REFOR T RESUMES - ERIC · Mr. Michael Bry, Sausalito, California A Break-Through: In Cultural...
43
REFOR T RESUMES ED 013 171 RC 001 721 WIDENING CULTURAL HORIZONS THROUGH THE PERFORMING ARTS. BY-.. BIGELOW, LOIS M. MERCED COUNTY SCHOOL OFFICE, CALIF. FUS DATE JUN 67 EORS PRICE MF.-.$0.25 HC.-$1.76 44F. DESCRIPTORS- BANDS (MUSIC), CULTURALLY DISADVANTAGED, CONCERTS, *CULTURAL ENRICHMENT, DANCE, ELEMENTARY SCHOOLS, *FINE ARTS, INSTRUCTIONAL TRIPS, INSTRUCTIONAL IMPROVEMENT, MUSIC, MUSIC EDUCATION, *MUSIC ACTIVITIES, MUSIC TECHNIQUES, NURSERY SCHOOLS, OPERA, PRIVATE SCHOOLS, SECONDARY SCHOOLS, THE MERCED COUNTY SCHOOLS OFFICE, MERCED COUNTY, CALIFORNIA, BROUGHT TO ITS SCHOOLS A PROGRAM OF PLANNED LIVE PERFORMANCES. A TOTAL OF 127,573 STUDENTS FROM 21 ELEMENTARY SCHOOLS, 6 SECONDARY SCHOOLS, 5 PRE-SCHOOL CENTERS, AND 6 PAROCHIAL SCHOOLS ATTENDED PROGRAMS. THE 25 PERFORMING GROUPS INCLUDED BALLET DANCERS, CHOIRS, SANDS, ORCHESTRAS, AN AMERICAN INDIAN DANCE GROUP, DRAMA GROUPS, JAZZ'ANO DANCE ENSEMBLES, AND SOLOS. THE PROJECT EVALUATION, CONDUCTED SY A PROFESSIONAL EVALUATION TEAM FROM SAN FRANCISCO STATE COLLEGE, CONCLUDED THAT THE PROJECT (1) WAS EDUCATIONALLY SOUND, (2) WELL COORDINATED, (3) PROVIDED A BALANCE OF DIFFERENT TYPES OF PERFORMING GROUPS, AND (4) PROVIDED FOR GOOD PERFORMER- LISTENER RAPPORT. (SF)
Transcript of REFOR T RESUMES - ERIC · Mr. Michael Bry, Sausalito, California A Break-Through: In Cultural...
REFOR T RESUMESED 013 171 RC 001 721
WIDENING CULTURAL HORIZONS THROUGH THE PERFORMING ARTS.
BY-.. BIGELOW, LOIS M.
MERCED COUNTY SCHOOL OFFICE, CALIF.FUS DATE JUN 67
EORS PRICE MF.-.$0.25 HC.-$1.76 44F.
DESCRIPTORS- BANDS (MUSIC), CULTURALLY DISADVANTAGED,
CONCERTS, *CULTURAL ENRICHMENT, DANCE, ELEMENTARY SCHOOLS,
*FINE ARTS, INSTRUCTIONAL TRIPS, INSTRUCTIONAL IMPROVEMENT,
MUSIC, MUSIC EDUCATION, *MUSIC ACTIVITIES, MUSIC TECHNIQUES,
NURSERY SCHOOLS, OPERA, PRIVATE SCHOOLS, SECONDARY SCHOOLS,
THE MERCED COUNTY SCHOOLS OFFICE, MERCED COUNTY,
CALIFORNIA, BROUGHT TO ITS SCHOOLS A PROGRAM OF PLANNED LIVE
PERFORMANCES. A TOTAL OF 127,573 STUDENTS FROM 21 ELEMENTARY
SCHOOLS, 6 SECONDARY SCHOOLS, 5 PRE-SCHOOL CENTERS, AND 6
PAROCHIAL SCHOOLS ATTENDED PROGRAMS. THE 25 PERFORMING GROUPS
INCLUDED BALLET DANCERS, CHOIRS, SANDS, ORCHESTRAS, AN
AMERICAN INDIAN DANCE GROUP, DRAMA GROUPS, JAZZ'ANO DANCE
ENSEMBLES, AND SOLOS. THE PROJECT EVALUATION, CONDUCTED SY A
PROFESSIONAL EVALUATION TEAM FROM SAN FRANCISCO STATE
COLLEGE, CONCLUDED THAT THE PROJECT (1) WAS EDUCATIONALLY
SOUND, (2) WELL COORDINATED, (3) PROVIDED A BALANCE OF
DIFFERENT TYPES OF PERFORMING GROUPS, AND (4) PROVIDED FOR
GOOD PERFORMER- LISTENER RAPPORT. (SF)
enin
gu
tura
U.S
. DE
PA
RT
ME
NT
OF
HE
ALT
H, E
DU
CA
TIO
N&
WE
LFA
RE
OF
FIC
E O
F E
DU
CA
TIO
N
TH
IS D
OC
UM
EN
T H
AS
BE
EN
RE
PR
OD
UC
ED
EX
AC
TLY
AS
RE
CE
IVE
D F
RO
M T
HE
PE
RS
ON
OR
OR
GA
NIZ
AT
ION
OR
IGIN
AT
ING
IT.
PO
INT
S O
F V
IEW
OR
OP
INIO
NS
ST
AT
ED
DO
NO
T N
EC
ES
SA
RIL
Y R
EP
RE
SE
NT
OF
FIC
IAL
OF
FIC
E O
F E
DU
CA
TIO
N
PO
SIT
ION
OR
PO
LIC
Y.
Wid
enin
g C
ultu
ral H
oriz
ons
Thr
ough
. The
Perf
orm
ing
Art
s
EL
EM
EN
TA
RY
AN
D S
EC
ON
DA
RY
ED
UC
AT
ION
AC
T, T
ITL
E I
II
PRO
JEC
T N
O. 6
7-04
421-
0
ME
RC
ED
CO
UN
TY
SC
HO
OL
SO
FFIC
EM
ER
CE
D, C
AL
IFO
RN
IA
Floy
d A
. Sch
elby
Supe
rint
ende
nt
Loi
s M
. Big
elow
Proj
ect D
irec
tor
Cat
heri
ne C
lark
Prog
ram
Wri
ter
Ann
ual R
epor
tJu
ne, 1
967
FOR
EW
OR
D
The
nee
d to
"be
cre
ativ
e" in
the
clas
sroo
mha
s ec
hoed
and
re-
echo
ed th
roug
hout
the
publ
ic s
choo
l sys
tem
s of
Am
eric
afo
r ab
out t
he la
st d
ecad
e. S
o fa
r-re
achi
ngw
asth
e so
und
that
a pr
ogra
m k
now
n as
PA
CE
(Pr
ojec
ts to
Adv
ance
Cre
ativ
ityin
Edu
-ca
tion)
evo
lved
as T
itle
III
of th
e E
lem
enta
ry a
nd S
econ
dary
Edu
catio
n A
ct o
f19
65.
"As
a pr
ogra
m o
f su
pple
men
tary
serv
ices
, PA
CE
enco
urag
es c
omm
uniti
es to
fin
dne
w, c
reat
ive
solu
tions
to th
eir
educ
atio
n pr
oble
ms,
util
izin
g al
l ava
ilabl
e cu
ltura
l and
educ
atio
nal r
esou
rces
."'
Thi
s st
atem
ent b
ecam
e th
e po
int o
fde
part
ure
for
a pr
ojec
t des
igna
ted
as W
iden
-in
g C
ultu
ral H
oriz
ons
Thr
ough
the
Perf
orm
ing
Art
s. W
ritte
n by
Loi
s M
. Big
elow
,M
usic
Edu
catio
n C
onsu
ltant
for
the
Mer
ced
Cou
nty
Scho
ols,
Mer
ced,
Cal
ifor
nia,
the
plan
was
sub
mitt
ed a
nd a
ppro
ved,
eff
ectiv
e in
May
of
1966
and
cont
inui
ng th
roug
hout
the
fisc
al y
ear
1966
-67.
Kno
wn
as th
e "P
erfo
rmin
g A
rts
Proj
ect,"
it h
as b
een
dire
cted
by
Mis
s B
igel
ow a
nd a
dmin
iste
red
thro
ugh
the
Mer
ced
Cou
nty
Scho
ols
Off
ice.
1Fro
m: A
Man
ual f
or P
roje
ct A
pplic
ants
(T
itle
III
Ele
men
tary
and
Seco
ndar
y E
duca
tion
Act
). F
orew
ord.
CO
NT
EN
TS
I.ST
AG
ES
OF
TH
E I
NN
OV
AT
ION
PRO
CE
SS
Intr
oduc
tion
aqui
rY11 11
Eva
luat
ion
of P
roje
ct:
j. Fe
nton
McK
enna
, Dea
n,Sc
hool
of
Cre
ativ
e A
rts
Mer
vin
Free
dman
, Cha
irm
an,
Psyc
holo
gy D
epar
tmen
tJo
seph
Axe
lrod
, Pro
fess
or o
f W
orld
Lite
ratu
reSa
n Fr
anci
sco
Stat
e C
olle
ge
27
Inve
ntio
n12
The
Des
ign
12R
epor
t I27
Its
Ref
inem
ent
12
Arr
ange
men
t of
an O
rgan
ized
Pro
gram
13R
epor
t II
34D
emon
stra
tion
14
Ada
ptat
ion
14IV
.E
XH
IBIT
S
Exa
mpl
es o
f N
eed
to A
dapt
14E
xhib
it I
Cov
er L
ette
r A
ccom
pany
ing
Que
s-T
he P
rom
otio
n of
the
Proj
ect
14tio
nnia
re U
sed
by E
valu
atio
n T
eam
38
Exh
ibit
IIM
erce
d C
ount
y Sc
hool
s Pa
rtic
ipat
ing
II.
INT
ER
LU
DE
19In
Per
form
ing
Art
s Pr
ojec
t39
Exh
ibit
III
Perf
orm
ing
Gro
ups
Part
icip
atin
gIn
1:1.
TH
E P
RO
JEC
T I
N A
CT
ION
24Pr
ojec
t40
Impa
ct O
n C
omm
unity
and
Sch
ools
24E
xhib
it IV
16m
m F
ilms
Purc
hase
d T
hrou
ghT
hePr
e-Sc
hool
s24
Proj
ect
41
Hom
e-Sc
hool
Par
tner
ship
24E
xhib
it V
Proj
ect C
osts
43E
thni
c G
roup
s24
Tea
cher
s: P
rogr
am N
otes
24L
ibra
ry a
nd A
udio
-Vis
ual
25Ph
oto
Cre
dits
: San
Fra
ncis
co B
alle
tM
r. M
icha
el B
ry, S
ausa
lito,
Cal
ifor
nia
A B
reak
-Thr
ough
: In
Cul
tura
l Una
war
enes
s25
Gre
y E
agle
s (N
orth
Am
eric
an I
ndia
ns)
Mr.
Wal
lace
Perf
orm
ing
Gro
ups:
How
Aff
ecte
d B
y Pa
rtic
ipat
ion
26Se
awel
l, H
olly
woo
d, C
alif
orni
aD
isse
min
atio
n O
f In
form
atio
n: H
ow T
he P
roje
ct W
asO
ther
pic
ture
sM
r. C
. Vin
cent
Cam
pi, A
rt C
onsu
ltant
,Pu
blic
ized
27M
erce
d C
ount
y Sc
hool
s
* Ns 111.111.1==1111114:"!".1.111041ea,
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r ,
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arr
r
641
re"
lit:1
t41.
;"
1:ai
m
-
'
..31
.
A
4
Ala
sAg
-e8C
.000
'aw
,
FRA
NC
ISC
O B
AL
LE
T7.
LE
CT
UR
E D
EM
ON
STR
AT
ION
i%.
,,
44,7
.,
a
)"
', -
.;
,-
--`
'4`
r
;411
11
494"
4";7
**M
taiv
,..
r-
71k
'tt9'
+
oe.
p
ly
2.44
241.
118"
"
16
4
SAN
FR
AN
CIS
CO
BA
LL
ET
9
a
.r1r.
!2
1'
a
DIL
L K
IIIDIV
110 2ON
IA
+It
gas
.
of
STA
GE
S O
F T
HE
IN
NO
VA
TIO
N P
RO
CE
SS
INT
RO
DU
CT
ION
The
man
ual f
or P
AC
E p
roje
ct a
pplic
ants
pla
ces
stre
ss o
n th
e in
nova
tion
proc
ess.
IN
NO
VA
TIO
N th
roug
han
exe
mpl
ary
prog
ram
then
bec
ame
the
key
wor
d in
str
ivin
g to
des
ign
a pr
ojec
t whi
ch w
ould
wid
en c
ultu
ral h
oriz
ons
thro
ugh
the
perf
orm
ing
arts
bey
ond
whi
ch th
e ex
istin
g ed
ucat
iona
lpr
ogra
m in
Mer
ced
Cou
nty
coul
d pr
ovid
e. P
AC
E d
escr
ibes
the
stag
es o
f th
e in
nova
tion
proc
ess
as:
INQ
UIR
YIN
VE
NT
ION
DE
MO
NST
RA
TIO
NA
DA
PTA
TIO
N
"IN
QU
IRY
..
. rep
rese
nts
activ
ity th
at p
rodu
ces
the
inte
llect
ual r
aw m
ater
ial f
rom
whi
ch im
prov
emen
ts c
an b
e in
vent
ed."
'
The
gen
eral
lack
of
cultu
ral
awar
enes
s w
ithin
the
com
mun
ity o
f 10
6,50
0 pe
rson
s co
mpr
isin
g- M
erce
d C
ount
y, C
alif
orni
a ha
dlo
ng b
een
felt
byed
ucat
ors
and
thos
e la
y pe
rson
s w
hose
bac
kgro
und
incl
uded
expe
rien
ces
in th
e pe
rfor
min
g ar
ts. T
he e
colo
gica
l eff
ect
on th
e ad
ult p
opul
atio
n of
aPA
CE
pro
gram
initi
ated
at t
he s
choo
l lev
el a
nd a
imed
at o
verc
omin
g th
is c
ultu
ral u
naw
aren
ess
gave
pro
mis
e to
str
ong
curr
ents
of
chan
ge o
ver
ape
riod
of
year
s.
