Sentences with phrase «school dance programs»

Following Hurricane Katrina, she worked in the New Orleans public school system leading after - school dance programs for low - income students with the nonprofit New Orleans Outreach.

LAMB has an arts education program with both visual arts and music, as well as an after school dance program.

Not exact matches

Today, our award - winning programs include infant care, preschool programs, a private elementary school, a private middle school, extended - day care at all locations, dance, sports, and so much more.

Around the house, plays would be sketched on newspapers, napkins, books, calendars; they were found on church programs and high school prom dance cards.

Programs Include: - Infant Care - Preschool Program - Private Elementary School - Extended - Day Program with onsite dance, sports, and other extracurricular activities - Private Middle School - Holiday and Summer Camps Find our preschools in San Jose, Saratoga, Mountain View, Santa Clara and Campbell.

But other kids» activities, like karate or dance classes, are often structured as after - school programs.

During the intervening hours, I met dozens of school nutrition heroes — serving pancakes with mixed berry compote, explaining their Dance Party kits from the award - winning Student Wellness Program, scrubbing potatoes in the central kitchen, customizing sub sandwiches for teens, working the El Fuego Food Truck (and preparing my lunch), and sampling coffee with teen entrepreneurs at their student - run business.

A big band dance featuring the Johnnie Kaye Orchestra and sponsored by the district's Community Education program will be held at 8 p.m. Saturday in Hersey High School, 1900 E. Thomas St., Arlington Heights.

Recreation programs and activities include: athletic leagues and classes for both youth and adults; health and exercise activities; cultural arts programming in dance, drama, and crafts; preschool programs; supervised before and after school programs; older adult programs; summer camps; aquatic lessons and activities; tennis instruction and league play; golf lessons, league and general play; special events; general interest programs; and historical programs and activities.

Walnut Hill School of the Arts Summer Dance (Natick, MA) includes two programs: 1) A 3 - week boarding or day program for ages 10 - 13 (July 23 - August 11) including a full range of dance claDance (Natick, MA) includes two programs: 1) A 3 - week boarding or day program for ages 10 - 13 (July 23 - August 11) including a full range of dance cladance classes.

Walnut Hill School of the Arts Summer Theater Program (Natick, MA) is an intensive five - week boarding program; participants take daily classes in acting, musical theater, and dance and are cast in a play and a musical, as well as the ensemble of a second musical prodProgram (Natick, MA) is an intensive five - week boarding program; participants take daily classes in acting, musical theater, and dance and are cast in a play and a musical, as well as the ensemble of a second musical prodprogram; participants take daily classes in acting, musical theater, and dance and are cast in a play and a musical, as well as the ensemble of a second musical production.

The renovation included remodeling two existing rooms into combination dance studio / meeting rooms, with a room divider for added flexibility; providing a program viewing / waiting room for families; improving the west parking lot entrance to the building; creating two outdoor accessible restrooms for North School Park events; and creating a receiving area for bulk delivery and increasing the storage area for program supplies.

Let your child know that you think school is important by helping your child with homework challenges, volunteering at the school, or supporting the school through fundraising programs, at sporting events or by chaperoning dances or field trips.

The school is known for offering many extra curricular activities, such as an exceptional Band, Dance, Rock Band, and Art program.

Unique birthday parties and after - school programs that come to you, where kids learn hip - hop dancing and work collaboratively to create one - of - a-kind music videos.

The Old Town School's international dance program is one of the largest and most diverse in Chicago.

Program Length: The dance program runs for 32 weeks generally following the schooProgram Length: The dance program runs for 32 weeks generally following the schooprogram runs for 32 weeks generally following the school year.

Old Town School's international dance program is one of the largest and most diverse in Chicago.

These programs include need - based scholarships, after - school programs for under - served youth, in - school arts education programs, arts enrichment for Port Chester Head Start, a dance program for people with Parkinson's Disease, and more.

She has developed and taught curriculum for after school and enrichment programs, including karate, latin dance, and other fitness classes to grades K - 6.

They had their big dance audition for the distinguished ballroom dance program at Orange County School of the Arts, a performing arts charter school for 7th — 12th gSchool of the Arts, a performing arts charter school for 7th — 12th gschool for 7th — 12th grades.

As a kid, I was always involved in 100s of activities and from 3:30 - 9:30 pm I would spend my afternoon and evenings at various sports practices, extracurriculars, after school programs, dance lessons, private music lessons, etc..

Project grant supports Dances with Words, a youth - development program that works with youths, adult mentors, schools and nonprofit partners on the Pine Ridge Indian Reservation and in Rapid City... on the Mickelson Trail in South...

