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Inspiring a creative passion for the ARTS through education. PARTNERSJH.ORG | (307) 733-2565
ANNUAL REPORT 2014
Staff Ruth Moran-Rooks Executive Director
Board of Directors Sarah Kilmain Chairman Liz King Vice-Chair; TreasurerNancy Brumsted Secretary Shannon BorregoDarcy RiceJulie WalkerShannon ShuptrineHillary Berry
Pastel Ow
l
MESSAGE FROM THE BOARD
Dear Friends of pARTners:
All of us at pARTners are so excited and
proud to be part of an organization that
has the opportunity to reach every K-12
student in Teton County. Multiple stud-
ies support the importance of creativity in
a child’s development. By collaborating
with teachers and artists, we are able to
bring exciting programs into our schools
that lead students through the creative
process. We engage students to take
part in projects that promote self-dis-
covery while also exposing them to new
ways to look at and solve problems.
Last year, an estimated 2,500 students took part in our pro-grams because of the gener-osity of so many wonderful people and organizations. On
behalf of the children who benefit from
your support of pARTners, we cannot
thank you enough. You enable us to
broaden the educational experience of
Teton County’s students in a meaningful
way. You have made a difference in their
lives.
Thank You!
Sarah Kilmain
Chair of the Board
The past year has been an exciting one
for pARTners on many fronts. The year
got off to a bittersweet start in the Fall
of 2013 when our Executive Director,
Marylee White, announced her intention
to make a career change, after ably lead-
ing pARTners for the past eleven years.
We were sad to learn of Marylee’s deci-
sion, but wish her well and thank her for
all of her hard work on behalf of pART-
ners over the last decade and a half.
After an extensive search process, which
included candidates from multiple states,
we are proud and thrilled that Ruth Mo-
ran-Rooks is our new Executive Director.
During her first six months on the job,
Ruth has overseen the completion for
our projects this Spring, written numer-
ous new grant proposals, and secured
funding from community foundations that
have generously supported pARTners in
the past. Additionally, Ruth has worked
with our Board on how we are structured
internally so that we can be an even more
effective organization. We have emerged
from our exploration even more commit-
ted to the mission of pARTners.
2nd Grade | Animals of Jackson Hole
MISSIONpARTners ignites creative thinking and self-expression in students by integrating the ARTS into
Teton County K-12 curriculum.
GOALS1. Provide access to quality arts education for ALL students.
pARTners funds, designs, and implements a wide variety of creative and academic arts education
programs by introducing community artists into Teton County classrooms.
2. Secure resources to expand and sustain arts education.
Consistent funding allows pARTners to increase the variety of projects that we offer and to ensure
our arts curriculum remains relevant and aligned with educational standards and demands.
3. Raise awareness of the value of arts education.
Through innovative arts programming and consistent communication, the community will witness
pARTners’ active role in nurturing well-rounded, successful children.
ABOUT pARTners
Creativity = applied imagination Alex Osborn, creativity studies guru
Educator Project Grand | Teepee Art Sparks It
PROGRAM STRUCTUREpARTners administers two distinct programs: Educator Project Grants and Integrated Arts Projects
Educator Project GrantsOur Educator Project Grants program
provides educators with funding to design and
collaborate with pARTners-approved artists
on arts-based learning projects that fulfill
curriculum goals. Through the Educator Grants
program, pARTners served an estimated 1,251
students in the 2013-14 school year.
Integrated Arts ProjectsOur Integrated Arts Projects, recurring
programs in all grade levels (K-12), share a
common mission: by aligning arts education
across all academic disciplines, pARTners
enhances students’ creative and innovative
thinking. These projects provide a large
population – approximately 2,000 students
– with access to the arts. Ever adapting our
curriculum, pARTners is currently incorporating
the philosophy of S.T.E.A.M. (Science and
Technology interpreted through Engineering
and Arts, all based in Mathematics).
pARTners works in every school in Jackson Hole:Teton County School District #1, Journeys School, Jackson Hole Community School, Red Top Meadows and C-Bar-V.
