Application: Shakespeare & Violence Prevention in Schools 12970 Started at: 4/07/2016 3:01 PM - Finalized at: 4/15/2016 3:08 PM Round: Main Page: Project Title Project Title Shakespeare & Violence Prevention in Schools Page: Contact Information Applicant #1 Name Applicant #1 Title Applicant #1 Applicant #1 UCB Campus Box Applicant #1 Campus Phone Number Applicant #1 Email Address Beverly Kingston, PhD Senior Research Associate Center for the Study and Prevention of Violence 483 UCB (303) 492-9046 beverly.kingston@colorado.edu Applicant #1 Chair/Director Name Beverly Kingston
Applicant #1 Chair/Director Email Address Applicant #1 College/School Dean Name Applicant #1 College/School Dean Email Address beverly.kingston@colorado.edu John Stevenson john.stevenson@colorado.edu Applicant #2 Name Applicant #2 Title Applicant #2 Applicant #2 Campus Phone Number Applicant #2 UCB Campus Box Applicant #2 Email Address Tamara Meneghini Associate Professor Theatre & Dance (303) 492-3487 261 UCB tamara.meneghini@colorado.edu Applicant #2 Chair/Director Name Applicant #2 Markas Henry (Associate Chair) markas.henry@colorado.edu
Chair/Director Email Address Applicant #2 College/School Dean Name Applicant #2 College/School Dean Email Address Steven Leigh steven.leigh@colorado.edu (If more than 3 faculty applicants, include the additional names and information in the Role of Faculty narrative.) Applicant #3 Name Applicant #3 Title Applicant #3 Applicant #3 UCB Campus Box Applicant #3 Campus Phone Number Applicant #3 Email Address Applicant #3 Chair/Director Name Applicant #3 Chair/Director Email Address
Applicant #3 College/School Dean Name Applicant #3 College/School Dean Email Address Page: Project Description Provide a narrative for each of the following sections. Project Goals Provide an overview of clearly defined goals and objectives. (250 words maximum) 1. To educate Colorado school children about violence prevention (including Safe2Tell, an anonymous tipline) through the works of William Shakespeare. 2. To expand the potential of the arts by presenting violence prevention research in a dynamic and creative way. 3. To develop in-depth relationships with Colorado schools to help them understand the importance of school climate. 4. To give CU students practical knowledge and experience with theatre, violence research and school programming. Collaborative Efforts Describe how the interdisciplinary or collaborative efforts of faculty will enhance the outreach project and the work of the participating campus departments. (250 words maximum) This interdisciplinary Shakespeare & Violence Prevention project, entering its sixth year, draws together expertise from three campus units: the Colorado Shakespeare Festival, the Center for the Study and Prevention of Violence, and the of Theatre & Dance. This unique partnership combines the latest violence prevention research with expertise in Shakespeare and performance to create an engaging, informative, and impactful program for Colorado students. The result is a touring theatre program that uses the plays of William Shakespeare to help students wrestle with key questions about violence, community, and school climate. Theatre professors, violence researchers, clinical psychologists, CU graduate students, and professional actors collaborate to develop a program in partnership with Colorado schools, based on the most pressing needs reported by schools. Although other examples of applied theatre programs exist on our campus, this Shakespeare & Violence Prevention project is unique because it is the only example of Shakespeare being used to address a social issue; the themes that appear in Shakespeare s plays offer tremendous insight into contemporary situations, and this project harnesses the timeliness of these 400-year-old stories to connect young people with history, literature, language, and their own communities. This project has taught our separate departments about the resonances between our various disciplines; the overlap, we repeatedly find, stems from empathy theatre is about stepping into the shoes of another character, and violence prevention research demonstrates that considering the world from another s perspective can reduce violence. This program continually reveals that together, we are stronger than our individual departments.
