ArtsPowered Schools
Telling Your Story
Develop a story about your project that you can share with others, as well as with the ICA. The story should be brief (two pages maximum), to the point, and understandable to a variety of audiences. Use the following questions to structure your story:

1. What did your project set out to do? What outcomes did you identify for your project?

The residency was an opportunity to develop the essential understanding that math is all around us, in art, and in our community.
Our third and fourth grade students learned how art and math are similar in their use of patterns, geometric shapes, and measurement (area and perimeter). The integration of social studies, as the subject of their tiles, reflected understanding of community and symbols of Idaho.

2. What did the project accomplish? Who was served and how did they benefit?

Student skills in measurement and geometry were strengthened as a result of integrating math instruction with the production of the tile wall mural. Both third and fourth grades students benefited from collaborating with each other about the skills needed in creating the tiles. Students also experienced increased pride in community by symbolizing their favorite places and objects within our community and state. Through a process of collaboration and reflection, the teachers benefited by learning the importance of the vocabulary usage and instruction needed in all areas.
The entire community of Troy benefits from this project because the mural is displayed in a public space, and it is a tangible representation of the students’ pride, creativity, and skill development.
3. How do you know that your project accomplished these things? What evaluation methods did you use?

Responding/Reflection by Students (checks for understanding)
We identified three 3rd and three 4th grade students (one struggling, one striving, and one thriving) and documented what these students DID (photos and products), WROTE (journals), and SAID(interviews) at 3 points- BEFORE, DURING, and AFTER the Residency.
Criteria to assess learning
Pre/During/Post Residency Interview Question: Where do you see Math used in the community?
Pre/During/Post Residency Journal Writing: How do you feel about Math? Where do you see math in the community? Explain the process of tile making.
Pre/Post Residency Skills Based Assessment: Aligned with 3rd & 4th grade Measurement and Geometry Math Standards
Pre/Post Residency: Evaluation of Student Responses to Art based vocabulary and elements on teacher generated rubric.

4. How will you share the results of your program with others?
(These might be other school personnel, parents, press/media, PTO/PTA,
local or state policy makers, etc.)



The students displayed and discussed their individual tiles at a community-wide Celebration of Music and Art in December 2010. The Moscow-Pullman Daily News ran a feature story about the project on October 27, 2010. Students led a walking-tour of the mural with the Troy School District School Board on January 10, 2011. Students presented their mural to the school community with an unveiling of the wall mounted tiles, January 2011.

Please attach photographs (please limit to 400 pixels wide!) or other documentation that helps others to understand your project. Label the documentation with text that explains what it is and how it shows the project’s accomplishments.

(nothing to display)
Title for this story: 
Your Name:
School or Organization:
Date Submitted:  

Thank you.




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