Inqu
iry
reve
aled
that
chi
ldre
n in
Mer
ced
Cou
nty
wer
e lim
ited
to th
e cu
ltura
l exp
erie
nces
of
thei
r ow
n en
viro
nmen
t as
a re
sult
of th
e fo
llow
ing
circ
umst
ance
s:
ME
RG
ED
CO
UN
TY
rura
l are
ala
rge
segm
ent p
opul
atio
n of
low
er s
ocio
-eco
nom
ic le
vel
few
cul
tura
l opp
ortu
nitie
s in
cou
nty
20-2
5% o
f te
ache
rs w
ithou
t ful
l cre
dent
ials
7 of
the
21 s
choo
l dis
tric
ts h
ave
scho
ol p
opul
atio
n of
200
or le
ss'th
ese
7 sc
hool
s sc
atte
red
in r
ural
are
asla
rges
t tow
n in
cou
nty
23,0
00 p
opul
atio
n
A f
urth
er b
reak
dow
n re
veal
ed in
Mer
ced
Cou
nty:
3U
nifi
ed S
choo
l Dis
tric
ts (
K-1
2)7,
400
stud
ents
18E
lem
enta
ry S
choo
l Dis
tric
ts (
K-8
)17
,570
stu
dent
s3
Seco
ndar
y Sc
hool
Dis
tric
ts8,
000
stud
ents
Pre-
Scho
ol E
duca
tion
Cen
ters
200
stud
ents
6Pa
roch
ial S
choo
ls1,
600
stud
ents
Mig
rant
Cen
ter
40 s
tude
nts
App
roxi
mat
e to
tal s
tude
nt p
artic
ipat
ion
34,8
10 s
tude
nts*
(Spe
cial
Edu
catio
n st
uden
tsar
e in
clud
ed)
*Thi
s fi
gure
rep
rese
nts
alm
ost O
NE
TH
IRD
of
the
106,
500
tota
l cou
nty
popu
latio
nas
bas
ed o
n th
e 19
65(P
AC
E M
anua
l, p.
1.
surv
ey. T
he a
rea
invo
lved
is 1
,995
mile
s. 11
"IN
VE
NT
ION
is th
e st
age
in w
hich
app
licab
le r
esea
rch
and
theo
ry a
rein
to im
prov
emen
ts th
at c
an b
e in
trod
uced
in s
choo
ls."
' (PA
CE
Man
ual,
P. 1
)
TH
E D
ESI
GN
. Apr
ogra
m o
f pl
anne
d liv
e pe
rfor
man
ces
for
stud
ents
in M
erce
d C
ount
y ha
d be
en in
exi
sten
ce f
or f
ive
year
s. T
his
prog
ram
was
initi
ated
by
the
Mus
ic E
duca
tion
Con
sulta
nt f
rom
the
Mer
ced
Cou
nty
Scho
ols
Off
ice.
The
sepe
rfor
man
ces
wer
e qu
alita
tive
but l
imite
d in
thre
ew
ays.
..
..
.st
uden
t par
ticip
atio
n (6
th g
rade
fro
m M
erce
d C
ity S
choo
ls a
ndne
ar-b
y C
ount
y Sc
hool
s).
..
num
ber
of p
erfo
rman
ces
per
year
(3)
..
. nar
row
fiel
d (m
usic
al p
erfo
rman
ces
only
)
Alth
ough
the
scop
e of
thes
e co
ncer
ts w
as n
arro
w, t
hey
serv
ed to
dem
onst
rate
that
sch
ool a
dmin
istr
ator
s, te
ache
rsan
d pa
rent
s w
ere
eage
r to
sup-
port
suc
h pe
rfor
man
ces.
A p
rogr
am o
ffer
ing
man
y cu
ltura
l opp
ortu
nitie
s w
ould
rec
eive
thei
r ap
prov
al. T
he d
esig
n of
the
"Per
form
ing
Art
sPr
ojec
t"be
gan
to f
orm
ulat
e its
elf
from
the
limita
tions
of
the
prev
ious
pro
gram
:
..
.A
LL
ST
UD
EN
TS,
pre
-sch
ool t
hrou
gh g
rade
twel
ve, m
ust b
e in
volv
ed.
..
DA
NC
E a
nd th
e T
HE
AT
RE
mus
t be
incl
uded
with
MU
SIC
..
.A
rel
atio
nshi
p be
twee
n A
RT
EX
PER
IEN
CE
and
ED
UC
AT
ION
AL
VA
LU
Em
ust b
e pm
vide
d.
..
The
use
of
ET
HN
IC G
RO
UPS
wou
ld a
dd d
epth
to th
e pr
ojec
t
ITS
RE
FIN
EM
EN
T. F
ive
step
s w
ere
take
n in
the
refi
nem
ent o
f th
e pr
ojec
t:
1. A
n ad
min
istr
ativ
e gr
oup
from
sch
ools
of
Mer
ced
Cou
nty
met
with
the
Mus
icE
duca
tion
Con
sulta
nt2.
A s
urve
y w
as ta
ken
of o
ther
sch
ool a
dmin
istr
ator
s w
ithin
the
coun
ty to
det
erm
ine
the
nece
ssity
of
the
prog
ram
and
the
will
ingn
ess
ofsc
hool
per
sonn
el to
car
ry it
out
3. A
sec
ond
mee
ting
of a
dmin
istr
ator
s w
as h
eld
..
. to
repo
rt p
roce
dure
s an
d pl
ans
at th
is s
tage
..
.to
exc
hang
e su
gges
tions
The
Mus
ic E
duca
tion
Con
sulta
nt d
iscu
ssed
the
proj
ect w
ith D
r.J.
Fen
ton
McK
enna
, Dea
n, S
choo
l of
Cre
ativ
eA
rts,
San
Fra
ncis
co S
tate
Col
lege
. Sup
port
was
off
ered
fro
m v
ario
us d
epar
tmen
tsth
e Sc
hool
of
Cre
ativ
e A
rts
5. C
onta
cts
wer
e m
ade
with
:T
urlo
ck (
Cal
ifor
nia)
Sch
ool o
f B
alle
tSa
n Fr
anci
sco
Bal
let C
ompa
nyW
hite
Oak
s T
heat
re,C
crm
el V
alle
y, C
alif
orni
aC
hild
ren'
s O
pera
Hou
r, O
akla
nd, C
alif
orni
aY
oung
Aud
ienc
es, I
nc.,
San
Fran
cisc
oFr
esno
Cha
mbe
r E
nsem
ble
The
Enc
hant
ers
(The
atre
), M
erce
dL
ivin
gsto
n L
ittle
The
atre
Gro
up, L
ivin
gsto
n, C
alfi
omia
Fine
Art
s D
ivis
ion,
Fre
sno
Stat
e C
olle
geM
erce
d C
ham
ber
Ens
embl
e, M
erce
d12
Eth
nic
grou
ps: M
exic
an, S
pani
sh, N
egro
AR
RA
NG
EM
EN
T O
F A
N O
RG
AN
IZE
D P
RO
GE
AM
.Pr
e-re
quis
ites
for
vari
ous
grad
e le
vels
bas
edon
sou
nd e
duca
tiona
l pri
ncip
les
wer
e es
tabl
ishe
d.
Pre-
Scho
ol, G
rade
s 1
and
2in
stru
men
tal e
nsem
ble
balle
t dem
onst
ratio
ndr
ama
pres
enta
tion
smal
l aud
ienc
es (
60-8
0)le
ngth
of
perf
orm
ance
s, 3
0-40
min
utes
perf
orm
ance
s pr
esen
ted
in th
e se
mi-
roun
dfo
r cl
ose
stud
ent-
perf
orm
er c
onta
ctpr
ogra
ms
to b
e pr
esen
ted
with
in th
e in
divi
dual
sch
ools
Gra
des
3 an
d 4
inst
rum
enta
l ens
embl
eba
llet p
erfo
rman
ceba
llad
sing
er (
3-rd
)Ja
pane
se d
ance
rs (
4th)
(Cal
ifor
nia
hist
ory,
4th
gra
de, i
nclu
des
stud
y of
the
Japa
nese
)
Gra
des
5 an
d 6
oper
asy
mph
onic
ban
dor
cha
mbe
r or
ches
tra
Neg
ro c
hoir
, (5t
h)(t
he N
egro
es' r
ole
in A
mer
ican
hist
ory
incl
uded
in 5
th g
rade
soc
ial s
tudi
es)
Mex
ican
sin
gers
and
dan
cers
(6t
h)(6
th g
rade
stu
dent
sct
o a
stud
y of
Lat
in A
mer
ica)
Gra
des
7 an
d 8
a fi
ne c
hoir
jazz
ens
embl
eja
zz a
nd d
ance
gro
ups
fiel
d tr
ips:
San
Fra
ncis
co O
pera
Hou
se, C
ircl
e St
ar T
heat
re,
San
Car
los
Not
e: th
is r
epre
sent
sa
new
exp
erie
nce
in a
ttend
ing
a pe
rfor
man
ce in
a f
ine
conc
ert h
all
Gra
des
9-12
balle
tth
eatr
eja
zzch
oir
vari
ety
of p
erfo
rman
ces
for
obse
rvat
ion
of r
eact
ion
Rea
sons
for
use
of
enri
ch th
e liv
es o
f al
l stu
dent
set
hnic
gro
ups
beco
me
awar
e of
and
gai
nan
app
reci
atio
n fo
r ot
her
cultu
res
beco
me
awar
e of
the
man
y pe
ople
fou
nd in
Mer
ced
Cou
nty
deve
lop
a cu
ltura
l pri
de in
per
form
ing
grou
pssc
hedu
ling
of s
aid
grou
ps to
coi
ncid
e w
ithst
udy
of th
ese
grou
ps in
Soc
ial S
tudi
es
Cla
ss p
repa
prat
ion
for
prog
ram
spr
ogra
m n
otes
use
of 1
6mm
film
s, li
brar
y, r
ecor
ding
s
Eva
luat
ion
team
to p
rovi
de a
war
enes
s of
str
engt
hs a
nd w
eakn
esse
sw
ithin
the
stru
ctur
e of
the
proj
ect
inst
rum
ent f
or e
valu
atio
n13
//.
..
The
DE
MO
NST
RA
TIO
N s
tage
pro
mot
es a
n aw
aren
ess
of u
sefu
l inn
ovat
ions
whi
ch e
nabl
es lo
cal a
genc
ies
to e
xam
ine
the
feas
ibili
ty o
f th
ese
inno
va-
tions
, to
unde
rsta
nd th
e fa
ctor
s af
fect
ing
thei
r us
e, a
nd to
con
side
rho
w th
ey m
ight
be
adap
ted
to p
artic
ular
nee
ds."
(PA
CE
Man
ual,
p. 2
)
Wid
enin
g C
ultu
ral H
oriz
ons
Thr
ough
the
Perf
orm
ing
Art
s, h
avin
g be
en a
ppro
ved
and
fund
ed,
unde
r T
itle
III
of th
e E
lem
enta
ry a
nd S
econ
dary
Edu
catio
n A
ct, b
ecam
e op
erab
le in
May
of
1966
. Thi
s on
e m
onth
of
oper
atio
n se
rved
to s
et th
e w
heel
s in
mot
ion
for
fisc
al y
ear
1967
and
to d
emon
stra
te th
efe
asib
ility
of
situ
atio
ns, a
bilit
y of
per
form
ers
to e
stab
lish
rapp
ort
with
stu
dent
s, n
eeds
to m
ake
mor
e ef
fici
ent t
he m
echa
nics
of
the
perf
orm
ance
s, u
sefu
lnes
s of
prog
ram
not
es f
or te
ache
r in
-ser
vice
trai
ning
and
stu
dent
pre
para
tion,
nee
ds o
f th
e au
dio-
visu
al d
epar
tmen
t and
libr
ary
in o
rder
to s
tren
gthe
n th
e ed
ucat
iona
lva
lues
of
the
perf
orm
ance
s.
"AD
APT
AT
ION
is th
e st
age
in w
hich
inno
vatio
ns th
at h
ave
been
dem
onst
rate
d in
exe
mpl
ary
prog
ram
s ar
e ad
apte
dto
loca
l situ
atio
ns a
nd p
ut in
to w
ide-
spre
ad u
se. T
he a
aapt
atio
n st
age
serv
es to
pro
mot
ean
d pe
rpet
uate
the
acce
ptan
ce a
nd a
ppea
l of
an in
nova
tion,
and
als
o to
allo
w it
to b
e ad
just
ed to
the
uniq
ue r
equi
rem
ents
of
a pa
rtic
ular
situ
atio
n."
(PA
CE
Man
ual,
p.2)
14
EX
AM
PLE
S O
F N
EE
DS
TO
AD
APT
:
San
Fran
cisc
o B
alle
tSt
uden
ts s
houl
d at
tend
lect
ure-
dem
onst
ratio
n be
fore
a p
erfo
rman
ce b
alk.
,G
ymna
sium
con
cert
Lec
ture
dem
onst
ratio
n in
pri
nted
for
rrdi
stri
butio
n
The
atre
Gro
ups
Show
ed p
rinc
iple
s of
sim
ple
dram
a ef
fect
ivel
y as
a m
eans
of
teac
hing
Lea
rned
to a
dapt
to p
hysi
cal f
acili
ties
with
out l
osin
g ef
fect
iven
ess
Adj
uste
d th
e sc
ript
to b
e m
ost s
uita
ble
for
stud
ents
Inst
rum
enta
l Ens
embl
esR
evis
ed f
orm
at o
f pr
ogra
m to
mee
t chi
ldre
n's
expr
esse
d cu
rios
ity a
bout
the
inst
rum
ents
them
selv
esPr
esen
tatio
ns s
tren
gthe
ned
whe
n ve
rbal
res
pons
es il
licitP
-1 f
rom
chi
ldre
n
Voc
al S
oloi
stD
isco
vere
d ch
ildre
n w
ere
eage
r to
sin
g fa
mili
ar s
ong
with
her
Incr
ease
d in
tere
st in
the
prog
ram
whe
n th
e ac
com
pani
st p
laye
d a
pian
o so
lo
TH
E P
RO
MO
TIO
N O
F T
HE
PR
OJE
CT
. Sta
tem
ents
of
endo
rsem
ent f
rom
var
ious
sch
ool
offi
cial
s w
ere
requ
este
d in
ord
er to
aff
irm
the
valid
ity o
f th
eid
ea o
f th
e pr
ojec
t. E
xcer
pts
from
thes
e le
tters
fol
low
.
July
1, 1
965:
".
