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Community-Word Project’s mission is to inspire children in underserved communities to read, interpret and respond to their world and to become active citizens through collaborative arts residencies and teacher training programs.
“Community-Word Project encouraged me to go beyond what people think I can do. I am pushing hard to be successful in school and go on to college.” — Terrell
Community-Word Project 8th grade student
Community-Word Project (CWP) believes that all children have the right to a learning environment that teaches them not what to think, but how to think. We achieve this goal through multi-disciplinary arts residencies for public school students and a comprehensive teaching artist training program, the only one of its kind. In a CWP classroom, two professionally-trained Teaching Artists work in collaboration with the classroom teacher to help students develop leadership, creative, and literacy skills by writing poetry, painting murals, and staging performances. Since 1997, CWP has helped over 13,000 young people develop the skills to be successful in school and in life. In 2010-11, we will work with over 1,250 students in struggling New York City communities. Community-Word Project works with young people who live in New York City neighborhoods beset with drugs, violence, and unemployment and who attend public schools that are struggling with high teacher turnover, overcrowding and a lack of resources. Community-Word Project transforms the classroom from a place where students have to be to one where they want to be. CWP students acquire the skills and tools they must have to succeed in school and in the workplace. CWP students are recognized as original thinkers, powerful writers and, and creative risk-takers. As a result, they re-engage in their classrooms and grasp their potential for success in school, in their communities, and in the greater world.
We build community in the classroom.org or contact Gay Haubner.communitywordproject. A lack of resources. 212-962-3820. We make sure every child experiences success. overcrowding. “Rie con la gente.. so every child receives individual attention. and where we come from. To become productive citizens. At-risk young people must have teachers who are prepared for the opportunities and challenges of working in struggling schools. on the stage. one that is stronger when joined with others.. We ask students to draw from their personal experiences. express their fears and hopes. nationality and culture come bound like threads woven together. and how to communicate their ideas effectively. visit www. They learn to speak out strongly and to listen to one another. We know that change takes time. All of our Teaching Artists are graduates of CWP rigorous Teaching Artists Training and Internship Program. Students are offered several ways of articulating their ideas: on the page. Community-Word Project is the only NYC arts education organization that focuses on individual and collaborative arts. how to problem-solve. and support each other as they explore ways to develop themselves and their communities. Community-Word Project Teaching Artists work with students every week for a full school year. Working together on a collaborative mural or performance teaches young people leadership and problem-solving skills and how to work as a team.How CommunitY-woRd pRojeCt CHAnges tHe lives of Young people CWP works in schools where 78% of students are from low-income families and 57% do not meet established testing standards. love our lives. young people must acquire the skills employers and colleges demand: how to think critically and creatively. School of the Future Community-Word Project’s vision of how children can best learn through the arts: We believe every child has a unique voice. skills they develop in CWP classrooms. and through visual arts. this creates a 6:1 student teacher ratio. . how to work collaboratively. Every residency has two trainees from the program assisting the Teaching Artist and classroom teacher. and high stakes testing requirements leave at-risk students doubly vulnerable to feeling powerless and disconnected from the school setting. For more information. We are equally committed to long-term partnerships with our schools.” — Mural and poem by 6th-8th graders. some dating back to 2000. They take ownership in the residency by taking an active role in forming the curriculum. such as painting and photography.