OLD BILL’S FOUNDATIONS
GRANTSPRIVATE DONATIONS
FINANCES Funder Testimonial:“If there exists a model of an organization that does a
lot with little, this has to be it.” - Community Foundation
Grants Committee
Collaboration allows pARTners to achieve a lot with a little. Therefore, we would like to thank:
Our Community Partners
Teton County School District #1
Dancers’ Workshop
Jackson Hole Public Art
Art Association
Grand Teton National Park
National Elk Refuge
Teton Science Schools
Jackson Hole Children’s Museum
National Museum of Wildlife Art
Jackson Hole Historical Society and Museum
Teton Raptor Center
Jackson Hole Quilt Guild
WILD Festival
Jackson Hole Wildlife Film Festival
JH News & Guide
Teton County Library.
Our Artists
Abby Paffrath
Melissa Malm
Matt Daly
Caryn Flanagan
Monica Walker
Sue Hebberger
Erin O’Connor
Clayton Caden
Patti Rocha
Nate Bennett
Valerie Seaberg
Marylee White
Dondi & Joseph Tondro-Smith
Shannon Troxler
Lucinda Abbe
Sarah Lott
Gia Forakis
Scotty Craighead
Bronwyn Minton
Elizabeth Cogburn
Lindsay Weatherly
Karen Hogan
Cady Cox
Amelia Terrapin
Francesca Romo
PROGRAMMING OPERATIONS
THE CASE FORARTS EDUCATIONBolstered by national research, pARTners believes arts education is essential to students’ success in the 21st century.
Arts education nurtures engaged students. According to James Catterall’s evidence-
based research on the impact of arts education, students
who are deeply involved in the arts are more likely to
achieve better grades, stay in school longer and have
fewer behavioral problems than students who are not
involved in the arts (James S. Catterall, Doing Well and
Doing Good by Art, Los Angeles/London: Imagination
Group/I-Group Books, 2009).
Mastery of arts and humanities correlates to higher earnings as much
as achievement in math and science do, according to the
New Commission on the Skills of the American Work-
force, a prestigious group of business leaders, governors,
school leaders and former secretaries of education and
labor convened by the National Center on Education and
the Economy. “History, music, drawing and painting, and
economics will give our students an edge just as surely as
math and science will,” the New Commission concluded.
What’s more, the commission determined that creativity
and innovation will distinguish the American workforce:
“High-level knowledge and skills alone are not enough
for the U.S. to maintain its global competitive edge.
What will set the American workforce apart from other
countries with similar levels of knowledge and skills are
creativity and innovation.”
Students versed in the arts become contributing arts and culture audiences as adults, an engaged population
essential to the future of creative industries in the United
States. A recent RAND Corporation study, commis-
sioned by the Wallace Foundation, determined: “Unless
the young develop an interest in the arts and learn to
respond to the ‘language’ of different artistic disciplines,
they are not likely to become members of the adult arts
audience. It is our view that without this investment,
audiences for the arts will continue to diminish despite
heavy investment in supply and access.” (RAND Corpora-
tion, Cultivating Demand for the Arts: Arts Learning, Arts
Engagement, and State Arts Policy, 2008)
Arts education cultivates artists and patrons. “Arts education in childhood is the most
significant predictor of both arts attendance and personal
arts creation throughout the rest of a person’s life. (RAND
Corporation, Cultivating Demand for the Arts, 2008)
School-based arts education reaches ALL students. “Research shows that children
from low-income families are less likely to be consistently
involved in arts activities or instruction than children from
high-income families. School-based arts education is
more accessible to a broader cross-section of Americans
than is arts education in the private sector.“ (Catterall,
2009)
Secondary school students who pursue the arts are more likely to succeed in college. “Youth who have substan-
tial engagements with the arts are more likely to go to
college, get good grades in college, and get a degree.