..
The
Win
ton
Scho
ol D
istr
ict i
s ve
ry s
mal
l with
the
low
est a
sses
sed
valu
atio
n in
Mer
ced
Cou
nty
..
.It
is im
poss
ible
to p
ro-
vide
chi
ldre
n in
this
com
mun
ity th
e cu
ltura
l pro
gram
s A
mer
ican
citi
zens
sho
uld
appr
ecia
te .
..."
(Sy
bil C
rook
ham
, Dis
tric
t Sup
t.)
July
28,
196
5: "
I ha
ve b
een
in M
erce
d on
ly .
.. a
yea
ran
d a
half
..
.In
that
inte
rval
of
time,
how
ever
, I h
ave
real
ized
onl
y to
o fr
eque
ntly
how
limite
d th
e cu
ltura
l hor
izon
s ar
e fo
r ou
r ch
ildre
n .
..
Our
pro
blem
is a
mut
ual o
ne: w
e re
aliz
e, b
ecau
se o
f ge
ogra
phic
al lo
catio
n an
d th
e la
ck o
ffu
nds,
the
limita
tions
we
are
plac
ing,
and
in a
sen
se, c
reat
ing
in o
ur c
hild
ren
..
.It
is w
ith g
reat
hop
e th
at w
e lo
ok f
orw
ard
to th
e pe
rfor
min
g ar
ts p
ro-
gram
in th
e ne
ar f
utur
e..
.E
ncou
nter
, cou
nter
act,
and
expe
rien
ce w
ill a
ll be
com
e a
part
of
thei
r ne
w le
arni
ng .
.."
(Si
ster
Mar
ie P
aulin
e, O
ur L
ady
of M
ercy
Gra
mm
er S
choo
l, M
erce
d, C
alif
orni
a)
Pre-
requ
isite
s fo
r pa
rtic
ipat
ing
perf
orm
ing
grou
ps w
ere
esta
blis
hed:
..
.pr
ofes
sion
alis
m in
qua
lity
of p
erfo
rman
ce.
.. e
mpa
thic
attit
ude
on p
art o
f pe
rfor
min
g gr
oup
tow
ard
the
exis
ting
cultu
ral d
eart
h
:Y.
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FRE
SNO
CH
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BE
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RO
UP
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IMM
ER
MA
N,
SOPR
AN
O
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0
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ow.
FRE
SNO
CH
AM
BE
R G
RO
UP
it.
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ti
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0
0
.,
YO
UN
G A
UD
IEN
CE
S, I
NC
.W
OO
DW
IND
EN
SEM
BL
E
MU
SIC
AL
AR
TS
EN
SEM
BL
E
a,
,A
l* to
t-
topt
oott
p
INT
ER
LU
DE
Aft
er th
e "P
erfo
rmin
g A
rts
Proj
ect"
wen
t int
o ef
fect
the
entir
e op
erat
ion
was
car
eful
ly o
bser
ved
..
.T
each
ers
and
adm
inis
trat
ors
wer
e in
terv
iew
ed
..
A s
tudy
of
inte
r-re
latio
nshi
pbe
twee
n au
dien
ce a
nd p
erfo
rmer
was
mad
e
..
.Ph
ysic
al f
acili
ties
wer
e in
spec
ted
.M
echa
nics
of
oper
atio
nw
ere
exam
ined
.C
onta
cts
and
com
mitm
ents
of
perf
orm
ing
grou
psw
ere
perp
etra
ted
..
.A
udio
-vis
ual m
ater
ials
wer
e pr
oces
sed
..
.T
he e
valu
atio
n te
am c
onsu
lted
with
the
proj
ect d
irec
tor
and
othe
rs
..
.T
he p
rogr
am w
rite
r es
tabl
ishe
da
form
at f
or th
e pr
ogra
m n
otes
19
N.
WH
ITE
OA
KS
TH
EA
TR
E20
"RU
MPE
LST
ILT
SKIN
"
1.4
WH
ITE
OA
KS
TH
EA
TR
E"T
HE
WO
ND
ER
ME
NT
OF
GL
EE
P"
U
WH
ITE
OA
KS
TH
EA
TR
E "
A D
OC
TO
R I
N S
PIT
E O
F H
IMSE
LF"
/
1
r
04,
IM
LIV
ING
STO
N L
ITT
LE
TH
EA
TR
E"T
HE
EM
PER
OR
'S N
EW
CL
OT
HE
S"
if
TH
E E
NC
HA
NT
ER
S -
ME
RC
ED
CH
AM
BE
R T
HE
AT
RE
"HA
NSE
L A
ND
GR
ET
EL
"21
Wag
I
.411.11111110/
tit 1.
S
SAN
FR
AN
CIS
CO
ST
AT
E C
OL
LE
GE
MIM
E G
RO
UP
,e- -
"
IMPA
CT
ON
CO
MM
UN
ITY
AN
D S
CH
OO
LS
TH
E P
RO
JEC
T I
N A
CT
ION
thea
tre.
Par
ents
are
bec
omin
g m
ore
insi
sten
t tha
t the
pri
vate
teac
her
ofth
eir
child
ren
be w
ell q
ualif
ied.
The
dic
tiona
ry d
efin
es im
pact
as:
a f
orce
com
mun
icat
ed (
mad
ekn
own)
. The
twen
ty-f
ive
mus
ic, d
ram
a, a
nd d
ance
gro
ups
whi
ch h
ave
appe
ared
bef
ore
a qu
arte
r of
a m
illio
n pa
rtic
ipat
cns
in th
e on
e co
unty
of M
erce
d in
one
yea
r's ti
me
repr
esen
t a tr
emen
dous
num
eric
al f
orce
.T
his
is ta
ngib
le e
vide
nce
in s
uppo
rt o
f th
e pr
ojec
t. T
he o
ther
is c
once
rned
with
the
conv
eyan
ce o
f Q
UA
LIT
IES,
the
inta
ngib
le f
acto
r w
hich
pro
hibi
tsth
e im
med
iate
mea
sure
men
t of
the
impa
ct o
f ar
tistic
end
eavo
rs. "
En-
coun
ter
..
. con
tact
..
.ex
peri
ence
.'"
PRE
-SC
HO
OL
S. S
tatis
tics
have
sho
wn
that
in 1
966
in M
erce
dC
ount
y on
e ou
t of
two
child
ren
can
be c
lass
ifie
das
cul
tura
lly d
epri
ved2
and
econ
omic
ally
dis
adva
ntag
ed. P
re-s
choo
l cen
ters
ope
ratin
g in
this
coun
ty a
t the
pre
sent
tim
e ha
ve a
tota
l enr
ollm
ent o
f 20
0. T
his
sele
cted
grou
p of
boy
s an
d gi
rls
has
had
lives
div
este
d of
true
fam
ily r
elat
ion-
ship
s, o
f th
e m
ost c
omm
onpl
ace
expe
rien
ces
with
mat
eria
l goo
ds, a
ndac
tiviti
es w
hich
mig
ht g
uide
the
imag
inat
ion
into
cre
ativ
e ch
anne
ls.
Pupi
l rea
ctio
n to
the
prog
ram
s pr
esen
ted
a di
chot
omy.
The
teac
hers
had
ant
icip
ated
pro
blem
s in
aud
ienc
em
anne
rs, a
ttitu
des
and
atte
ntio
n sp
an. T
hese
did
not
mat
eria
lize.
Ins
tead
, the
sen
se o
f in
timac
yes
tabl
ishe
d be
twee
n pe
rfor
mer
s an
d au
dien
ce h
elpe
d to
imbu
e th
ech
ildre
n w
ith th
e sp
irit
of a
rtis
tic e
ndea
vors
. The
pow
er o
f co
mm
unic
atio
nth
roug
h th
e ar
ts w
as e
spec
ially
evi
dent
in n
on-E
nglis
h sp
eaki
nggr
oups
.T
he s
tron
g re
latio
nshi
p th
at e
xist
s be
twee
n an
art
istic
exp
erie
nce
and
educ
atio
nal v
alue
was
sho
wn.
HO
ME
- SC
HO
OL
PA
RT
NE
RSH
IP. E
colo
gica
lly, t
he im
pact
of
the
"Per
form
ing
Art
s Pr
ojec
t" h
as b
een
spre
adin
g fr
om s
choo
l lif
e to
the
peri
pher
al a
reas
of
hom
e an
d co
mm
unity
. Acc
ordi
ng to
loca
l age
ncie
sth
ere
has
been
an
incr
ease
in r
eque
sts
by s
tude
nts
for
adm
issi
ons
to th
eC
omun
ity C
once
rt S
erie
s an
d in
tick
et s
ales
for
the
loca
l Mer
ced
Sym
phon
y O
rche
stra
Ser
ies.
The
stim
ulat
ion
of p
erso
nalit
ies
..
.th
e m
akin
g of
a h
appy
chi
ld.
..th
e br
eaki
ng a
way
fro
m th
e m
onot
ony
of th
e tr
aditi
onal
cla
ssro
omac
tiviti
es.
..al
l hav
e re
sulte
d in
par
enta
l exp
ress
ions
of
grat
itude
tow
ard
the
scho
ol f
or h
avin
g co
ntri
bute
d to
thei
r ch
ild's
hap
pine
ss a
ndse
nse
ofw
ell-
bein
g. M
ore
youn
gste
rs h
ave
expr
esse
da
desi
re to
'ear
n to
pla
ym
usic
al in
stru
men
ts, t
o st
udy
danc
e, a
nd to
par
ticip
ate.
in c
hild
ren'
siS
iste
r M
ary
Paul
ine,
Our
Lad
y of
Mer
cy S
choo
l, M
erce
d, C
alif
orni
a. 2
Perf
orm
ing
Art
sPr
opos
al, p
. 10.
3Pe
rfor
min
g A
rts
Con
tinua
tion
Prop
osal
, p. 8
.
An
impo
rtan
t sid
e-ef
fect
com
mun
ity w
ise,
is th
e pr
ospe
ct o
fa
Civ
ic A
udito
rium
, a n
eed
ofte
n di
scus
sed
but n
ever
put
on th
e dr
awin
gbo
ard.
Im
petu
s to
war
d su
ch a
bui
ldin
g is
gro
win
g an
d th
e su
ppor
t of
the
city
cou
ncil
wou
ld a
ppea
r to
be
stre
ngth
enin
g.
ET
HN
IC G
RO
UPS
. The
use
of
vari
ous
ethn
ic g
roup
s ha
s re
sulte
din
an
unde
rsta
ndin
g of
the
valu
es th
at a
re c
onta
ined
in th
e A
mer
ican
cred
o. T
he a
ppre
ciat
ion
for
the
cont
ribu
tions
of
othe
r cu
lture
s to
Am
eric
anlif
e is
acc
ompa
nied
by
a gr
owin
g cu
ltura
l sel
f-pr
ide
with
in th
e et
hnic
perf
orm
ing
grou
ps. T
he f
ollo
w-u
p af
ter
perf
orm
ance
allo
ws
for
inte
grat
ion
with
the
soci
al s
tudi
es p
rogr
am a
t giv
en g
rade
leve
ls.
TE
AC
HE
RS
The
Pro
gram
Not
es a
s In
-Ser
vice
Tra
inin
g. A
s a
part
of
the
initi
al s
trat
egy
of th
e "P
erfo
rmin
g A
rts
Proj
ect"
, a w
rite
r w
asin
clud
ed a
s on
e of
the
two
adm
inis
trat
ive
pers
onne
l nee
ded
to c
arry
out
the
proj
ect.
"Tea
cher
pre
para
tion
was
app
roac
hed
from
the
stan
dpoi
ntth
at in
volv
emen
t is
nece
ssar
y fo
r pr
ogra
m s
ucce
ss.
.."
3
The
wri
ter's
par
ticul
ar r
espo
nsib
ility
was
that
of
prep
arin
g al
lpr
ogra
m n
otes
and
teac
hing
sug
gest
ions
to b
e se
nt to
sch
ools
pri
or to
the
perf
orm
ance
. Cri
teri
a w
ere
esta
blis
ed in
ord
er th
at th
e m
ater
ials
be
asef
fect
ive
as p
ossi
ble.
The
se in
clud
ed:
1. A
sta
tmen
t of
the
goal
(s)
of e
ach
indi
vidu
al p
rogr
amE
xam
ple:
St.
Mat
thew
s B
aptis
t Cho
ir"G
oal:
To
mot
ivat
e th
e st
uden
t lis
tern
er to
res
pond
to th
e pr
o-gr
am w
ith a
sen
se o
f ap
prec
iatio
n fo
r th
is u
niqu
e co
ntri
butio
nto
our
Am
eric
an c
ultu
re."
Exa
mpl
e: N
ancy
Zim
mer
man
, sop
rano
"Goa
l: H
e (t
he s
tude
nt)
need
s to
dis
cove
r th
at th
e w
ell-
trai
ned
voic
e is
not
nece
ssar
ily to
o lo
ud, t
oo s
hrill
, too
ful
l of
artif
ice.
..
"
2. T
he g
oals
are
adv
ance
d by
incl
udin
g m
ater
ials
for
the
teac
her's
use
in c
lass
pre
para
tion
for
the
prog
ram
3. T
he m
ater
ials
for
inst
ruct
iona
l pur
pose
s m
ust b
e in
form
ativ
e,ac
cura
te, a
nd in
tere
stin
g
4. T
he m
ater
ials
mus
t be
appr
opri
ate
to g
rade
leve
l
5. A
vaila
ble
film
s, r
ecor
ds, a
nd b
ooks
to s
uppl
emen
t the
live
perf
orm
ance
mus
t be
liste
d fo
r ea
sy r
efer
ence
6. T
each
ing
sugg
estio
ns f
or c
lass
room
use
bef
ore
and
afte
r th
epr
ogra
m s
houl
d be
incl
uded
On
the
basi
s of
thes
e cr
iteri
a a
form
at f
or th
e pr
ogra
m n
otes
was
dec
ided
upo
n:
Fore
wor
d to
the
teac
hers
Bac
kgro
und
info
rmat
ion
abou
t the
art
ist(
s)Sh
ort n
arra
tive
styl
e se
ctio
ns. M
ay b
e re
ad a
loud
Info
rmat
ion
to b
e pr
esen
ted
acco
rdin
g to
the
teac
her's
dis
cret
ion
Sugg
este
d ac
tiviti
es b
efor
e an
d af
ter
atte
ndin
g th
e pe
rfor
man
ceM
ater
ials
to s
uppl
emen
t the
per
form
ance
, inc
ludi
ng:
16m
m f
ilms
reco
rds
book
sfi
lm s
trip
s
Not
onl
y na
ve th
e pr
ogra
m n
otes
ser
ved
a us
eful
pur
pose
as
an in
-ser
vice
trai
ning
for
teac
hers
but
als
o as
a m
eans
to e
nhan
ce th
ecu
ltura
l dev
elop
men
t of
the
stud
ents
. The
per
form
ing
grou
ps h
ave
been
awar
e of
alte
red
patte
rns
of b
ehav
ior
duri
ng th
e pr
ogra
ms
in s
ituat
ions
whe
re th
e no
tes
wer
e us
ed a
s a
mea
ns o
f pr
epar
atio
n. M
any
teac
hers
have
inco
rpor
ated
the
mat
eria
ls in
to u
nits
to e
nric
h so
cial
stu
dies
,la
ngua
ge a
rts,
and
cre
ativ
e ar
ts in
the
curr
icul
um.
