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.

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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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