They are more likely to do volunteer work, register to
vote, and hold a full-time job, and they are less likely to
require public assistance or food stamps, according to the
study.” (Catterall, 2009)
Arts education is a national priority. “All of us who care about the arts in this country have to
care about arts education, about exposing young people,
early and often, to the arts in rich, rigorous, and repeated
ways. That is largely why, over the past year, we funded
arts education projects in every Congressional district in
America.” (National Endowment for the Arts, 2011)
pARTners served an estimated 2,500 students in Teton County.
pARTners teacher artists designed, planned and implemented more than 12 Integrated Arts Projects in K-12 classrooms in TCSD#1.
pARTners provided $12,000 in Educator Grants, which translated into 16 projects.
All pARTners projects promote creativity and integrate core academics.
pARTners forged three new partnerships with JH Public Art, JH Children’s Museum and Utah State University to cultivate S.T.E.A.M. (Science, Technology, Art and Mathematics) projects.
Of the teachers surveyed this year:• 97% thought pARTners’ projects supported the curriculum taught in their
classrooms.
• 97% thought their students learned something from participating in a
pARTners project.
• 100% reported their students enjoyed participating in pARTners projects.
• 100% chose to host a pARTners project again in 2014/15.
ACCOMPLISHMENTS IN SCHOOL YEAR
2013/14
Puppet P
roject for Species Parade (W.I.L.D
. Festival)
INTEGRATED ARTS PROJECTSDancing Alphabet KINDERGARTEN
pARTners collaborates with Dancers’
Workshop to teach kindergarteners’
the letters and sounds of the alpha-
bet through a multiple-intelligence ap-
proach. Through the Dancing Alphabet,
students explore the 26 symbols of the
English language, and Dual Immersion
students also dive into the Spanish al-
phabet. The project engages students
through multiple cognitive modes: kin-
esthetic by forming the shapes of let-
ters with their bodies; musical by per-
forming movements choreographed to
music; visual-spatial by creating their
own costumes (painting t-shirts of their
assigned letters) and the set/backdrop
of letters; and interpersonal by perform-
ing in front of an audience. The final
component of the project is the publica-
tion of a picture book for each student,
incorporating photographs of students
performing his/her designated letter.
The photographs help the children re-
fine their alphabetical pronunciation
and penmanship throughout the year.
The project culminates in the students’
performance of the Dancing Alphabet
for their parents at Dancers’ Workshop.
“J” is for Jackson 1ST GRADE
To deepen the first grade unit on com-
munity, pARTners implements several
projects starting with the Community
Quilt, a creative lesson taught with help
from the Jackson Hole Quilt Guild. Stu-
dents select an image that corresponds
with the sound of their assigned letter,
and then a pARTners artist helps the
students interpret their chosen image
into a fabric square. Volunteers from
the Quilt Guild stitch the students’
squares into quilts, teaching the stu-
dents about the importance of pattern-
ing and measuring in quilting. The ABC
quilts become a proud display in each
classroom. The second component of
pARTners’ first-grade community cur-
riculum finds students photographing
patterns in nature. Guided by a pART-
ners artist, the project reinforces the
concept of patterns, familiarizes chil-
dren with the Elements of Art and un-
derscores their “sense of place.”
Animals of Jackson Hole 2ND GRADE
pARTners supports several projects as
part of the second grade’s year-long
unit on the wildlife of the Greater Yel-
lowstone Ecosystem. This comprehen-
sive curriculum is designed to teach
students about wildlife habitats and
behaviors, as well as their role as stew-
ards of the environment. At the start of
the school year, pARTners provides ev-
ery second grader with a blank nature
journal and a pARTners artist shares
techniques for recording observations
in their journals. After the journaling
project, a pARTners artist teaches stu-
dents how to draw animals using geo-
metric shapes, a practice that helps
students identify unique characteris-
tics of their animals in order to create
accurate illustrations. The Animals of
Jackson Hole project concludes with
students exploring animal movements
with Dancers’ Workshop, dances the
students perform for their parents at the
Center for the Arts.