LIB
RA
RY
AN
D A
UD
IO-V
ISU
AL
: Exp
ansi
on a
nd U
se. T
he c
on-
cept
of
the
orig
inal
pro
posa
l, "W
iden
ing
Cul
tura
l Hor
izon
s T
hrou
gh th
ePe
rfor
min
g A
rts"
con
tain
ed a
vis
ion
of b
road
edu
catio
nal d
imen
sion
s.T
he p
rogr
ams
wer
e no
t des
igne
d fo
r en
tert
ainm
ent,
per
se, b
ut r
athe
r to
enco
mpa
ss a
bro
ad s
pect
rum
of
expe
rien
ces.
A s
ide
effe
ct w
ould
be
the
disc
over
y th
at a
ttend
ing
a pr
ogra
m o
f da
nce,
mus
ic, o
r th
eatr
e w
as a
ned
ucat
iona
l exp
erie
nce.
How
wel
l thi
s co
ncep
t was
dev
elop
ed h
as b
een
refl
ecte
d in
man
y w
ays.
Stu
dent
s ha
ve b
een
insp
ired
to c
reat
e ar
tistic
inte
rpre
tatio
nsof
thei
r ex
peri
ence
s. I
n th
e ar
ea o
f la
ngua
ge a
rts,
lette
rs h
ave
been
wri
tten
to th
e pe
rfor
mer
s, p
oem
s ha
ve b
een
com
pose
d, a
nd c
lass
dis
cus-
sion
s fo
llow
ing
the
perf
orm
ance
s ha
ve b
een
livel
y. T
he M
erce
d C
ount
ySc
hool
s O
ffic
e ha
s re
ceiv
ed m
any
sam
ples
of
thes
e ac
tiviti
es.
Mild
red
Esh
naur
, lib
rari
an f
or th
e M
erce
d C
ount
y Sc
hool
s,fo
rwar
ded
one
lette
r fr
om a
stu
dent
:iP
earl
Pri
mus
, the
Pri
mus
-Bor
de D
ance
Sut
dio,
17
Wes
t 24t
h St
reet
, New
Yor
k. Q
uote
d:N
atio
nal C
onfe
renc
e on
Edu
catio
n of
Dis
adva
ntag
ed, p
. 47.
"Dea
r M
iss
Esh
naur
:W
ould
you
ple
ase
send
me
a bo
ok a
bout
a b
alle
t dan
cer?
We
had
a da
ncer
vis
it ou
r ro
om th
e ot
her
day.
I li
ke a
ll of
you
rbo
oks.
Tha
nk y
ou.
Judy
"
Mis
s E
shna
ur s
tate
d: "
Just
a s
ampl
e of
the
kind
of
lette
rs w
ere
ceiv
e fr
om s
tude
nts
who
wan
t a c
erta
in b
ook.
Tho
ugh
we
have
n't k
ept
offi
cial
cou
nt o
f or
ders
abo
ut th
e ar
ts, w
e kn
ow f
rom
req
uest
s th
at m
any
mor
e bo
ys a
nd g
irls
are
inte
rest
ed in
the
perf
orm
ing
arts
."
Mis
s E
shna
ur r
epor
ts th
at th
ere
has
been
a 5
0% in
crea
se in
the
num
ber
of r
eque
sts
for
book
s on
the
arts
and
hum
aniti
es, a
nd, a
t thi
stim
e, it
is im
poss
ible
to f
ill a
ll th
e re
ques
ts a
s th
ey a
re m
ade.
Bec
ause
of th
e "P
erfo
rmin
g A
rts
Proj
ect"
and
the
need
for
add
ition
al b
ooks
on
the
arts
, sev
en (
7) r
ural
sch
ools
with
in th
e co
unty
hav
e re
ques
ted
that
thei
rT
itle
II, E
SEA
Pha
se I
gra
nt b
e us
ed a
s a
coop
erat
ive
proj
ect w
ith th
eM
erce
d C
ount
y Sc
hool
s O
ffic
e to
pur
chas
e bo
oks
to s
uppl
emen
t the
"Pe
r-fo
rmin
g A
rts
Proj
ect."
In
this
man
ner,
the
libra
ry s
houl
d be
abl
e to
fill
mor
e of
the
requ
ests
for
thes
e m
ater
ials
. Mrs
. Wee
d, o
ne o
f th
e lib
rari
ans
for
the
Mer
ced
City
Sch
ool D
istr
ict,
re-e
choe
s M
iss
Esh
naur
's c
omm
ents
.Sh
e ha
s in
crea
sed
orde
rs f
or b
ooks
on
the
perf
orm
ing
arts
for
the
scho
olin
the
dist
rict
she
ser
ves.
The
use
of
16m
m f
ilms
purc
hase
d th
roug
h th
e "P
erfo
rmin
g A
rts
Proj
ect"
is f
ar e
xcee
ding
exp
ecta
tions
. In
fact
, the
re a
re n
ot e
noug
h of
thes
e fi
lms
to m
eet d
eman
ds. M
any
of th
ese
film
s ar
e 'b
ooke
d' th
roug
hth
e en
d of
the
scho
ol y
ear.
A s
tate
men
t of
16m
m f
ilm u
se s
how
s th
at s
ome
film
s ha
ve h
ad 1
0 to
12
unm
et r
eque
sts.
(Se
e E
xhib
it IV
)
A B
RE
AK
-TH
RO
UG
H: I
n C
ultu
ral U
naw
aren
ess
"..
.E
duca
tors
hav
e re
ache
d th
e po
int w
here
they
rea
lize
that
the
wor
dsp
oken
or
wri
tten
is n
ot e
noug
h to
rea
ch th
e w
hole
bei
ng.
We
are
talk
ing
here
abo
ut th
e de
priv
ed c
hild
..
. one
who
has
bee
nso
cial
ly a
nd e
cono
mic
ally
cut
-off
fro
m th
e vi
sibl
e an
d ob
viou
s, w
ith th
evi
sibl
e an
d ta
ngib
le. B
ut th
roug
h th
e ar
ts, m
an's
old
est a
nd s
tron
gest
mea
ns o
f co
mm
unic
atio
n, w
e ca
n re
ach
into
the
inne
r be
ing
of a
llch
ildre
n an
d al
l adu
lts.
..1
Wid
enin
g C
ultu
ral H
oriz
ions
Thr
ough
the
Perf
orm
ing
Art
s is
serv
ing
as a
cat
alys
t for
bre
akin
g th
roug
h th
e cu
ltura
l una
war
enes
s in
Mer
ced
Cou
nty.
The
chi
ld w
ho th
ough
t the
thea
tre
mea
nt g
oing
to a
mov
ie
.....1
r.,..
.11.
A.M
....4
...12
,111
14s
labs
.. ra
l11.
has
begu
n to
rea
lize
that
it is
am
eans
of
expr
esse
dco
mm
unic
atio
n; th
atth
e th
eatr
eus
es a
sto
ry to
tran
smit
valu
es; t
hat w
ords
,us
ed in
an
orga
nize
dw
ay, r
elat
e al
l hum
an b
eing
sto
one
ano
ther
; tha
tex
peri
ence
sar
e m
atch
ed to
exp
erie
nces
and
emot
ions
toem
otio
ns. T
he th
eatr
e m
akes
peop
le c
ome
aliv
eto
one
ano
ther
, for
itre
pres
ents
all
face
ts o
f th
atdi
vine
-ly
insp
ired
thin
gca
lled
a "p
erso
n".
The
teac
her
who
felt
that
the
thea
tre
was
out
side
his
rea
lm h
asdi
scov
ered
that
it h
asa
plac
e in
the
clas
sroo
m.
Whe
n st
uden
ts "
play
ast
ory"
the
visu
alad
ds s
tren
gth
to th
e au
dito
ry. T
oth
ese
are
adde
dth
eim
port
ance
of
self
-exp
ress
ion.
Dan
ce n
o lo
nger
is th
ough
t of
inte
rms
of s
omet
hing
belo
ngin
gto
par
ties
or c
hild
ren'
sda
nce
reci
tals
, but
rath
er a
sa
form
of
expr
essi
onth
roug
h bo
dily
mov
emen
t whi
ch h
asor
igin
s in
the
days
befo
re th
esp
oken
wor
d.
The
"Pe
rfor
min
gA
rts
Proj
ect"
has
aide
d m
usic
edu
cato
rsin
dem
onst
ratin
g th
at m
usic
is f
or a
ll ch
ildre
nan
d th
at a
ll ch
ildre
nar
e fo
rm
usic
.' T
he m
usic
alpe
rfor
man
ces
wer
e pl
anne
d so
that
at t
hepr
e-sc
hool
and
low
er g
rade
leve
lth
e ch
ildre
n w
ould
hear
sm
alle
rgr
oups
(ch
ambe
ren
sem
bles
and
sol
ovo
calis
ts)
prog
ress
ing
to la
rger
grou
ps a
nd m
ore
soph
istic
ated
per
form
ance
sat
the
uppe
r gr
ade
and
high
sch
ool
leve
ls.
Tea
cher
s ha
ve b
ecom
eaw
are
that
chi
ldre
n ha
vea
natu
ral a
ffin
ity f
or th
em
usic
al a
rtis
try
ofth
ings
cla
ssic
al. T
hey
have
dis
cove
red
that
boys
and
girl
s se
e th
roug
h an
dbe
yond
the
art f
orm
invo
lved
, the
tech
nica
las
pect
sof
com
posi
tion
and
inst
rum
enta
tion,
and
that
they
hear
wha
t the
com
pose
rin
tend
ed f
orev
eryo
ne to
hea
rth
e be
auty
, the
inne
r ex
pres
sion
of
mus
ic it
self
.
The
atta
inm
ent o
far
tistic
app
reci
atio
non
a m
atur
e le
vel
seem
sto
rel
y on
cer
tain
fact
ors.
Exp
osur
eto
the
Art
s he
lps
to im
bue
one
with
the
"spi
rit"
of
all k
inds
of a
rtis
tic e
ndea
vors
.B
ecom
ing
inst
illed
with
the
spir
it pr
eced
esun
ders
tand
ing.
As
the
"Per
form
ing
Art
sPr
ojec
t"m
oves
into
the
next
pha
se,
and
as th
e st
uden
tsar
e ex
pose
d to
art
for
ms
on a
cont
inui
ng b
asis
, the
brea
k-th
roug
h in
cul
tura
law
aren
ess
whi
ch is
alre
ady
in e
vide
nce
shou
ld e
xpan
d in
toev
er w
iden
ing
cultu
ral h
oriz
ons.
PER
FOR
MIN
G G
RO
UPS
:H
ow A
ffec
ted
byPa
rtic
ipat
ion
An
area
in w
hich
the
resu
lts e
xcee
ded
expe
ctat
ions
was
the
effe
ct o
f th
e pr
ojec
tup
on p
artic
ipat
ing
perf
orm
ing
grou
ps. T
he S
anFr
anci
sco
Bal
let C
ompa
nydi
scov
ered
that
per
form
ance
sin
hig
h sc
hool
gym
nasi
ums
coul
d be
succ
essf
ul to
a m
arke
d de
gree
. As
a re
sult,
the
1Slo
gan
of M
usic
Edu
cato
rsN
atio
nal C
onfe
renc
e: "
Mus
icfo
r al
l and
all
for
mus
ic."
com
pany
dev
elop
edan
exc
iting
new
con
cept
in m
obil
thea
tre,
tailo
red
to s
tate
and
com
mun
ity c
olle
ges.
Thi
sco
ncep
t is
calle
d th
e G
ymna
sium
Con
cert
. As
an e
xten
sion
of
the
balle
tco
mpa
ny's
edu
catio
nal
prog
ran,
this
new
dan
ceid
ea h
as b
een
desi
gned
to m
eet t
he n
eeds
of
scho
ols
and
com
mun
ities
whe
re th
eatr
efa
cilit
ies
are
inad
equa
tean
d fu
nds
limite
d. I
tis
exe
cute
d by
rol
ling
a sp
ecia
l lin
oleu
m o
nto
the
gym
nasi
um f
loor
topr
ovid
e th
e ki
nd o
fst
age
requ
ired
for
bal
let
danc
ing.
The
ful
lco
rps
ofda
ncer
s, te
chni
cal s
taff
, cos
tum
es, s
ound
and
light
ing
equi
pmen
tco
mpl
ete
the
set-
up f
or th
ese
Gym
nasi
um C
once
rts.
One
of
the
narr
ator
sfo
r th
e ba
llet-
lect
ure
dem
onst
ratio
ns, a
lert
edto
mat
ters
of
curi
osity
abou
t bal
let t
hrou
ghth
e qu
estio
ns a
ndre
spon
ses
from
stu
dent
s, h
asde
velo
ped
and
refi
ned
a sc
ript
with
the
inte
nt o
f ha
ving
it pu
blis
hed
for
scho
olus
e.
A th
ird
resu
lt of
the
San
Fran
cisc
oB
alle
t'sap
pear
ance
on
the
"Per
form
ing
Art
s Pr
ojec
t"ha
s be
en p
lans
for
a fi
ne 1
6mm
edu
catio
nal f
ilmof
the
balle
tle
ctur
e-de
mon
stra
tion
whi
chca
n be
sho
wn
in s
choo
ls.
The
sev
eral
thea
tre
grou
ps c
oncu
rred
on
vari
ous
bene
fits
deri
ved
from
app
eara
nces
for
the
"Per
form
ing
Art
sPr
ojec
t." T
hese
incl
uded
:.
