idea, that art has the power to inspire leaders, to other young artists and show what our multi-arts team is capable of.
*Please feel free to contact Chelsea Ainsworth at (919) 614-0505 or email at CNA@Juilliard.edu
Mail to: Kathryn Wells -The Japan Tour-box 162
60 Lincoln Center Plaza
The Juilliard School
New York, NY 10023
*The Japan Tour 2009 will give complimentary DVD’s of the documentary to the donors, institutions, and patrons who donated their money, efforts, and time. Thank you in advance for considering our project.
Grant Requested: $5,000.00 Total Proposed Budget: $11,332.00
Project start date: July 5th, 2009 Project end date: July 21st , 2009
Emerging Artists in Collaboration 2009
Imagine a world full of compassion and understanding; one with equality and zero barriers between men and women, races, cultures, ages, religions, sexual preferences, occupations, emotional statuses, and life styles. This is not a world denying or lacking distinctiveness, but one that embraces individuality and uniqueness as beauty that deserves to be cherished. This is a world that sees the individual from the inside out- a world that appreciates and loves all walks of life.
As human beings we are bound to communicate with one another. We instinctively have a desire to interact with each other. We have a deep primordial urge to share, relate, experience, and explore the lives of those around us.
Proposal:
Interest in the Japanese Performing arts is growing in the United States. However it is still difficult for Japanese performing artists to get a foot in the door in North America. In hopes of fostering a U.S.—Japan performing arts exchange and bridging the gap between Japanese artists and American artists, our team composed of four dancers from The Juilliard School and two musicians, (alumni from the North Carolina School of the Arts), will travel to Japan for fourteen days. Through teaching, sharing, experiencing and learning culture, The Emerging Artists in Collaboration 2009 team strives to be a catalyst in creating an environment which cultivates a dynamic performing arts exchange in our ever-globalizing world. These environments will be “meeting places” where performing arts professionals of various capacities can forge relationships, exchanging ideas and information. We will share knowledge and expertise with each other as well as build a global network of Japanese and American performing artists.
Mission:
To mobilize our group of artists to work with young artists in different regions, such as the Kansai Region, in Japan. Through the teaching and practice of the performing arts, The Emerging Artists in Collaboration 2009 team will endow the artists with the tools necessary to flourish within the larger community of artists and civic leaders, enabling these students to become capable and empowered voices for change.
Logistics:
The Emerging Artists in Collaboration 2009 team has been invited to stay with Kyle Podziewski, who realizes the need for arts education and expression in his community. After witnessing our performances in the Philippines during a similar outreach project, Kyle asked me to bring a team to his community and stay for fourteen days.
1. SCHOOL GROUP- In the Kansai Region Kyle is a professor of English at three Universities, Otemon Gakuin University, Kobe City University of Foreign Studies, and Kinki University, where he recognizes that his students are hard workers, without a clear outlet of self-expression. We will teach two hours for eight days, ending will a final performance given by the students and then our own team as well.
2. DANCE COMPANY -Our team also plans to work with a dance company”Monochrome Circus” where we will hold a workshop/performance. We will teach a three hour master class of different styles of dance and information about music. The dance company will perform for our team and then our team will make the given workshop information come alive with an interdisciplinary performance. There will also be a time for questions and answering afterwards.
3. NEW WORK- Working with a dancer from the “Monochrome Circus” and two of his professional dance companions, our team will meet three days out of our fourteen day stay, to create a New Work. We will perform this new work for the dance company and also in the United States upon returning.
4. Community Workshop- This workshop will consist of different dance techniques and music information. It will be three hours in which the workshop students will rotate from dance to music and then back for a final performance given by our team. There will be a time for questions and answers at the end, and a time for Japanese artists to meet our team of American artists. This workshop is open to any interested dance or music artists who would like to join. All you have to do is go to: ______________ and sign up today!!
The main focus of our work is not to teach, it is to share. In sharing, one becomes a pupil and an instructor. At the core of building relationships is sharing; there is a transfer of ideas, emotions, and information. We will learn and teach.
Objectives:
• To increase awareness of the Japanese performing arts in the U.S., especially inside the major metropolitan area New York City.
• To create collaborative works involving the information we will learn and share; with hopes to present these new works in New York City to various American artists and further the appreciation of Japanese culture.
• To support collaboration and build a professional network between Japanese and American performing artists.
• To foster an understanding of the American performing arts within various different venues in Japan, by providing collaborative workshops for audiences and artists.
One of the Questions we must answer is “What do we do with what we have learned?” Upon returning from Japan will we go back to our lives, returning as if nothing changed? Or will we come back to New York City rejuvenated by the joys and struggles we found and overcame through our cultural exchange with Japan?