TEACHER TESTIMONIAL:
“I have been fortunate enough to
have participated with pARTners on
this project with the 2nd grade from
the very beginning. This organiza-
tion has always been so good at
communicating with our team and
seeing how the curriculum can en-
hance the learning of our students.
The journaling is such a great ex-
perience as well as the lessons
that go along with each page of
journaling. The children especially
enjoyed drawing birds with detail. “
INTEGRATED ARTS PROJECTSHistorical Flash Fiction 6TH-9TH GRADES
To foster creative writing skills and
awareness of Jackson Hole heritage,
pARTners created the Historical Flash
Fiction project for 6th through 9th grad-
ers. pARTners introduces students to
the rich photography archive at the
Jackson Hole Historical Society & Mu-
seum. Each student selects an archival
image that they find fascinating, points
of interest they then explore in a piece
of original flash fiction. The writing
session, guided by a pARTners writer,
culminates with a literary critique con-
ducted by a panel of community mem-
bers. Finalists’ short stories are then ex-
hibited and celebrated at the Historical
Society & Museum.
White Between The Lines Literary Magazine 6TH, 7TH
AND 8TH GRADES
Students learn to be editors of their
own literary magazine through guid-
ance from pARTners writers. They ex-
perience the entire publishing process,
from recruiting student work and editing
each piece to curating corresponding
artwork and designing the final layout.
Through regular meetings throughout
the school year, the pARTners writers
guide students on how to give positive
peer feedback, and help them promote
their magazine within their community.
The literary project culminates with a
magazine release party at the end of
the school year.
The Belief Project 8TH GRADE
Students articulate their beliefs in a
project team taught by English teach-
ers and a pARTners artist. Designed to
promote self-exploration and reflection
as 8th graders transition from middle
to high school, the three-week Belief
Project challenges students to ruminate
through writing and visual exercises.
Students collect mementos and study
the use of symbols to tell a visual story,
ultimately developing a theme for their
individual Belief Essay and self-portrait
collage. An introspective culmination
of their middle school experience, the
students’ collages are displayed at their
8th grade graduation.
STUDENT TESTIMONIAL:
“What I learned from the Belief
Project is that I like more things
about myself than don’t like about
myself.”
“The valuable thing about record-
ing your thoughts and experiences
is that it allows us to look back and
remember the things we have for-
gotten. The project also made me
realize that life is short, too short to
wait to do something.”
The Golden Rule 6TH GRADE
As part of the 6th grade social studies
curriculum, students deepen their ex-
ploration of world religions by working
with pARTners artist to research a Gold-
en Rule that they identify with, and then
create a piece of art inspired by that
Rule. By approaching tenants of the
“big five” religions with curiosity and re-
spect, the project highlights similarities
across cultural practices and religious
beliefs.
TEACHER TESTIMONIALS:
“Students who are not always the
top of the class were able to shine
during this project.”
“Students who do not normally in-
teract with each other were com-
plimenting each other’s work, and
students who are difficult to en-
gage began to get engaged in this
project.”
INTEGRATED ARTS PROJECTSMedieval Faire 7TH GRADE
While studying medieval life and histo-
ry, students work with pARTners Abby
Paffrath to create puppets and stained
glass windows. For their language arts/
social studies class, the students pro-
duce a puppet show illustrating themes
of medieval life. Meanwhile, the stained
glass project teaches students about
symmetry and geometry, as well as the
medieval themes portrayed in the win-
dows. The medieval unit culminates in
the Medieval Faire, a reenactment and
feast.
Jackson Hole High School Spanish Language Classes 9TH-12TH GRADES
In Un Obras de Arte, Spanish II students
explore Latin art under the guidance of
a pARTners artist. After learning about
elements of design, color and collage
technique, students identify a Latin art-
ist they appreciate, research his/her life
and create a collage celebrating their
artist. Students then use their newfound
Spanish vocabulary and grammar to
give a multimedia (Prezi) presentation
about their artist.