.. a
cha
nce
to d
emon
stra
te th
e ef
fect
iven
ess
of d
ram
aas
am
eans
of
teac
hing
..
. an
ince
ntiv
e fo
r th
e pe
rfor
mer
s th
emse
lves
to d
o fu
rthe
rst
udy
in c
hild
ren'
sth
eatr
e
..
. an
oppo
rtun
ity f
or lo
cal t
owns
peop
leto
fin
d a
wor
thw
hile
outle
t for
thei
rcr
eativ
e ta
lent
s
..
.T
he d
isco
very
that
a va
riet
y of
phy
sica
l fac
ilitie
sca
n be
adap
ted
to p
erfo
rman
cew
ithou
t los
s of
effe
ctiv
enes
s.
.. a
dditi
onal
opp
ortu
nitie
s to
giv
e pe
rfor
man
ces
as a
res
ult
of p
ublic
ity f
rom
the
Mer
ced
Cou
nty
proj
ect
..
.(i
n th
e ca
se o
f th
e W
hite
Oak
s T
heat
er)
the
need
for
atr
uck
to tr
ansp
ort
stag
e se
tting
s an
dsu
ppor
tive
equi
pmen
tw
as p
rovi
ded
by th
e B
ing
Cro
sby
You
th F
ound
atio
n.
. an
oppo
rtun
ity to
not
e au
dien
ce r
eact
ion
to o
rigi
nal s
crip
tsan
d to
mak
e re
visi
ons
on th
at b
asis
In th
e fi
eld
ofm
usic
a w
ide
vari
ety
ofty
pes
of p
rogr
ams
was
offe
red.
The
rew
ere
repr
esen
tativ
es f
rom
bot
hth
e ch
oral
and
inst
rum
enta
lfi
elds
in s
izes
ran
ging
from
sol
o to
larg
egr
oups
. Per
form
ance
s by
eth
nic
grou
ps a
ffor
ded
amat
eurs
an o
ppor
tuni
ty to
dis
cove
rth
e de
man
ds o
fta
ilori
ng a
nd p
rese
ntin
gpr
ogra
ms
for
live
audi
ence
s in
a co
ncer
t situ
a-
1
tion.
In
addi
tion,
thes
e w
ere
perf
orm
ed w
itha
sens
e of
per
sona
l pri
de a
ndac
com
plis
hmen
t to
find
acc
epta
nce
of th
eir
own
part
icul
ar c
ultu
ral c
ontr
i-bu
tion
and
gave
mot
ivat
ion
for
deve
lopi
ngev
en h
ighe
r pe
rfor
man
cele
vels
.
The
cha
mbe
r en
sem
bles
, com
pose
d of
wel
l-tr
aine
dpl
ayer
s w
how
ere
mem
bers
of
thei
r lo
cal s
ymph
ony
orch
estr
as, w
ere
prov
ided
with
an
oppo
rtun
ity to
fur
ther
thei
r sk
ill a
nd to
bec
ome
reco
gniz
edas
mus
ical
lead
ers
with
in th
eir
own
com
mun
ities
.
Prof
essi
onal
com
pani
es, s
uch
as th
e C
hild
ren'
s O
pera
Hou
r an
dth
e W
este
rn O
pera
The
ater
, dis
cove
red
that
youn
g pe
ople
hav
e ho
nest
reac
tions
to th
e st
reng
ths
and
wea
knes
ses
ofa
perf
orm
ance
. Thi
s re
sulte
din
a n
ew k
ind
of le
arni
ng e
xper
ienc
e fo
r th
e m
embe
rs o
f th
eco
mpa
ny.
Gre
at c
are
was
take
n by
eac
h in
divi
dual
to p
erfo
rmat
his
bes
t. C
onse
-qu
ently
, cha
ract
eriz
atio
ns a
nd m
usic
ality
wer
e he
ight
ened
.
DIS
SEM
INA
TIO
N O
F IN
FOR
MA
TIO
N: H
ow th
e Pr
ojec
t Was
Pub
liciz
edT
he d
isse
min
atio
n of
info
rmat
ion
bega
n w
ith C
ongr
essm
an B
.F.
Sis
k's
anno
unce
men
t thr
ough
the
Mer
ced
Sun-
Star
new
spap
er to
the
effe
ct th
at f
unds
had
bee
n gr
ante
d fo
r th
e "P
erfo
rmin
g A
rts
Proj
ect."
Sub-
sequ
ently
, the
pro
cess
bec
ame
one
of r
elea
sing
info
rmat
ion:
..
.to
sch
ool p
erso
nnel
dir
ectly
invo
lved
in th
epr
ogra
m.
..
to s
choo
l per
sonn
el in
oth
er a
reas
..
to n
on-s
choo
l per
sonn
el, b
oth
lay
citiz
ens
and
agen
cies
A p
rogr
am w
rite
r w
as e
mpl
oyed
topr
epar
e se
vera
l for
ms
of"p
rogr
am n
otes
" fo
r di
stri
butio
n. T
hese
wer
e pr
esen
ted
to a
llte
ache
rsof
cla
sses
par
ticip
atin
g in
the
proj
ect.
Add
ition
al c
opie
s ha
ve b
een
re-
ques
ted
by m
any
teac
hers
, som
e of
who
m w
ere
not d
irec
tly in
volv
edin
the
part
icul
ar p
rogr
am.
The
Ana
lyst
, a p
ublic
atio
n of
the
Mer
ced
Cou
nty
Scho
ols
Off
ice,
feat
ured
the
"Per
form
ing
Art
s Pr
ojec
t" in
one
issu
e. T
his
was
dis
trib
uted
toal
l of
the
Cou
nty
Supe
rint
ende
nts
of S
choo
ls in
Cal
ifor
nia.
Tal
ks, s
omet
imes
illu
stra
ted
with
slid
es,
wer
e pr
esen
ted
tose
vera
l gro
ups
by th
e pr
ojec
t dir
ecto
r. T
hese
incl
uded
:
Cal
ifor
nia
Mus
ic E
duca
tors
Con
fere
nce
Selm
a, C
alif
orni
a, O
ctob
er 2
2, 1
966
Boa
rd M
eetin
g w
ith P
AC
E d
irec
tors
Nov
embe
r 3,
196
6
Cen
tral
Sec
tion,
Fres
no, C
alif
orni
a,
..
.N
orth
ern
Cal
ifor
nia
Art
and
Mus
ic E
duca
tors
San
Fran
cisc
o, C
alif
orni
a, D
ecem
ber
10. 1
966
Cov
erag
e by
new
s m
edia
incl
uded
:.
Num
erou
s ar
ticle
s an
d pi
ctur
es in
the
new
spap
ers
ofM
erce
d C
ount
y.
Feat
ured
sto
ries
in th
e Fr
esno
Bee
.Sa
n Fr
anci
sco
Chr
onic
le.
Dan
ce N
ews
Mag
azin
e
Evi
denc
e of
inte
rest
in th
e "P
erfo
rmin
g A
rts
Proj
ect"
is s
how
nby
the
requ
ests
for
info
rmat
ion
whi
ch h
ave
been
mad
efr
om s
uch
far-
reac
hing
are
as a
s A
rlin
gton
, Vir
gini
a; P
AC
E C
ente
r,So
nom
a C
ount
y,C
alif
orni
a; H
anco
ck, M
ichi
gan;
Gre
ensb
oro,
Nor
th C
arol
ina;
Was
hing
ton,
D.C
.; O
klah
oma
City
; Los
Ang
eles
Cou
nty
Scho
ols
Off
ice;
For
th W
orth
,T
exas
.
The
ann
ual r
epor
t is
to b
e di
stri
bute
d to
abo
utsi
x hu
ndre
dag
enci
es.
EV
AL
UA
TIO
N O
F PR
OJE
CT
The
eva
luat
ion
of th
e ef
fect
iven
ess
of th
eje
ct"
is b
eing
car
ried
on
in th
ese
two
dim
ensi
ons:
..
.by
a te
am o
f ev
alua
tors
who
se jo
bpr
ogra
m
'SPe
rfor
min
g A
rts
Pro-
is to
app
rais
e th
e
..
. an
on-g
oing
pro
ject
eva
luat
ion
by th
e M
ulti-
Cou
nty
Sup-
plem
enta
ry E
duca
tiona
l Ser
vice
Gro
up o
f w
hich
Mer
ced
Cou
nty
is a
par
t
The
pro
fess
iona
l eva
luat
ion
team
is c
ompr
ised
of
thre
em
en f
rom
San
Fran
cisc
o St
ate
Col
lege
: J. F
ento
n M
cKen
na, D
ean,
Sch
ool o
f C
reat
ive
Art
s; M
ervi
n Fr
eedm
an, C
hair
man
, Dep
artm
ent o
f Ps
ycho
logy
, and
Jose
ph A
xelr
od, P
rofe
ssor
of
Wor
ld L
itera
ture
. The
ir r
epor
t is
give
non
the
follo
win
g pa
ges:
RE
POR
T I
The
Nee
dW
e ar
e co
nvin
ced
that
Mer
ced
Cou
nty
isa
very
"ne
edy"
are
ain
sofa
r as
the
perf
orm
ing
arts
are
con
cern
ed. I
nan
age
of
mec
hani
zed
ente
rtai
nmen
t and
can
ned
perf
orm
ance
, non
-urb
anar
eas
espe
cial
ly h
ave
lost
touc
h w
ith li
ve a
rtis
ts a
nd li
ve p
erfo
rman
ces.
The
city
you
ngst
erat
leas
t has
the
oppo
runi
tyth
ough
we
know
that
he
mus
t be
educ
ated
to ta
ke a
dvan
tage
of
that
opp
ortu
nity
but t
he r
ural
chi
ld is
unf
ortu
n-at
ely,
toda
y, d
enie
d ev
en th
at. T
he "
Perf
orm
ing
Art
s Pr
ojec
t" is
ther
efor
efu
lfill
ing
an im
port
ant a
nd u
niqu
e ne
ed w
hich
app
ears
to u
s to
be
grea
ter
in M
erce
d C
ount
y th
an in
mor
e ur
bani
zed
coun
ties
of C
alif
orni
a.
The
Sco
pe
The
nee
d, d
iscu
ssed
bri
efly
in th
e pr
eced
ing
para
grap
h, is
to b
efo
und
not o
nly
amon
g th
e po
orer
pup
ils. O
ne o
f th
e ex
celle
nt f
eatu
res
ofth
e Pr
ojec
t, in
our
opi
nion
, is
its w
ide
scop
e, in
clud
ing
as it
doe
s no
t onl
yth
e "d
isad
vant
aged
" bu
t all
stud
ents
of
publ
ic a
nd p
riva
te s
choo
ls.
Stat
istic
s fo
und
else
whe
re in
this
rep
ort s
how
the
wid
e sc
ope
of th
e en
ter-
pris
e an
d ne
ed n
ot to
be
repe
ated
her
e.
The
Org
aniz
atio
n of
the
Proj
ect
We
are
favo
rabl
y im
pres
sed
with
the
prin
cipl
es w
hich
hav
egu
ided
the
orga
niza
tion
of th
e Pr
ojec
t and
with
the
effi
cien
cy th
at h
asbe
en a
pplie
d in
impl
emen
ting
them
:
a) W
e ag
ree
with
the
prin
cipl
e of
dif
fere
ntia
ted
perf
orm
ance
s fo
rdi
ffer
ent a
ge g
roup
s. T
here
is n
o po
int i
n fi
lling
up
an a
udito
rium
in a
give
n sc
hool
if th
ereb
y th
e se
nse
of b
oth
intim
acy
and
dire
ct r
elev
ance
toa
give
n ag
e gr
oup
is lo
st. W
e be
lieve
it h
as b
een
educ
atio
nally
sou
ndif
som
ewha
t mor
e ex
pens
ive
whe
n fi
gure
d in
"pe
r pu
pil"
term
sto
hav
esm
alle
r gr
oups
and
to a
sk p
erfo
rmer
s to
ach
ieve
bot
h a
sens
e of
intim
acy
with
the
pupi
ls a
nd to
dir
ect t
heir
per
form
ance
s to
inte
rest
s,un
ders
tand
ings
and
nee
ds o
f sp
ecif
ic a
ge g
roup
s.
b) W
e ag
ree
with
the
emph
asis
in th
e Pr
ojec
t to
prep
are
teac
hers
and
pupi
ls b
efor
e pe
rfor
man
ces
are
give
n an
d to
fol
low
up
with
teac
hers
and
pupi
ls a
fter
the
perf
orm
ance
s ar
e gi
ven.
The
pro
gram
not
es p
repa
red
at th
e C
ount
y O
ffic
e ar
e ex
celle
nt, a
nd th
e in
terv
iew
s w
e ca
rrie
d ou
t with
teac
hers
and
adm
inis
trat
ors
both
dur
ing
the
fall
and
spri
ng s
emes
ters
have
indi
cate
d th
ey a
re m
ost h
elpf
ul.
c) S
ched
ulin
g ha
s be
en e
xtre
mel
y co
mpl
ex b
ut w
ell h
andl
ed,
acco
rdin
g to
res
pons
es w
e ha
ve h
ad f
rom
teac
hers
and
pri
ncip
als.
Eve
ry-
one
has
rem
arke
d on
the
way
eve
nts
begi
n on
tim
e an
d en
d on
tim
e;he
nce
they
can
be
plan
ned
for
by lo
cal p
erso
nnel
and
do
not i
nter
fere
with
oth
er a
ctiv
ities
and
cla
sses
pla
nned
for
the
day.
d) T
he b
alan
ce o
f di
ffer
ent t
ypes
of
perf
orm
ing
grou
pslo
cal
vers
us o
ut-o
f-to
wn
grou
ps, e
thni
c gr
oups
and
col
lege
gro
ups
and
prof
es-
sion
al g
roup
sha
s be
en e
xcel
lent
, in
our
opin
ion.
e) R
elat
ions
bet
wee
n th
e C
ount
y O
ffic
e an
d th
e in
divi
dual
dis
-tr
icts
hav
e be
en e
xcel
lent
. The
re is
gen
uine
coo
pera
tion.