Project Timeline Provide an outline the project plans and timeline. (250 words maximum) Summer 2016: Scheduling fall tour of all-female Taming of the Shrew Professional actors audition Preliminary research & script cutting for age-specific performances: Comedy of Errors for elementary and Julius Caesar for middle/high September 2016: Rehearsals for The Taming of the Shrew Workshop training held for actor/teachers, led by CSPV Students contact Colorado schools about the tour Taming of the Shrew study guides sent to teachers, along with informational resource packets about violence prevention THDN graduate student develops evaluation strategies in partnership with CSPV and CSF Sept. 27-Nov. 4 2016: Fall Tour visits 8 schools/week for six weeks, touring to grades 3-12 (48 schools max). Schools receive information about CSPV's school climate survey October 2016: Script completion for two age-specific performances: Comedy of Errors for elementary students and Julius Caesar for middle and high school students Study guide creation Scheduling Spring Tour (CU students) Develop workshops for Comedy of Errors and Julius Caesar November 2016: Follow-up evaluation work with schools Postmortem (feedback session) with cast, crew, faculty, staff Graduate student compiles data, makes adjustments to evaluation methods. Jan/Feb 2017: Rehearsals for Comedy of Errors and Julius Caesar (3-actor company rehearsing both shows) CSPV conducts workshop training for Comedy of Errors and Julius Caesar Spring 2017: Comedy of Errors (grades 3-5) and Julius Caesar (grades 6-12) tour: Actors visit up to 8 schools/week for 6 weeks (48 schools max) Collect feedback from schools, and conduct follow-up Postmortem with all cast, crew, faculty, staff Graduate student compiles data, makes adjustments to evaluation methods. Partnership Details Describe the role of the project partners and how the collaborative partnership mutually CSF oversees script and workshop development, rehearsals, and all touring logistics. Theatre & Dance students are involved as dramaturgs, evaluation specialists, and interns, while theatre professors assist the rehearsal process. CSPV provides the latest research on violence, a Safe2Tell training with the acting company, rehearsal space, and communication throughout the year to ensure the program s success. The Shakespeare and Violence Prevention program has the potential to reach nearly 100 Colorado schools during the 2016-2017 school year. At full capacity, the program will enable 24,000 students to watch a live Shakespeare play and nearly
benefits faculty, students, and community participants. (250 words maximum) Student Involvement (if applicable) Describe how the project involves CU- Boulder students in the development, implementation, and/or evaluation of the project. (250 words maximum) 9,000 students to participate in post-show violence-prevention workshops. This program benefits CSPV by offering a tangible way to share violence prevention research in Colorado schools; CU students benefit through professional theatre experience and teacher training; it gives THDN students, faculty, and CSF staff the chance to positively impact the community by using Shakespeare to address a critical social issue. Colorado schools benefit from an enriched curriculum with Shakespeare performance, while simultaneously taking steps to improve school climate. To better address age and maturity levels of the community partners, the 2016-17 program will include two separate, age-specific performances: Comedy of Errors (for elementary schools, exploring physical bullying), and Julius Caesar (for middle/high schools, examining planned violence). Throughout the project, campus units (CSPV, CSF, THDN) monitor the experience of community partners through regular email communication and surveys, and adjust the program based on school recommendations. Interns: THDN undergraduates may sign up for internships or practicum experiences related to the project. Students learn about the professional rehearsal process, receive networking opportunities with professional actors and CSF staff members, and gain practical knowledge of how a professional tour operates. Graduate Student Evaluator: A graduate student from THDN will develop evaluation tools to measure the program s impact. Working closely with the CSF Director of Outreach and the CSPV Director, this student will work to incorporate innovative evaluation models and cutting-edge technology to ascertain how to measure a theatre/violence prevention project and possible longterm impact. Graduate Student Dramaturg: A graduate student from THDN will serve as a dramaturg. Duties will include cutting the play, writing the study guide, and creating workshop outlines to align with education standards. Student Coordinators: CU students will work under the supervision of CSF Outreach Director Amanda Giguere as school coordinators. Duties will include contacting schools, scheduling visits, coordinating details of the visit, and conducting follow-up with schools. Note about CU Alumni: This program provides employment and training opportunities to CU students. In our five years of running the project, we have hired more than 35 Theatre & Dance students and alumni, and this project has become a professional training ground for theatre undergraduates and graduate students. More than 40% of the CU students we work with have been hired to work with the Colorado Shakespeare Festival after graduation. The program is not simply educational for CU students--it s a career-building activity. Continuing or Previously Funded Applicants Only Provide a description of the duration of project, information about the project s impact to date and justification for Since 2011, this program has reached over 72,000 Colorado schoolchildren and received positive response from students and teachers. Press coverage of this collaboration, including features in The Daily Camera and Quarto, a Shakespeare Theatre Association publication, strengthens CU's reputation as an institute committed to cutting-edge research and creative work. Qualitative data is consistently positive a recent teacher: It is a great way to introduce students to Shakespeare while addressing issues related to bullying and violence prevention that are relevant to their lives. Quantitative evidence also shows that the program works; Safe2Tell tips from schools increase after we visit, and 90% of students report they are more likely to become upstanders after our workshops.
continued funding. (250 words maximum) After five years of successful programming and feedback, we seek to better address the evolving needs of our community partners. In 2016-2017, we will incorporate more Spanish and offer two play options for different age groups. Middle and high schools frequently request that we address school violence with more mature situations. In response, we ll offer two performances: The Comedy of Errors for 3rd-5th graders, exploring physical bullying and power-imbalances, and Julius Caesar for 6th-12th grades, examining the challenges of intervening in a planned act of violence. Likewise, CSPV is embarking on a multi-year project to analyze school climate. Outreach support will enable us to gather more concrete data on the measurable outcomes of this program, and refine our approach to better serve Colorado s children. Page: Role of CU-Boulder Faculty Role of CU-Boulder Faculty Narrative Provide the names and roles of each participating CU- Boulder faculty member and an explanation of how the program extends faculty teaching, research or creative work. (250 words maximum) Beverly Kingston, PhD, Director of the Center for the Study and Prevention of Violence at the University of Colorado, will have executive oversight of the program. Having worked with five Adams county school districts as Director of the Adams County Youth Initiative, Dr. Kingston is committed to reducing bullying in Colorado schools and eager to continue this Shakespeare & Violence Prevention program. Her expertise and insight into the latest violence prevention research, statistics, and resources will ensure that the program adheres to the most effective antibullying techniques. She will have input in the development of the workshops, study guides, and will work with schools participating in the surveys. Tamara Meneghini, Associate Professor, of Theatre & Dance, is an accomplished actor, director, and teacher who has toured a one-woman show and performed with the Colorado Shakespeare Festival in several productions. She is a Teaching Artist in Training at the Kennedy Center and will work with the actors as a movement specialist and serve as a workshop consultant (in coordination with Dr. Kingston), supervising the inclusion of theatre elements and techniques in the workshop curriculum. Lynn Nichols, Senior Lecturer at CU Boulder, specializes in Shakespeare and worked for many years at the Colorado Shakespeare Festival. He currently teaches undergraduate acting classes in the THDN department. Lynn's expertise as a Voice, Speech and Text coach will ensure that the actors are speaking with clarity and precision, vital for a school touring production. Page: Audience and Demonstrated Need Audience and Demonstrated Need Narrartive This program visits 3-12 grade students in Colorado. This grant will allow us to provide partial or full subsidies to qualified schools with high free/reduced lunch rates all across the state. These schools rarely have funding to bring in outside groups, and the Outreach grant will enable us to