STUDENT TESTIMONIALS:
“pARTners offered a window onto
the culture rather than just the lan-
guage.”
In La Poesia Vivo, groups of Spanish
III students select a Spanish poem and
work with pARTners actor to identify
characters and voices within their cho-
sen poem. After rewriting their poems
as scripts, the student groups produce
a performance, replete with staging,
costumes and props. Ultimately, they
perform their poems as part of an es-
pectáculo (show) for elementary and
middle school classes.
“pARTners made Spanish Class
hands-on and creative. pARTners
creates learning opportunities that
are ‘outside the box.’”
“pARTners greatly contributed to my
Spanish III experience. The project
helped me to embrace the Spanish
culture we are learning about.”
In the Spanish Mosaic Project, a pART-
ners artist guides Spanish IV students
as they interpret the work and influence
of the Spanish Masters. Students study
Picasso, Miro, Dali, Velazquez, El Gre-
co and Goya to better understand the
impact of the Spanish Masters on the
history and culture of Spain. Students
choose a favorite painting to recreate
as a mosaic, a creative process led by
a pARTners artist experienced in the
mosaic design and fabrication. The stu-
dents’ artworks are displayed in custom
frames for the rest of the school year in
the Language Arts hallway.
In the El Baile Project, Jackson Hole
High School Spanish students study
Latin dancing (Salsa, Merengue and
Cumbia) with pARTners artists from
Dancers’ Workshop. The dancers teach
students about the techniques and
meaning of Latin dance.
STUDENT TESTIMONIAL:
“pARTners really made the art of
Spanish culture more authentic and
meaningful for me.”
Political Cartooning JH HIGH SCHOOL
HISTORY CLASSES
A pARTners artist works with JHHS His-
tory students to illustrate a historical
event and its impact on society. By cre-
ating their own political cartoons, stu-
dents make the connection between
history and social commentary.
EDUCATOR GRANTSSilence, Nature, and
Noticing: A Poetry Unit
School: Summit High School English, 11th GradeTeacher: Kristie AndersonArtist: Matt DalyGrant Award: $200Students Involved: 15
House on Mango Street Children’s Book Project
School: Summit High School English, 9th GradeTeacher: Kristie AndersonArtist: Abby PaffrathGrant Award: $750Students Involved: 15
“The project is meant to help students understand how figu-rative language can operate in the mind of the reader—for them to visualize and bring to life the language they’ve crea-ted.” - Kristie Anderson
3D Poetry Project
School: Wilson Elementary School, 5th GradeTeachers: Mary Kitto and Nancy ShibuyaArtists: Dondi and Joseph Tondro-SmithGrant Award: $800Students Involved: 41
Words in Action: Performance Poetry
School: Journeys School, 6th, 7th and 8th GradesTeacher: Tina GreeneArtist: Matt DalyGrant Award: $750Students Involved: 54
Dance and the Foundations of Place
School: Journeys School, K-10th GradesTeachers: Khale Century Reno and Jess YeomansArtist: Cady Cox (Dancers’ Workshop)Grant Award: $1,525Students Involved: 153
El Arte y la Vida de Frida Kahlo
School: Journeys School, 11th and 12th GradeTeacher: Shoshana KobrinArtist: Abby PaffrathGrant Award: $400Students Involved: 26
Exploring Characters, Concepts, Symbols
and the Landscape in Classic Literature
School: Community School, JHHS and Summit High SchoolTeachers: Christian Burch and Mary HoelscherArtists: Shannon TroxlerGrant Award: $1,000Students Involved: 85
Art Sparks It! – Connecting Wyoming
Special Needs Youth with Cultural
Opportunities in Art and Community to
Ignite Interest, Inspira-tion, Confidence, and
Positive Growth
School: C Bar VTeacher: Tonia RalstonArtists: Abby Paffrath, Lucinda Abbe and Sarah LottGrant Award: $675Students Involved: 55
Student Testimonials:“It made me feel proud of myself to sing and play the powwow drum.”