We
have
ask
edab
out t
his
poin
t in
both
our
fal
l and
spr
ing
visi
ts to
the
dist
rict
s, a
nd ju
dg-
ing
from
res
pons
es, t
his
has
been
our
con
clus
ion,
with
out e
xcep
tion.
f) T
he g
eogr
aphi
cal d
istr
ibut
ion
of th
e pe
rfor
min
g gr
oups
with
inth
e va
riou
s co
unty
poi
nts
has
been
eff
icie
ntly
han
dled
, fro
m th
e po
int
of v
iew
of
need
, fro
m th
e po
int o
f vi
ew o
f co
nven
ienc
e fo
r th
e gr
oups
inth
eir
trav
el a
rran
gem
ents
and
tran
spor
tatio
n of
equ
ipm
ent,
and
from
the
poin
t of
view
of
econ
omy
in tr
avel
and
oth
er c
osts
.
g) T
here
is a
str
ong
rela
tions
hip
betw
een
art e
xper
ienc
e an
ded
ucat
iona
l val
ue. T
he p
rogr
am h
as a
ver
y po
sitiv
e ed
ucat
iona
l dim
en-
sion
, and
the
plan
ning
has
bee
n ex
celle
nt in
this
res
pect
. The
spe
ctru
mof
exp
erie
nce
has
been
bro
ad, b
ut w
hile
it h
as b
een
attr
activ
e in
the
ente
rtai
nmen
t sen
se, i
t has
not
bee
n de
sign
ed o
r ex
ecut
ed w
ith th
at a
san
obj
ectiv
e. I
t has
bee
n en
tert
aini
ng in
the
pure
sen
se, b
ut, a
s w
ith a
llgo
od e
duca
tion,
it h
as b
een
high
ly m
otiv
atin
g an
d in
stru
ctiv
e as
wel
l.T
he y
oung
peo
ple
have
bee
n m
oved
to v
isua
l rea
ctio
n in
pai
ntin
g, v
erba
lre
actio
n in
wri
ting
and
disc
ussi
on o
f as
pect
s of
life
they
had
not
kno
wn
befo
re. I
n ob
serv
atio
n of
pos
t-pe
rfor
man
ce c
lass
act
iviti
es, t
he im
pact
and
carr
y-ov
er is
ver
y im
pres
sive
.
h) O
ne o
f th
e m
ajor
pro
blem
s in
an
effo
rt s
uch
as th
is is
to g
etth
e pr
ofes
sion
al g
roup
s to
be
awar
e of
the
vita
l nee
d fo
r a
rapp
ort w
ithth
e yo
ung
peop
le w
hich
will
res
ult i
n an
edu
catio
nal e
xper
ienc
e in
dep
th.
Thi
s ha
s be
en a
ccom
plis
hed
in a
n un
usua
l deg
ree.
The
per
form
ing
grou
psha
ve r
epor
ted
on th
eir
own
lear
ning
exe
rien
ce in
dev
elop
ing
a fo
rmat
for
teac
hing
. The
bri
dge
whi
ch is
so
cent
ral i
n m
akin
g th
is ty
pe o
f ex
peri
ence
not o
nly
ente
rtai
ning
but
edu
catio
nally
mea
ning
ful h
as b
een
mad
e. I
nou
r di
scus
sion
s w
ith p
aren
ts, p
upils
and
teac
hers
, we
foun
d th
at th
is h
asbe
en v
erif
ied.
The
car
e an
d w
ork
of th
ose
who
are
in c
harg
e of
the
pro-
gram
has
bee
n ev
iden
ced
in th
e qu
ality
of
the
inst
ruct
iona
l val
ue o
f th
epr
ogra
m. T
here
has
bee
n a
cons
iste
nt p
lea
for
mor
e pr
ogra
ms,
whi
ch c
anon
ly a
ttest
to th
e su
cces
s of
thos
e al
read
y co
mpl
eted
. Tea
cher
s an
d ad
-m
inis
trat
ors
are
enth
usia
stic
abo
ut w
hat h
as h
appe
ned.
Tho
se w
ho w
ere
skep
tical
hav
e be
en w
on o
ver
to s
uppo
rt o
f th
e ed
ucat
iona
l val
ue o
f th
epr
ogra
m. T
hese
obs
erva
tions
are
the
resu
lt of
vis
its a
nd d
iscu
ssio
ns w
ithth
e te
ache
rs, a
dmin
istr
ator
s an
d th
e yo
ung
peop
le in
volv
ed.
In th
e sp
ring
sem
este
r a
ques
tionn
aire
was
adm
inis
tere
d in
ord
erto
col
lect
add
ition
al d
ata.
Sec
tion
II r
epor
ts o
n th
e qu
estio
nnai
re a
ndth
e da
ta it
pro
duce
d.
A
44:4!,
Sr,
v. 5",
-L
I
At'
30a
WE
STE
RN
OPE
RA
TH
EA
TR
E"T
HE
BA
RB
ER
OF
SEV
ILL
E"
F-
.411
I
SAN
FR
AN
CIS
CO
OPE
RA
GU
ILD
TA
LE
NT
BA
NK
"LA
CE
NE
RE
NT
OL
A"
t
31
'or
416.
em
f7W
1
»41
4tr
it ;A:
34.,.
A yJ
Left
to R
ight
: Gw
en G
rey
Eag
le a
nd C
harli
e G
rey
Eag
le C
hero
kee
(Nor
thA
mer
ican
) In
dian
s
32
cc.
-00-
7e
41.
Cha
rlie
Gre
y E
agle
in th
e m
ost f
anta
stic
of a
ll In
dian
dan
ces
"The
Hoo
p D
ance
"
-.0
...
1111
1111
11m
mom
omof
.111
1
.tr
1116
1..0
1111
NIM
aar
1111
10s
t
J=
di
STU
DE
NT
S G
OIN
G T
OPE
RFO
RM
AN
CE
S
4'
1.
Oltr
Ah
RE
POR
T I
I
QU
EST
ION
NA
IRE
AN
AL
YSI
S:
In o
rder
to s
uppl
emen
t our
vis
its, i
nter
view
s an
d ot
her
eval
uativ
eac
tiviti
es w
ith c
ompl
etel
y ob
ject
ive
data
, we
crea
ted
two
ques
tionn
aire
inst
rum
ents
. One
of
thes
e w
as d
esig
ned
for
adm
inis
trat
ors
and
the
othe
rfo
r te
ache
rs. T
hey
wer
e fi
lled
out a
nony
mou
sly
and
sent
dir
ectly
to u
s at
San
Fran
cisc
o St
ate
Col
lege
. Exh
ibit
I co
ntai
ns a
cop
y of
the
cove
ring
lette
r.
The
"Q
uest
ionn
aire
for
Adm
inis
trat
ive
Off
icer
s"w
as s
ent t
o 72
supe
rint
ende
nts
and
prin
cipa
ls. F
ifty
-thr
ee r
espo
nded
. The
"Que
stio
nnai
refo
r T
each
ers"
was
sen
t to
157
te-i
cher
s in
pub
lic h
igh
scho
ols,
juni
or h
igh
scho
ols,
and
ele
men
tary
sch
ools
and
to e
ight
teac
hers
in C
atho
lic s
choo
ls.
Eig
hty-
seve
n of
the
publ
ic s
choo
l tea
cher
s an
dse
ven
of th
e C
atho
licsc
hool
teac
hers
res
pond
ed.
All
ques
tionn
aire
s w
ere
sent
to a
dmin
istr
ativ
e of
fice
rs a
ndte
ach-
unde
r th
e co
ver
of a
n ex
plan
ator
y le
tter
whi
ch d
escr
ibed
the
purp
ose
of th
e st
udy
and
assu
red
:-es
pond
ents
of
anon
ymity
inre
spon
ding
.
RE
SUL
TS
The
fol
low
ing
tabu
latio
ns g
ive
the
resp
onse
s fo
r ea
ch q
uest
ion-
nair
e: P
leas
e no
te th
at:
a) R
esul
ts w
ere
tabu
late
d ac
cord
ing
to s
ize
of s
choo
l, th
at is
,tw
enty
or
mor
e te
ache
rs v
ersu
s fe
wer
than
twen
ty. N
odi
ffer
ence
s in
acco
rdan
ce w
ith s
ize
of s
choo
l wer
e di
scer
nibl
e, a
ndth
eref
ore,
in th
efo
llow
ing
tabu
latio
n, r
espo
nses
for
sm
all a
nd la
rge
scho
ols
have
been
com
bine
d.
b) S
ince
the
retu
rns
from
the
Cat
holic
sch
ools
are
very
sim
ilar
to th
ose
of th
e pu
blic
sch
ools
, the
resp
onse
s of
bot
h gr
oups
hav
e be
enco
mbi
ned.
c) B
ecau
se r
espo
nden
ts d
id n
ot a
lway
san
swer
all
ques
tions
, the
num
ber
of r
espo
nses
to e
ach
item
of
the
Que
stio
nnai
re d
oes
not
alw
ays
equa
l the
tota
l num
ber
of r
espo
nden
ts.
(Exa
mpl
e: T
here
wer
e53
adm
inis
trat
ors
who
res
pond
ed, b
ut if
the
tota
l for
a p
artic
ular
item
com
es o
nly
to 5
1, th
en th
is m
eans
that
2 a
dmin
istr
ator
s w
ho r
espo
nd-
34ed
to th
e Q
uest
ionn
aire
did
not
answ
er th
at p
artic
ular
item
,)
The
Res
pons
es o
f th
e A
dmin
istr
ativ
e O
ffic
ers
(Tot
al N
umbe
r: 5
3)
1. D
o yo
u be
lieve
the
Prog
ram
has
bee
n w
ell o
rgan
ized
by
the
Cou
nty
offi
ce?
Yes
:52
No:
0
2. A
bout
how
man
y "e
xpos
ures
"pe
r ch
ild in
you
r sc
hool
(or
sys
tem
)on
the
aver
agei
s th
e Pr
ogra
m p
rovi
ding
for
this
yea
r (1
966-
67)?
Ave
rage
num
ber
of E
xosu
res:
3.4
2a. I
n yo
ur v
iew
, 16
this
num
ber
of e
xpos
ures
per
chi
ld s
uffi
cien
t?Y
es:
No:
11
2b. I
deal
ly, w
ould
you
like
tose
e th
e nu
mbe
r in
crea
sed
or d
ecre
ased
?In
crea
sed:
23D
ecre
ased
:2
Abo
ut A
s Is
:17
3. A
re th
ere
any
prog
ram
s gi
ven
in 1
966-
67 w
hich
you
wou
ld r
ecom
men
dom
ittin
g in
196
7-68
if th
e Pr
ogra
m c
ontin
ues?
Yes
:7
No:
46(I
tem
3a
invi
tes
com
men
ts o
f th
ose
resp
onde
nts
who
answ
ered
"ye
s")
4. I
n yo
ur o
pini
on, i
s it
feas
ible
for
your
sch
ool (
or th
e sy
stem
of
whi
chit
is a
par
t) to
con
tinue
use
fully
the
kind
of
expe
rien
ceaf
ford
edpu
pils
thro
ugh
the
Perf
orm
ing
Art
s Pr
ojec
t? (
Tha
t is,
aft
erfe
dera
lfu
nds
are
no lo
nger
ava
ilabl
e)Y
es:
15N
o:17
Can
't ju
dge:
21
5. H
ave
you
and
your
teac
hers
app
prov
ed o
f th
e et
hnic
dim
ensi
onof
the
Proj
ect?
Yes
:51
No:
1
5a. H
ave
you
and
your
teac
hers
wor
ked
to in
terp
ret t
hat d
imen
sion
toth
e ch
ildre
n? Yes
:42
No:
10
5b. D
o yo
u be
lieve
eth
nic
appr
ecia
tions
and
und
erst
andi
ngs
have
bee
nin
crea
sed
in p
upils
as
a re
sult
of th
e Pr
ojec
t?Y
es:
31N
o:3
Can
't ju
dge:
19
6. D
id y
ou a
nd y
our
teac
hers
fin
d he
lpfu
l the
sug
gest
ed a
ctiv
ities
and
the
prog
ram
not
es s
uppl
ied
by th
e C
ount
y O
ffic
e?Y
es:
52N
o:1
7. A
side
fro
m th
e po
int m
entio
ned
in it
em 6
, did
you
find
the
Cou
nty
Off
ice
staf
f he
lpfu
l to
you?
Yes
:46
No:
7
8. H
ave
you
and
your
teac
hers
don
e an
ythi
ng to
ori
ent t
heco
mm
unity
(you
r B
oard
of
Edu
catio
n, P
TA
and
oth
er p
aren
tgr
oups
, Ser
vice
Clu
bs, e
tc.)
to th
e ne
eds
of th
e ch
ildre
n w
hich
the
proj
ect w
as s
etup
to m
eet? Y
es, a
gre
at d
eal:
3Y
es, s
ome:
26V
ery
little
has
bee
n do
ne:
23
9.D
o yo
u be
lieve
the
appr
ecia
tions
and
und
erst
andi
ngs
of th
e pu
pils
at
your
sch
ool (
or in
you
r sy
stem
) fo
r th
e pe
rfor
min
g ar
ts h
as b
een
incr
ease
d as
a r
esul
t of
the
Proj
ect?
Yes
, def
inite
ly:
34Pr
obab
ly:
17I'm
dou
btfu
l:2
Don
't th
ink
so:
0
10. W
hat i
s yo
ur o
pini
on o
f th
e su
cces
s of
the
Proj
ect a
s a
who
le?
Out
stan
ding
:14
Exc
elle
nt:
25M
oder
atel
y su
cces
sful
:11
Fair
:2
The
Res
pons
es o
f th
e T
each
ers
(Tot
al N
umbe
r: 9
4)
1. D
o yo
u be
lieve
the
Proj
ect h
as b
een
wel
lor
gani
zed?
a) S
o fa
r as
the
Cou
nty
offi
ce is
con
cern
ed?