Reflecting:
Reflecting will be a key part of each day’s curriculum. During reflection, the students will find deeper meaning and establish connections between themselves, their culture, their art forms, and our western culture. The art will meet as a conduit, taking the flow of cultural ideas and establishing a personal relationship to the art form. Through this process, the art will help them better relate, not only to our western culture, but to their own heritage and developing culture as well.
Instructing and performing team
Chelsea Ainsworth, originally from North Carolina is now a third year dancer at the Juilliard School. Her dance training began at the age of 8 at Pierrette Sadler Dancers where she studied Jazz, Ballet, Tap, and Modern dance for competition dancing. After many competitions she was accepted into the North Carolina School of the Arts in high school as a ballet major. She participated in Youth America Grand Prix in the 2003-2004and 2005 years and won first place in the contemporary category. Working with ASTEP, CLIMB, TOC, and teaching creative movement lessons are a few of her projects. Florida, New Orleans, Bronxville, North Carolina, California, Rikers Island, the Philippines, and coming soon Japan, are a few of the places she has executed successful arts immersion projects. This awareness has led her to dedicate herself to founding the seeds of art in communities where arts education is not well-established. She has founded arts immersion programs which provide free, accessible arts education and free, public performances
Anthony Lomuljo, Inspired by his older sister, he has been dancing since the age of five starting at Dance Attack in Mountain View. He was one of the original members at Teen Dance Company and has danced in several commercials for companies such as the GAP, Dr. Pepper, and Kmart. He also danced in Fiona Apple’s Music Video and was featured as the little boy in The Radio City’s Christmas Spectacular starring The Rockettes. He won both New York City Dance Alliance’s and West Coast Dance Explosion’s, Teen Outstanding dancer and placed second with his choreography in Dancing Under the Stars Choreographer’s Festival in 2005. At twenty years old, Anthony is an active third year Juilliard dancer and member of the C.L.I.M.B. program, teaching arts education to young kids. He’s also done small outreach projects such as The Masterworks Project where he went to four elementary schools teaching and preparing the students to see The Masterworks Concert at The Juilliard School in winter of 2007, and. P.E.P.S, a group from Juilliard that toured around inner district schools promoting dance throughout New York City.
Tsukasa Kondo was born in Kobe, Japan and is currently a student at HB Studio acting studio in New York City. When he was 3 years old Tsukasa started acting in LABO,Japan, an international organization for kids in Japan. Since then he has been performing a number of plays in both English and Japanese. While he was a student at Kyoto University, Japan, he expanded his range of performance to Tokyo, where he joined a NPO, AA project. This project was founded to support young talented artists in Japan. Presently in New York, he is trying to introduce his new found education to his friends in Japan. He believes that this education could be a useful resource for artist’s friends in Japan
Nathan Madden started dancing at the age of nine, and has been ever since. As he was growing up he attended several academies, schools, and summer intensives around the country. He is currently a Senior dance major at the Juilliard School in New York city and is looking forward to graduating with his Bachelor of Fine Arts, this upcoming may. He has been a proad member of several outreach projects, including the Project Philippines team 2008, The Gluck Comunity Service Fellowship with the Juilliard School NYC, and two years of service in New Orleans Team after the devestation of hurican Katrina. Along with serving the comunity Nathan has studied with Arnold Spohr of the Royal Winnipeg Ballet, Robert Ivey in Charleston South Carolina, The Atlanta Ballet School, and The Houston Ballet Academies. He also attended the Joffery, Boston, American Ballet theater( NYC), and Ballet Magnificat‘s intensives. He also was a Ballet finalist( NYC) in the Grand Prix competition in 2003 and a part of ARTS-2004. Along with his various training, he has performed in many different professional musical theater productions and is a proud member of the Actors Equity Association. His regional Theater includes Anything Goes, A Chorus Line (Dir/Baayork Lee), Footloose (Ren) in Houston with Theater under the stars, and three seasons with the Municipal theater of St. Louis. Thanks to my family for all the support but most of all to God for the gift and for the loving guidance in every step I take.
Kathryn Wells is a third year student in the dance division at Juilliard. In addition to her studies, she participates with Juilliard Outreach programs, working with other students to prepare materials to present to community members. Kathryn helps to plan lessons and teaches children who come to the school weekly to attend the Juilliard Educational Outreach Literary program throughout the school year. She also works with an interdisciplinary group of students who collaborate to prepare performances to present in public venues such as hospitals and senior centers. Prior to coming to The Juilliard School, Katie studied with the Brigham Young University Children’s and Teens’ Creative Dance program for 14 years and was an assistant teacher in the same program for 4 years. She also studied and taught ballet classes for the Academy of Ballet in Utah. Katie began doing choreography at an early age presenting her own works annually at BYU and her choreography was awarded through the PTA Reflections program throughout high school She has had the opportunity to work with composers in creating new music for dance and is excited to continue exploring similar collaborations. She has an interest in musical theater and performed in The Jackson Hole Playhouse during the summer of 2007. Ms. Wells is a well-rounded performer, with experience in teaching and collaborating.