Los Angeles School of Gymnastics is a high quality gymnastics education center that offers programs for children ages 18 months, youth, teenagers and adults in gymnastics, cheer, dance, parent & me, private instruction, special needs and gymnastics production consulting.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Austdance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AustDance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Ausschool Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Western Australia

This transition could involve moving from home to attend high school, particularly for one of the many specialist high schools that offer programs in music, art and dance.

Elsewhere in the three - story facility, students are participating in math and reading literacy programs, using the school's new wireless laptops, or choreographing a dance number.

59 Pep rallies relieve stress, motivate students for high stakes tests; state weighs banning junk food from schools; schools consider breath tests for all students before dances; program integrates cooking and academics.

Bowen, former teen coordinator at the Boys and Girls Clubs of Napa Valley, won $ 18,000 from the Community Foundation of the Napa Valley based on five grant proposals for educational after - school programs (such as dance and cooking classes) she helped local teens put together.

Two years ago, I created an after - school program, SHINE for Girls, that utilizes kinesthetic learning by combining math with dance.

For example ~ a school learned that its 6th and 7th grade girls were disproportionately overweight ~ so it partnered with hip hop dance and non-contact kick boxing programs to provide afterschool physical activity opportunities.

In 2005, we began a new program to for Miami - Dade Public Schools to introduce students with autism, learning disabilities, and visual, physical, language and emotional impairments to dance instruction by developing a new and unique dance residency program.

«My high school did not have an arts program — there was no theater, no space to dance, and no place to really write,» Morgan says.

ACHPER would like to advocate strongly for HPE as a learning area and other enrichment activities such as sport, dance, outdoor education and evidence - based health programs, to be a crucial element of your school.

Renaissance Charter School in New York City, for example, incorporates a strong focus on music; Camino Nuevo offers a bilingual Spanish - English program and emphasizes the arts; and Richmond College Prep eschews strict disciplinary policies and offers enrichment activities such as Mexican folk dancing, Mindful Life, and Gospel Choir.

For example, the Dance Theatre of Harlem, a 31 - year - old dance company, offers an after - school proDance Theatre of Harlem, a 31 - year - old dance company, offers an after - school prodance company, offers an after - school program.

If you want to start a program at your school, one of the first things to make clear is that a visiting artist program can be beneficial for classes not only in the arts (e.g., photography, dance, drawing, and painting) but also in the humanities, the sciences, and math.

Today, almost every elementary school works with professionals from orchestras, dance companies, theaters, and museums to create programming that has become a model around the country.

From mock courts to marine life exploration, hip - hop dance parties to poetry slams, today's full - time - learning programs are a far cry from the old - school after - school mix of study hall and intramural sports.

Operating in Australia, The Song Room offers in - school programs in music, drama, dance, visual arts and media arts, for disadvantaged students.

Yoga has proven so popular at Jefferson that the school started an afterschool program — hip - hop yoga — that combines hip - hop dance moves with yoga positions set to music.

Yet, fewer than one half of elementary schools in the New York City area offer dance, music, theater, and the visual arts programs; were trying to do our part to change that.

As a result of the Year of the Arts program in partnership with Cre8MKE, a citywide collaborative of community partners and institutions, schools will offer opportunities for dance, visual arts, and theater.

A self - proclaimed «dancing diplomat,» Upchurch knew the Arts in Education (AIE) Program would equip her with the skills to develop a revolutionary arts integration curriculum for urban public schools.

Only after everyone has a chance to offer opinions and observations do the teachers whose students performed the dance — two women who run an after - school neighborhood outreach program sponsored by the Boston Ballet — reveal that the dance is a blending of hip - hop and Bhangra, an Indian dance form, assigned as a choreography project to enhance self - confidence and to give the girls a chance to work on creativity within boundaries.

Outside the classroom, Mrs. Torres supports Prince of Peace students in the Homework Help program and shares her Mexican heritage and folk dancing at school events and community festivals.

The components of HOPE COMMUNITY PUBLIC CHARTER SCHOOL's physical education program shall include a variety of kinesthetic activities, including team, individual, and cooperative sports and physical activities, as well as aesthetic movement forms, such as state activities the HOPE COMMUNITY PUBLIC CHARTER SCHOOL provides, such as Hip Hop dance, cheerleading, indoor track, creative movement, basketball, tennis, T - Ball, flag football and Girls on The Run as well as, goals to increase physical activity for students to satisfy the Healthy Schools Act requirement.

Thanks to the Artists in Schools program, more than 120,000 Wake County school children see a theater, dance or music performance, or receive a week - long artist visit, each year.

The schools have a rich arts program that include band, dance, visual arts, and even a harp program.

Among the findings: one full - time music teacher for every 840 students, including high school band programs; one full - time visual art teacher for every 3,150 students; one full - time drama teacher for every 17,848 students; and one full - time dance teacher for every 31,235 students.