Yes
:90
No:
4
b) S
o fa
r as
you
r ow
n sc
hool
is c
once
rned
?Y
es:
85N
o:8
2. D
o yo
u fi
nd h
elpf
ul th
e ba
ckgr
ound
mat
eria
ls a
ndpr
ogra
ms
note
spr
epar
ed b
y th
e C
ount
y O
ffic
e?Y
es:
87N
o:6
3. A
re y
our
supe
rior
s at
the
scho
ol s
ympa
thet
ic w
ith th
e ai
ms
of th
ePr
o-je
ct a
nd h
elpf
ul to
you
in c
arry
ing
out t
he a
ims?
a. S
ympa
thet
ic:
Yes
:85
No:
3
b. H
elpf
ul:
Yes
:80
No:
4
4. D
o yo
u pr
epar
e yo
ur p
upils
for
eac
hpr
ogra
m b
y ad
vanc
e ex
plan
a-tio
ns, d
frcu
ssio
ns, a
nd s
o fo
rth,
in y
our
clas
s?Y
es:
64N
o:3
Som
etim
es:
26
5. D
o yo
u fo
llow
up e
ach
perf
orm
ance
by
disc
ussi
ons
in c
lass
?Y
es:
72N
o:5
Som
etim
es:
1735
6. D
o yo
u be
lieve
the
sens
itivi
ty o
f yo
urow
n pu
pils
to th
e ar
ts h
as, i
nge
nera
l, in
crea
sed
as a
res
ult o
f th
eir
"exp
osur
e"to
the
even
tsin
the
Proj
ect?
Yes
, def
inite
ly:
55Pr
obab
ly:
31I'm
dou
btfu
l:5
I do
n't k
now
:3
Def
inite
ly n
ot:
0
7. D
o yo
u be
lieve
that
eth
nic
appr
ecia
tions
and
und
erst
andi
ngs
have
in-
crea
sed
as a
res
ult o
fyo
ur p
upils
"ex
posu
re"
to th
eev
ents
inth
e Pr
ojec
t? Yes
, def
inite
ly:
34Pr
obab
ly:
43I'm
dou
btfu
l:7
I do
n't k
now
:9
Def
inite
ly n
ot:
0
8. W
hat a
bout
you
rsel
f?H
ave
you
lear
ned
thin
gsfr
om th
e pe
rfor
man
ces
you
have
see
n th
at a
re h
elpf
ulto
you
in y
our
tecc
hing
?Y
es, d
efin
itely
:66
Som
e, b
ut n
ot to
o m
uch:
23N
othi
ng r
eally
sig
ilifi
ccrn
t:5
9. D
o yo
u be
lieve
ther
eha
s be
en a
n in
crea
sein
you
r st
uden
ts d
esir
eto
part
icip
ate
in th
e pe
rfor
min
gar
ts to
lear
n an
inst
rum
ent,
join
ape
rfor
min
g gr
oup,
par
ticip
ate
in c
hild
ren'
s th
eatr
epr
ojec
tions
,et
c., a
s a
resu
lt of
the
Proj
ect?
Yes
, def
inite
ly:
27Pr
obab
ly:
43N
o, n
ot p
artic
ular
ly:
22N
o, d
efin
itely
:2
10. W
hat i
s yo
ur o
pini
on o
fth
e su
cces
s of
the
Proj
ect
as a
who
le?
Out
stan
ding
:E
xcel
lent
:M
oder
atel
y su
cces
sful
:Fa
ir:
36N
ot s
ucce
ssfu
l:
26 46 16 2 2
VA
LID
ITY
OF
QU
EST
ION
NA
IRE
The
re is
am
ple
evid
ence
,in
our
vie
w, t
hat t
here
spon
ses
repr
Ese
nt c
onsi
dere
d op
inio
n. F
orex
ampl
e, 2
3 of
52
adm
inis
trat
ive
offi
cers
sai
lth
at "
very
littl
e ha
s be
endo
ne"
in r
espo
nse
to th
e qu
estio
n ':H
ave
you
ani
your
teac
hers
don
e an
ythi
ngto
ori
ent t
he c
omm
unity
to th
e ne
eds
of th
child
ren
whi
ch th
e Pr
ojec
tw
as s
et u
p to
mee
t?"
Tw
enty
-six
crns
wer
ec"Y
es, s
ome,
" an
d th
ree
said
, "Y
es, a
gre
at d
eal."
In r
espo
nse
to th
equ
estio
n "I
n yo
ur o
pini
on, i
s it
feas
ible
for
your
sch
ool (
or th
e sy
stem
of
whi
clit
is a
par
t) to
cont
inue
use
fully
the
kind
of e
xper
ienc
e af
ford
edpu
pil:
thro
ugh
the
Perf
orm
ing
Art
s Pr
ojec
t?",
fif
teen
adm
inis
trat
ive
offi
cers
sai
d"Y
es,"
sev
ente
en s
aid
"No,
" an
d tw
enty
-one
answ
ered
, "C
an't
judg
e."
ThE
resp
onse
s of
the
each
ers
appe
ar to
be
equa
lly d
iffe
rent
iate
d.T
here
is n
cin
dica
tion
of b
lind
appr
oval
or b
land
opt
imis
m in
resp
onse
to th
e Q
ues
tionn
aire
.
RE
SPO
NSE
S T
O Q
UE
STIO
NN
AIR
EIT
EM
ST
he q
uant
itativ
e re
sults
,as
can
be
seen
by
a ca
sual
insp
ectio
n of
the
tabu
latio
ns g
iven
abov
e, a
re a
lmos
t uni
form
lypo
sitiv
e. T
hey
spea
k fo
rth
emse
lves
. For
exa
mpl
e,in
ans
wer
to la
stqu
estio
n: "
Wha
t is
your
opin
ion
of th
esu
cces
s of
the
Proj
ect a
sa
who
le?"
thre
e-fo
urth
s of
the
adm
inis
trat
ive
offi
cers
sai
dit
was
eith
er "
Out
stan
ding
"or
"E
xcel
lent
."O
f th
e re
mai
ning
fou
rth,
all b
ut th
ree
mar
ked
the
cate
gory
"M
oder
atel
ySu
cces
sful
" as
thei
ran
swer
, and
not
a s
ingl
eon
e fe
lt it
was
a f
ailu
re.
Am
ong
the
teac
hers
who
resp
onde
d to
the
Que
stio
nnai
re, t
here
actio
n to
this
sam
e qu
estio
n w
as e
ven
mor
e en
thus
iast
ic. W
ell
over
thre
e-fo
urth
s of
the
teac
hers
said
that
in th
eir
opin
ion,
the
succ
ess
of th
ePr
ojec
t as
a w
hole
was
"O
utst
andi
ng"
or"
Exc
elle
nt."
Onl
y tw
o ra
ted
itas
not
"su
cces
sful
." H
ence
, the
rep
lies
amon
g bo
th th
e ad
min
istr
ator
and
teac
her
grou
ps c
onsi
sten
tlysh
ow a
hig
hor
ver
y hi
gh o
pini
on,
on th
ew
hole
, of
the
Proj
ect.
Rep
lies
to a
ll of
the
othe
rite
ms
follo
w th
is g
ener
aldi
rect
ion.
The
read
er c
an s
ee th
ese
bygl
anci
ng th
roug
h th
e da
tagi
ven
in th
e ta
bula
tion
of r
espo
nses
.
QU
AL
ITA
TIV
E C
OM
ME
NT
SFo
rty-
seve
n te
ache
rs a
ndsi
xtee
n ad
min
istr
ativ
e of
fice
rsm
ade
qual
it-at
ive
com
men
ts. A
lmos
tal
l of
thes
e qu
alita
tive
com
men
ts a
re f
avor
able
to th
e Pr
ogra
m. N
egat
ive
criti
cism
is c
ente
red
on in
adeq
uaci
es' i
n th
eex
ecut
ion
of th
e Pr
ogra
mbu
ssin
g pr
oble
ms
or in
adeq
uate
num
ber
ofPr
ogra
m N
otes
. Neg
ativ
eco
mm
ents
abo
ut th
e in
divi
dual
prog
ram
s th
em-
selv
es a
re li
kely
to b
eve
ry h
elpf
ul in
pla
nnin
g fu
ture
pro
gram
s. T
hey
indi
cate
, for
exa
mpl
e, th
at c
erta
in p
erfo
rman
ces
may
be
too
adva
nced
for
the
age
leve
l of
the
audi
ence
or th
at s
ome
kind
s of
per
form
ance
s w
ere
rece
ived
with
mor
e in
tere
st a
nd e
nthu
sias
m th
an o
ther
s.
A S
AM
PLIN
G O
F Q
UA
LIT
AT
IVE
CO
MM
EN
TS
FRO
MA
DM
INIS
TR
AT
IVE
OFF
ICE
RS
"Thi
s is
trul
y on
e of
the
best
con
ceiv
edpr
ogra
ms
ever
put
into
eff
ect,
in a
con
serv
ativ
e ag
ricu
ltura
l com
mun
ity. E
very
exp
erie
nce
was
ari
ch o
ne f
or th
e ch
ildre
n. O
bser
vatio
n of
the
child
ren
duri
ng th
epr
o-gr
ams
was
fas
cina
ting
beca
use
it re
veal
ed th
eir
open
and
inte
nse
inte
rest
: the
y w
ere
activ
ely
invo
lved
in th
e pe
rfor
mer
s pr
esen
tatio
ns.
The
per
form
ers
wer
e pr
ofes
sion
al in
eve
ry w
ay a
nd m
ade
thei
rpr
esen
tatio
ns p
erfe
ctly
attu
ned
to th
e in
tere
st le
vel o
f th
eir
audi
ence
s.O
utst
andi
ng w
as th
e pl
ay "
Han
sel a
nd G
rete
l" b
y th
e E
ncha
nter
s of
Mer
ced.
But
the
balle
t and
sym
phon
y or
ches
tra
wer
e eq
ually
out
-st
andi
ng. I
wou
ld n
ot c
hang
e th
e pl
an e
xcep
t to
add
to it
."
"Thi
nk th
is is
one
of
the
best
thir
d ;s
to h
appe
n in
ele
men
tary
edu
ca-
tion
in m
y 15
yea
rs in
the
busi
nL s
s. V
ery
enth
usia
stic
ove
r th
ispr
o-gr
am a
nd h
ope
it w
ill c
ontin
ue."
"Thi
s ha
s be
en o
ne o
f th
e m
ost .
outs
tand
ing
prog
ram
s w
e ha
vepr
o-vi
ded
our
child
ren.
With
out d
ouk.
t thi
s sh
ould
con
tinue
."
"The
two
fact
ors
I th
ough
t mos
t hel
pful
wer
e: 1
) ha
ving
the
artis
tspe
rfor
m f
or s
mal
l gro
ups
ever
yone
cou
ld s
ee a
nd u
sual
ly e
very
-on
e go
t inv
olve
d, a
nd 2
) ha
ving
sm
all d
emon
stra
tion
grou
ps, a
sth
e ba
llet d
emon
stra
tions
, bef
ore
a re
al p
erfo
rman
ce. I
n al
l per
for-
man
ces
the
artis
ts e
xpla
ined
or
"tau
ght"
abo
ut th
eir
spec
ial t
alen
ts,
skill
, etc
. Ver
y w
ell d
one!
"
"Exc
elle
nt id
ea a
nd o
rgan
izat
ion.
I b
elie
ve m
ore
child
ren,
larg
erau
dien
ces,
cou
ld v
iew
cer
tain
pro
gram
s w
ithou
t ham
peri
ng th
eim
pact
."
"I'm
sur
e th
is p
rogr
am is
g:-
ring
stu
dent
s an
opp
ortu
nity
tose
e a
vari
ety
of m
usic
, etc
. the
y w
culd
not
be
able
to w
atch
in p
erso
nif
this
wer
e no
t off
ered
."
"A g
reat
idea
; one
that
is e
c..y
to in
corp
orat
e as
wel
l as
very
enj
oy-
able
and
pop
ular
with
teac
h. ::s
."
"I f
eel t
he g
enar
al q
ualit
y of
., -
-e p
erfo
rmin
ggr
oups
was
Out
stan
ding
."
"Bas
ical
ly th
e pr
ogra
ms
hay
Et b
een
very
goo
d. T
heop
era
was
exc
el-
lent
."
"Mis
s L
ois
Big
elow
sho
uld
be h
ighl
y co
mpl
imen
ted
for
orga
nizi
ngsu
ch a
ver
y w
orth
whi
lepr
ogra
m. T
he v
arie
ty o
f se
lect
ions
was
an
impo
rtan
t asp
ect o
f th
is p
rogr
am. I
am
sur
e m
any
of th
e st
uden
tssa
w f
or th
e fi
rst t
ime,
and
in s
ome
case
s pr
obab
ly th
e on
ly ti
me,
man
y in
tere
stin
g pe
rfor
man
ces.
"
A S
AM
PLIN
G O
F Q
UA
LIT
AT
IVE
CO
MM
EN
TS
FRO
M T
EA
CH
ER
S"A
ll of
the
prog
ram
s se
en b
y m
y th
ird
grad
e cl
ass
this
yea
r w
ere
outs
tand
ing.
We
appr
ecia
ted
the
man
ner
in w
hich
the
prog
ram
sw
e- '
gear
ed to
the
leve
l of
unde
rsta
ndin
g of
the
child
ren.
"
"Our
Kin
derg
arte
n cl
ass
has
had
two
oppo
rtun
ities
tose
e th
ese
pre-
sent
atio
ns. T
hey
wer
e bo
th e
xcel
lent
and
kep
t thi
sag
e gr
oup
enth
ral-
led.
I th
ink
this
is a
very
goo
d pr
ogra
m a
nd h
ope
it w
ill b
e co
ntin
ued
as it
is s
uch
a be
nefi
t to
smal
ler
com
mun
ities
."
"I w
ould
sugg
est m
ore
emph
asis
on
teac
her
and
clas
s pr
epar
atio
n.E
xcel
lent
mat
eria
lsar
e se
nt u
s, b
ut in
the
pres
s of
pre
sent
ing
the
3 r's
, the
pro
gram
mat
eria
l is
not
give
n du
e tim
e. F
ollo
w-u
p, I
fee
l,is
wea
k to
o."
"Sev
eral
tim
es (
twic
e) it
was
dec
ided
at th
e la
st m
omen
t to
incl
ude
clas
ses
othe
r th
an th
ose
desi
gnat
ed a
ndw
e kn
ew n
othi
ng a
bout
whe
re w
e w
ere
goin
g or
wha
t the
perf
orm
ance
was
. On
Cou
nty
leve
l, th
o it
was
wel
l pre
pare
d."
"I th
ink
they
hav
e al
l bee
n ex
celle
ntpe
rfor
man
ces
for
tho
child
ren
and
teac
hers
."
"I th
ink
that
in th
e el
emen
tary
gra
des,
the
expo
sure
of
thes
e fi
ne p
ro-
gram
s ha
s in
crea
sed
thei
r ar
t exp
erie
nces
in a
pos
itive
man
ner.