“I sang the Wolf song, the Love song, and the Coyote song with a new group of people. I thought about my Mom and Dad, and I was really happy. Being a part of all that was really positive for me.”
Reading Opens the Window to the World
Mural project
School: Colter Elementary, 5th GradeTeacher: Heidi ThompsonArtist: Abby PaffrathGrant Award: $800Students Involved: 144
Species Parade Puppet Making
School: JHMS, JHHS, Colter Elementary, Journey’s SchoolTeachers: Shannon Borrego, Greg Houda, Heidi Thompson, Shannon HartArtists: Melissa Malm, Valerie Seaberg, Abby PaffrathGrant Award: $3,000Students Involved: 350
EDUCATOR GRANTSCrime and
Punishment Graphic Art Poster Project
School: Journey’s School, 11th GradeTeacher: David PorterArtist: Bronwyn MintonGrant Award: $333Students Involved: 13
“This project helped me to fo-cus on the novel‘s symbolism and how to make a cover that will intrigue a reader.“ - Sam, 11th Grade
NYC Theatre in JH
School: Journey’s School, 9-12th GradesTeacher: John HanlonArtist: Gia ForakisGrant Award: $1,045Students Involved: 200
Printmaking
School: Jackson Hole High SchoolTeachers: Shannon BorregoArtist: Scotty CraigheadGrant Award: $800Students Involved: 24
Teacher Testimonial:“This project was amazing, Scotty Craighead was able to divulge deeply into the process of printmaking and students rose to the occasion creating outstanding pieces of art.”
Kinds of Lines
School: Jackson Elementary, Special Education Teacher: Shannon Kenny Artist: Elizabeth CogburnGrant Award: $225Students Involved: 28
ELD Circuit Art Project
School: Colter Elementary, ESL 4th GradeTeacher: Karen WattenmakerArtist: Julie D’Amours (Jackson Hole Children’s Museum)Grant Award: $650Students Involved: 18
Community Mural Project
School: Jackson Hole Middle School, 8th Grade Teacher: Shannon HartArtist: Abby PaffrathGrant Award: $500Students Involved: 30
“Creativity is a precursor to innovation and the cornerstone to entrepreneurship.”
FUTURE PROJECTSThe Light-Up Bracelet (E-Textiles) S.T.E.A.M. Project 8TH GRADE
This year, pARTners will add a comprehensive
S.T.E.A.M. project to our integrated arts curricu-
lum. We will introduce students to simple cir-
cuits, parallel circuits and switches, and teach
them about conductivity, polarity and introduc-
tory crafting techniques. Students will integrate
circuits into their design and sewing of a piece
of clothing, jewelry or cloth panel bracelet.
This project aligns with the new Common Core
State Standards while instilling the 21st century
skills that are essential to success in the global
economy.
Building S.T.E.A.M. 10TH-12TH GRADES
Students will work with JH Public Art artist Bland
Hoke to plan, design and create a piece of public
art in Jackson. The project will employ design-
thinking techniques and creative placemaking
strategies to frame students’ approach to the
designated site and community need. To realize
their work, students will use the JHHS Fabrica-
tion Lab, specifically the 3D scanners/printers,
to create models they will later build to scale in
their JHHS architecture/construction class.
Jackson Hole Children’s Museum and pARTners S.T.E.A.M. Collaboration 3RD-5TH GRADES
This year, pARTners is collaborating with the JH Children’s Museum to intro-
duce innovative programming engaging the S.T.E.A.M. model of integrated
learning.
Sound Exploration and Repurposed Instruments 3RD GRADE Students will explore how sound vibrates through solids, liquids and air through science experiments and instrument making. As part of the latter exercise, a pARTners artist will help students design and build an instru-ment made from repurposed materials.