G. Brandon Epting holds a Bachelor of Music degree in saxophone performance from the North Carolina School of the Arts, where he performed as a soloist and with saxophone quartet in collaboration with the NCSA schools of Dance, Drama, and Visual Arts. Brandon has collaborated with choreographer Gudbjörg Arnalds and with the Via Dance Collaborative, and has presented performances in New York City at the Joyce SoHo theater, the Clark Studio Theater for Lincoln Center Institute, and during the RAW Dance Festival for Dancenow|NYC. Brandon?s current work focuses on extending and refining his abilities as a solo and chamber ensemble performer. Along with his colleague, saxophonist Travis Calvert, Brandon is exploring opportunities to create unique, distinctive performances in collaboration with artists and in other media, connecting with new and diverse audiences who seek to experience rather than simply watch.
As an educator, Brandon has continued the legacy of his teachers James Kalyn, Taimur Sullivan, and Stephen Pollock, working with young artists who are developing an interest in music and in the saxophone. In his work with children he seeks to create an environment that allows full artistic expression, helps the students find deeper meaning in the music, and that helps them make connections between their own talent and experience, their heritage, and the traditions and literatures of their art-forms.
Brandon has recently joined EmcArts, a New York-based nonprofit service organization for learning and innovation in the arts. In his work with EmcArts, Brandon helps to strengthen the capacities and effectiveness of arts and culture organizations through innovation, organizational change, and strategic planning.
Travis Calvert is a saxophonist steeped in many musical genres. He has performed in all kinds of musical settings from chamber music to hip hop groups. In 2002 he entered into the North Carolina School of the Arts to study classical saxophone performance as a high school student and eventually graduated from the college there. While at the school he performed all over the southeast giving concerts and touring with commercial bands. He tours the country with his Jazz/Funk band “Audioform” extensively. Currently he resides in Brooklyn, NY where he is a Fellow at Lincoln Center Institute. He is currently working on many new projects exploring electronic music composition and collaborations with modern dancers.
VI. Personal Inspirational Statements
There has been tons of research done to prove that the arts, specifically non-profit arts have a profoundly positive economic impact on cities. Arts activities in a neighborhood make that neighborhood more appealing to non-arts people for a variety of reasons, safety and hip cache being two of them. Those non-arts people move to the neighborhood, property value goes up and then all of a sudden your roads are being paved more regularly, there’s better produce at the grocery store, fair trade cappuccinos, and free Wi-Fi. With this excitement of establishing art into new communities I believe it is our mission as artists to show that art has the power and potential to teach life skills. Communication, self-expression, problem solving, decision making, and perseverance are all taught through art in ways that wind deeply into the heart, soul, and mind of the person/people whom they touch.
Realizing the brilliant, infectious reactions that the arts have, I have made it a goal of mine to bring art to as many different places as possible; Florida, New Orleans, New York, North Carolina, California and the Philippines. I have demonstrated the vitality of the arts as a teaching tool within these communities I am working in and also within myself. I witnessed the students learning to find a sense of their selves through music and dance with the environment that was created for them. Each student opened up new ideas and possibilities and explored what they are capable of accomplishing. Encouraging the students to always try assisted each individual in finding an excitement of relating to others and even themselves, in a new way. This discovery within the students and their relationships was carried out along with other tools I taught, and the students are continuously growing and developing as expressive artistic human beings.
When I was in the Philippines, Kyle Podzieiwski (A professor of English) asked me to come to Japan because he was inspired by the confidence I have discovered through my art form, the power art has in a creative collaborative process, and because he wants his students to experience the life altering influences he witnessed art capturing. I knew this was another community in need.
With an exchange of information between dancers and musicians in Japan, I believe we will highlight the success of collaboration. We will bring this idea, that art has the power to inspire leaders, to other young artists and show what our multi-arts team is capable of.
*Please feel free to contact Chelsea Ainsworth at (919) 614-0505 or email at CNA@Juilliard.edu
Mail to: Kathryn Wells -The Japan Tour-box 162
60 Lincoln Center Plaza
The Juilliard School
New York, NY 10023
*The Japan Tour 2009 will give complimentary DVD’s of the documentary to the donors, institutions, and patrons who donated their money, efforts, and time. Thank you in advance for considering our project.
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