Include the following: description of your external partners and their involvement, plans to include and learn from your external partners,demonstrated project need and pertinent demographic information. (250 words maximum) offer this program at no cost for up to 18 schools. We target Title 1 schools in allocating subsidies for this program, as these schools have restricted funding to support arts programming. Because this program hires professional actors, we will have the flexibility to tour the program to communities outside the Boulder-Denver metro area. Several tour dates will be spent in rural communities in Colorado with limited access to arts programs. We receive requests from schools we have visited in the past via online survey for a program that will help them address gendered violence, as well as requests for more mature topics for our middle/high school groups. For that reason, we are offering the all-female Taming of the Shrew in the fall, and targeted shows in the spring (Comedy of Errors for elementary audiences and Julius Caesar for middle/high audiences). In violent incidents in schools, 81% of the time, someone other than the perpetrator knew it was going to happen. Julius Caesar is required reading for many schools, and offers a prime example of a planned violent incident (as well as an opportunity for intervention). In speaking with our community partners, they are enthusiastic about the planned offerings in 2016-17. Page: People Directly Impacted by Project (Note: This is not to suggest that more is better; the committee understands that some outreach work may go deeper but serve fewer people.) Number of CU-Boulder faculty involved Number of CU-Boulder undergraduate students involved Number of CU-Boulder graduate students involved Estimated number of external constituents to be impacted 3 10 4 18000 Page: Assessment/Evaluation Plans Assessment/ Evaluation Plans Explain your current Workshop participants are surveyed to assess learning at the end of each workshop. The stage manager sends daily tour reports, and we regularly receive anecdotal feedback from teachers and students throughout the tour. Teachers and administrators complete online surveys about their
Explain your current project design and assessment plans and including the following if applicable: What approaches will you regularly use to monitor the quality of your outreach work and gather feedback to improve it? How will you address and evaluate your objectives? What approaches might you occasionally use to gather evidence about the impact of your work on both external and internal audiences? (250 words maximum) school's experience of the program and its impact following each school visit. Schools can also participate in a more in-depth school climate survey administered by CSPV. In the coming year, CSPV is embarking on a multi-year grant from the National Institute of Justice to explore school climate, and plans to analyze this Shakespeare program alongside other evidence-based programs in schools involved with their study, which will enhance the data-collection methods of our program. We plan to bring on a graduate student with a background in theatre evaluation methods to focus on measuring this program s success. Following each tour, we schedule a "postmortem" discussion, in which staff, artists, and faculty evaluate the successes of the program and suggest future improvements. CSPV monitors increases in Safe2Tell tips from schools we visit as a way to gauge increased awareness of this tool. The 2015-16 Outreach Award Committee requested we incorporate methods that will help identify any reduction in bullying (beyond Safe2Tell) in schools that have hosted the program more than once. The CSF Director of Outreach conducted interviews with selected schools in Boulder Valley in December 2015, and learned how individual schools measure school climate. The findings of this study are detailed in our final report. Page: Budget Information Budget Narrative Specifically explain how your budget will support the activities and people described previously in your proposal. (250 words maximum) Total Funding Request The $24,000 grant from CU Outreach will fund wages to the CU students involved in the tour, material costs for costumes, scenery, and workshop supplies, travel expenses from the tour van rental, and will cover a portion of the artist fees. This grant will also cover full scholarships for at least 18 schools to experience the program at no cost. The remaining expenses are for artist fees, stage manager wages, and benefits. Additional funding comes from the Colorado Shakespeare Festival s corporate sponsorships (currently, White Wave Foods and Haynes Boone), who believe in the value of exposing young audiences to the arts. These sponsorships provide scholarships for 14 schools during the year. Each year, the Colorado Shakespeare Festival applies for funding from the Boulder Arts Commission Arts in Education grant (pending) to provide funding each fall for 5 schools within the city of Boulder to experience the program. The remainder of the expenses are covered by fees paid by schools; $600 for a halfday program; $1200 for a full-day program. 24000 Total dollar amount of funding being requested ($8,000- $24,000, including