Circuitry Art 4TH GRADE Students will learn about closed and open circuits by designing “bright” pieces of jewelry and mazes using LED lights and basic circuits.
Understanding Variables Through Art 5TH GRADE Dovetailing the 5th grade curriculum on the study of variables in the scien-tific method, a pARTners artist will offer a creative angle on the concept of controlled, independent and dependent variables. Through a creative experiment, students will make the same image using different mediums (watercolor, tempera, colored pencils and collage). Through observa-tion, students will draw conclusions about the variables impacting their artworks.
JHM
S Com
munity M
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THANK YOU, DONORS! Your commitment to arts education makes a real difference in the lives of our children.Teton County School District #1Center of Wonder – C3Community Foundation of Jackson HoleCultural Council of Jackson HoleWalton FoundationMortimer FoundationWyoming Arts CouncilWyoming Cultural TrustTCSD Rec. District Dave Hansen WhitewaterMorgan FamilyCheri, Jeffrey, Katy and Mike WitzSandy and Dick ShuptrineGloria MorganCaroline JohnsonEngrid and William SullivanThe Mary K. Weiss FoundationLinda and Jim GoralskiEvie Lewis and Doug VogelChanges Hair and Nail Salon/ Marsha and Mark HoldenOpen Hands Foundation/Julie and Darrick WalkerHillary and Mark BerryJean AdamsTecumseh Foundation/Jill and Reed ArmijoNorman Hirschfield Foundation/ Molly and Scott HirschfieldSasha, Joe, Leo, Cate and Mike ZolikPauline Towers-Dykeman, Trey and Paul DykemanKaren Jerger and Chuck HarrisMichelle and Angel RooksLori Clark-Erickson and Chris Erickson Cindy, Claire and Jim RaddaJulie and Paul D’AmoursSarah and Robert KilmainMarian and Dennis ButcherCatherine and Thomas HollandLiljestrom FamilyJulie and Shawn KlomparensLisa RidgwayKris Simpson, Katie and Jack KoehlerMarylee White and Charlie ThomasLisa Johnson and Ben Hammond
Environmental Health TrustAllison and Dave MonroeChris and Kurt WimbergAudrey and Roald HagenK.J. and Craig MorrisCindy and Matt DalyKirsten CorbettCarol and Chuck SchneebeckJodeen TebayAida FaragMargaret GildayEmily CoombsSusannah and Michael LynchNancy and Alan BrumstedClaire and Glen PerrinWendy RomingerSusan MickAnne and Rod NewcombJulie, Clark, Wren and Buck BuchenrothKehr Levy FundLorie Cahn and Doug BrownMitch DannLucinda AbbeBarbara Zelazo and Michael ScherMary and Don JonesShannon Shuptrine and Ben EllisAmy Manhart and Drew HappBarbara and Stan TrachtenbergLisa and David CarlinNed ThomasNancy Jarrell and Ed Smail FundKellie and Mike WheelerMeg DalyNewton Foundation FundChristine and Peter JenkinsJocelyn and John WassonEugenie CoppPatricia Roser and Andrew LangfordSusan and Fred KingwellLiz and Andy KingTerry and Bert Romberg
Please support pARTners and our important programs by donating at www.partnersjh.org.
“The arts – both as a stand-alone subject and integrated into the curriculum – must be an integral part of a 21st century education if our students are to succeed in a global economy.
Arts learning experiences play a vital role in the development and application of the imagination. They teach persistence and
can serve as a primary source of student motivation.
These capacities and habits of mind are among the essential ingredients needed for creativity and innovation. Everyone, not
just the elite, must cultivate ‘artistic sensibility.’”
Daniel Pink, A Whole New Mind, 2006.
Center for the Arts | 240 S Glenwood StPO Box 2188 | Jackson, WY 83001 | 307.733.2565info@partnersjh.org | www.partnersjh.org
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