6.44% GAIR fee). Provide a breakdown of the project budget. Project Expense #1 Project Expense #1 6500 Van rental, housing, per diem, other touring costs Project Expense #1 travel expenses Project Expense #2 Project Expense #2 2550 props/scenery, costumes, study guides, printing Project Expense #2 materials/supplies/equipment Project Expense #3 Project Expense #3 2250 Evaluator, Booking Coordinator(s), Dramaturg Project Expense #3 student pay Project Expense #4 Project Expense #4 5000 CSPV project expenses
Project Expense #4 other direct costs Project Expense #5 Project Expense #5 6247.91 Non-student actor stipends (partial) Project Expense #5 other direct costs Project Expense #6 Project Expense #6 1452.09 6.44% Project Expense #6 GAIR Project Expense #7 Project Expense #7 Project Expense #7 Project Expense #8 Project Expense #8 Project Expense #8
Project Expense #9 Project Expense #9 Project Expense #9 Project Expense #10 Project Expense #10 Project Expense #10 Page: s and Associated Funding Sources Provide a breakdown for other project expenses and associated funding sources for the project that are not part of your funding request to the outreach committee (if applicable). Other Funding Narrative Describe how your outreach award funding request complements or enhances the other funding for your project. (250 words maximum) The Outreach Award allows us to bring CU students into the project, to pay for the materials involved in the scenery and costumes, covers the travel expenses, and covers a portion of the artist fees, while supporting scholarships for schools (18 full scholarships, which more frequently get spread out to more schools, as many schools require only partial scholarships). Since the Outreach began funding this project, more funders have come on board to directly support scholarships for schools, thus widening the reach of the work Outreach supports. The Boulder Arts Commission Arts in Education Grant (still pending for 2016) provides the program at no cost to five schools in the city of Boulder. The Colorado Shakespeare Festival has secured corporate sponsors for its Education program (White Wave Foods, Haynes Boone) which directly support school scholarships for the Shakespeare & Violence Prevention program. In short, CU Outreach's initial funding of this project has allowed us to build this school tour, and the continued funding from CU encourages other donors to contribute to this innovative program, to ensure that schools across Colorado are able to experience the program at a reduced (or no) cost.
of Other Project Expense #1 of #1 28885 Rehearsal/Performance Stipends and Benefits (Partial) (e.g. travel, pay, materials/supplies) Funding Source for #1 Booking fees from schools (e.g. in-kind donation, department contribution, other grant) of Other Project Expense #2 of #2 11400 artist fees and benefits (partial) (e.g. travel, pay, materials/supplies) Funding Source for #2 additional grants and corporate sponsorships (secured by CSF) (e.g. in-kind donation, department contribution, other grant) of Other Project Expense #3 of #3 (e.g. travel, pay, materials/supplies)
Funding Source for #3 (e.g. in-kind donation, department contribution, other grant) of Other Project Expense #4 of #4 (e.g. travel, pay, materials/supplies) Funding Source for #4 (e.g. in-kind donation, department contribution, other grant) of Other Project Expense #5 of #5 (e.g. travel, pay, materials/supplies) Funding Source for #5 (e.g. in-kind donation, department contribution, other grant)
Page: Project Endorsement Comments from Chair/Director Share the draft of your proposal with your department chairs/directors in advance of submission and obtain a 1-page endorsement letter from each one. This is an important, required part of your application. A maximum of 3 letters total may be uploaded with your online submission. Chair/Director Endorsement Letter #1 Download File Chair/Director Endorsement Letter #2 Download File Chair/Director Endorsement Letter #3 Download File Page: Final/Status Report If you were awarded outreach funds during 2015-2016, you must submit a Final/Status Report for that program with your new proposal. Download the form at http://outreachawards.colorado.edu FileUpload dfad8c7fb99f-48f0-992ddc3c524157ac Download File Upload the form with your online submission.