The
prog
ram
whi
ch b
roug
ht th
e ch
ildre
n in
to c
lose
con
tact
with
live
mus
icia
ns a
nd a
llow
ed th
em to
obs
erve
the
real
inst
rum
ent
was
ave
ry g
ood
expe
rien
ce."
"The
stu
dent
s, I
fee
l, ha
vea
muc
h be
tter
appr
ecia
tion
of th
e ar
ts,
but I
hav
e se
en n
o ov
ert s
igns
of
inte
rest
in a
ctiv
epa
rtic
ipat
ion.
"
"I f
eel t
hat a
ll th
epr
ogra
ms
that
we
wer
e ab
le to
see
wer
e de
fini
tely
bene
fici
al. T
heir
kno
wle
dge
in th
e ar
ts d
idgr
owit
mad
e th
em s
om
uch
of th
e w
orld
aro
und
them
and
appr
ecia
ted
wha
t was
bei
ngof
fere
d to
them
in th
eir
own
hom
esT
V. I
cou
ldno
t hav
e be
en a
sw
ell p
repa
red
if it
had
not
bee
n fo
r th
eas
sist
ance
giv
en u
s te
ache
rsto
pre
pare
for
thes
epr
ogra
ms.
I h
ope
I ha
ve e
xpre
ssed
mys
elf
suf-
fici
ently
eno
ugh
to le
t you
kno
w h
ow m
eani
ngfu
l thi
sw
as to
me
to in
clud
e in
my
teac
hing
of
the
fine
art
s."
37
"It i
s m
y op
inio
n th
at th
e pr
ogra
ms
wer
e w
ell c
hose
n fo
r th
e va
riou
sag
e gr
oups
. Thr
ough
thes
e pe
rfor
man
ces
the
child
ren
have
bee
nin
flue
nced
to a
ppre
ciat
e go
od m
usic
and
the
arts
. The
se e
xper
ienc
esha
ve le
d so
me
fam
ilies
to p
urch
ase
reco
rds
of th
e cl
assi
cs f
or th
een
joym
ent o
f th
e fa
mily
in th
e ho
me.
"
"Thi
s ha
s be
en a
n ex
trem
ely
wor
thw
hile
pro
gram
for
it p
rovi
ded
activ
ities
in c
reat
ive
wri
ting
and
read
ing
as w
ell a
s an
app
reci
atio
nof
the
arts
."
"'M
y cl
asse
s ar
e co
mpo
sed
of v
ery
youn
g ch
ildre
n. O
n w
alki
ng b
ack
to th
e cl
assr
oom
fro
m e
ach
prog
ram
, I w
as a
sked
man
y tim
es, '
Whe
ndo
we
get t
o go
bac
k an
d se
e th
em a
gain
?' T
heir
live
s w
ere
mad
eri
cher
by
thes
e ex
peri
ence
s."
"As
a tr
avel
ing
voca
l tea
cher
(gr
ades
4, 5
, 6).
I h
ave
been
ver
y im
-pr
esse
d by
the
clas
sroo
m p
repa
ratio
n of
the
child
ren
in o
ur d
istr
ict
and
have
not
ed th
at th
e ch
ildre
n re
turn
fro
m th
e pe
rfor
man
ces
full
ofqu
estio
ns a
nd c
omm
ents
. The
res
pons
es a
re m
ost o
bvio
usly
ent
husi
-as
tic a
mon
g th
e ch
ildre
n an
d al
so w
ithin
the
teac
her
grou
ps. T
his
has
been
a v
alua
ble
expe
rien
ce f
or m
e al
so. T
he o
rgan
izat
ion
of th
epr
ogra
ms
has
been
exc
elle
nt. T
he p
rogr
am n
otes
are
ver
y w
ell d
one.
"
"My
clas
s en
joye
d th
e m
usic
al p
rogr
ams
at O
ur L
ady
of M
ercy
, as
wel
l as
at th
e M
erce
d T
heat
re. T
hey
wer
e pr
epar
ed b
y th
e B
alle
t-L
ectu
re D
emon
stra
tions
, as
wel
l as
by c
lass
dis
cuss
ions
and
by
lette
rw
ritin
g. O
ne o
f th
e le
tters
was
wri
tten
to a
cla
ssm
ate
who
mov
ed to
Vir
gini
a be
caus
e of
the
Air
For
ce a
ssig
nmen
ts. T
here
lette
rsw
ere
illus
trat
ed in
col
or a
nd th
e lit
tle g
irl a
nsw
ered
our
lette
r an
d w
rote
how
she
was
sor
ry to
mis
s th
e op
era,
Cin
dere
lla. I
, mys
elf,
gre
atly
appr
ecia
te th
e m
imeo
she
ets
for
prep
arat
ion,
and
for
fol
low
-up
afte
rth
e pr
ogra
ms.
I le
arne
d m
any
thin
gs a
bout
bal
let I
did
not k
now
befo
re. T
hank
you
for
all
the
bene
fits
our
sch
ool s
hare
s w
ith o
ther
scho
ols
in o
ur c
ount
y in
lear
ning
to a
ppre
ciat
e th
e fi
ne a
rts.
"
Mr.
Edw
ard
Snyd
er, S
taff
Eva
luat
ion
Con
sulta
nt o
f th
e M
ulti-
Cou
nty
Supp
lem
enta
ry E
duca
tiona
l Ser
vice
Gro
up is
com
pilin
ga
mat
rix
of c
omm
onal
ity. T
his
is b
eing
dev
elop
ed f
rom
eva
luat
ion
repo
rts
subm
it-te
d by
per
form
ing
arts
gro
ups
and
base
don
the
obse
rvat
ions
of
stud
ents
reac
tions
and
com
pare
d to
obs
erva
tions
mad
e by
teac
hers
, adm
inis
trat
ors,
stud
ents
, par
ents
and
lay
peop
le.
EX
HIB
IT I
Cov
er L
ette
r A
ccom
pany
ing
Que
stio
nnai
reSa
n Fr
anci
sco,
Cal
ifor
nia
9413
2A
pril
- 19
67
TO
:A
dmin
istr
ativ
e O
ffic
ers
and
Tea
cher
s in
Mer
ced
Cou
nty
Scho
ols
FRO
M:
Dea
n Fe
nton
McK
enna
Dr.
Jos
eph
Axe
lrod
Dr.
Mer
vin
B. F
reed
man
-
As
you
may
kno
w, w
e ar
e re
spon
sibl
e fo
r an
eva
luat
ion
of th
e"P
erfo
rmin
g A
rts
Proj
ect"
bei
ng c
arri
ed o
ut in
Mer
ced
Cou
nty
unde
r T
itle
III
of th
e E
.S.E
.A.
It is
an
hono
r fo
r us
to b
e pa
rtic
ipan
ts in
suc
h a
proj
ect,
and
we
have
had
the
plea
sure
of
mee
ting
a nu
mbe
r of
adm
inis
trat
ive
offi
cers
and
teac
hers
dur
ing
our
visi
ts to
the
vari
ous
scho
ols.
We
have
, ind
eed,
had
an
oppo
rtun
ity to
inte
rvie
w s
ome
of y
ou a
nd w
ill b
e do
ing
mor
e in
terv
iew
-in
g in
the
wee
ks a
head
.
Rig
ht n
ow, w
e w
ould
like
to c
olle
ct s
ome
ques
tionn
aire
dat
a, a
ndw
e w
ould
be
plea
sed
if y
ou w
ould
fill
out
the
atta
ched
que
stio
nnai
re. I
tw
ill ta
ke o
nly
a fe
w m
inut
es.
Do
not g
ive
us y
our
nam
e. W
e ar
e, h
owev
er, a
skin
g fo
r th
ena
me
and
size
of
your
sch
ool i
n or
der
to h
elp
us in
our
sta
tistic
al c
ompi
latio
n.A
nyth
ing
you
stat
e on
the
ques
tionn
aire
will
be
read
onl
y by
us. P
leas
em
ail y
our
repl
y di
rect
ly to
:
Prof
. Mer
vin
B. F
reed
man
, Cha
irm
anD
ept.
of P
sych
olog
ySa
n Fr
anci
sco
Stat
e C
olle
geSa
n Fr
anci
sco,
Cal
ifor
nia
9413
2
An
enve
lope
is a
ttach
ed f
oryo
ur u
se.
Man
y th
anks
for
you
r he
lp!
EX
HIB
IT I
I
SCH
OO
LS
IN M
ER
CE
D C
OU
NT
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RT
ICIP
AT
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IN
TH
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PER
FOR
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RT
S PR
OJE
CT
PUB
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EN
TA
RY
SC
HO
OL
SM
erce
d C
ount
yA
twat
erB
allic
o-C
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eyD
elhi
Dos
Pal
osE
l Nid
oH
ilmar
Uni
fied
Hop
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John
son
Join
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rand
Liv
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ton
Los
Ban
os U
nifi
ed
McS
wai
nM
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d C
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ewm
an-G
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nifi
edPl
ains
burg
Plcm
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ton
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ton
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d C
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fied
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man
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fied
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ton
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ater
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ced
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NT
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ter
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choo
lPl
anad
a Pr
e-Sc
hool
Cen
ter
Tho
se a
t Atw
ater
and
Win
ton
are
incl
uded
with
thei
r di
stri
cts.
NO
N-P
RO
FIT
PR
IVA
TE
SCH
OO
LS
(Par
ochi
al)
Mer
ced
Cou
nty
Our
Lad
y of
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anos
(is
sch
edul
ed w
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Scho
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Lad
y of
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acle
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tine
(sch
edul
ed w
ithN
ewm
an-
Gus
tine
prog
ram
s)O
ur L
ady
of M
ercy
Mer
ced
(Ele
men
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and
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ndar
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cred
Hea
rtD
os P
alos
St. A
ntho
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Atw
ater
St. J
ude'
sL
ivin
gsto
n39
EX
HIB
IT I
IIPE
RFO
RM
ING
GR
OU
PS P
AR
TIC
IPA
TIN
G I
N P
RO
JEC
T
Sche
dule
- M
ay, 1
966
- M
ay, 1
967
No.
Of
Perf
orm
ing
Gro
ups
Perf
orm
ance
sN
o. o
f St
uden
tsA
ttend
ing
Bal
let P
erfo
rman
ce25
22,2
17B
alle
t Lec
ture
Dem
onst
ratio
n68
12,4
00C
hild
ren'
s O
pera
Ser
ies
68,
050
Enc
hant
ers
(Cha
mbe
r T
heat
reM
erce
d)43
3,86
6Fr
esno
Cha
mbe
r G
roup
717,
442
Fres
no S
tate
Col
lege
Cho
ir8
3,51
0Fr
esno
Sta
te C
olle
geSy
mph
onic
Ban
d3
1,25
0Fr
esno
Sta
te C
olle
geC
ham
ber
Orc
hest
ra2
1,92
7G
rey
Eag
les
(Am
eric
an I
ndia
n)2
2,70
0G
uara
ldi,
Vin
ce12
6,25
3G
uada
laja
ra M
aria
chi
270
0L
ivin
gsto
n L
ittle
The
atre
181,
325
Mer
ced
Cha
mbe
r E
nsem
ble
119
9,70
2Sa
n Fr
anci
sco
Stat
e C
olle
geC
ham
ber
Ens
embl
e3
1,02
7Sa
n Fr
anci
sco
Stat
e C
olle
geM
ime
91,
397
San
Fran
cisc
o St
ate
Col
lege
Sym
phon
ic B
and
44,
650
San
Fran
cisc
o St
ate
Col
lege
Dra
ma
91,
397
San
Fran
cisc
o St
ate
Col
lege
Jazz
, Dan
ce E
nsem
ble
72,
545
St. M
atth
ews
Cho
ir30
5,68
0T
alk-
a-Pl
ayer
s20
1,65
0T
urlo
ck S
choo
l of
Bal
let
11,
380
Wes
tern
Ope
ra T
heat
re4
4,13
4W
hite
Oak
s T
heat
re (
Car
mel
Val
ley)
5910
,356
You
ng A
udie
nces
244,
500
Zim
mer
man
Sopr
ano
575,
020
Cul
tura
l fie
ld tr
ips
for
7th
grad
e st
uden
ts2,
429
TO
TA
L12
7,57
3
EX
HIB
IT I
V
16m
m f
ilms
purc
hase
d by
the
proj
ect
TIT
LE
S -
16m
m F
ilms
Uni
tC
ost
Qua
ntity
'Tot
alC
ost
Cir
cula
tions
"Req
uest
sN
ot M
et
AB
C o
f Pu
ppet
Mak
ing
Pt. 1
$ 84
1$
8417
7
AB
C o
f Pu
ppet
Mak
ing
Pt. 2
841
8417
7
Ada
gio
901
9010
0
Ana
tole
135
340
558
2
Blu
es24
01
240
122
Cla
rine
t21
01
210
60
Chr
istm
as C
rack
er11
04
440
6510
Dan
ce F
estiv
al50
150
132
Dan
ce Y
our
Ow
n W
ay12
02
240
380
Dra
gon'
s T
ears
753
225
588
Eaf
th S
ings
851
853
0
Em
pero
r's N
ight
inga
le50
03
1,50
064
0
Fabl
e of
the
Peac
ock
175
235
019
2
Fant
asy
753
225
543
Fish
and
the
Fish
erm
an34
52
690
595
Gol
den
Fish
275
382
575
8
Har
old
and
the
Purp
le C
rayo
n16
53
495
696
The
Har
p23
51
235
40
Hig
h L
ones
ome
Soun
d16
51
165
20
The
Hor
n22
51
225
30
Litt
le G
iraf
fe11
03
330
531
Litt
le M
agic
Hor
se49
52
990
470
Lot
te R
eini
ger"
s Si
lhou
ette
Film
s36
0/se
t2
sets
720
309
57
Mad
elin
e's
Res
cue
135
227
045
2
Man
y M
oons
135
227
049
8
Mas
k12
01
120
100
41
Exh
ibit
IV c
ontin
ued
TIT
LE
S -
16m
m F
ilms
Uni
tC
ost
Qua
ntity
Tot
alC
ost
Cir
cula
tion
Req
uest
sN
ot M
etM
elod
ic P
ercu
ssio
n20
01
200
151
Mod
ern
Dan
ce: A
BC
of
Com
posi
tion
140
114
05
0M
oder
n D
ance
Tec
hniq
ue in
Seq
uent
ial F
orm
130
113
03
0N
ight
at P
ekin
g O
pera
230
123
012
1Pa
lle A
lone
in th
e W
orld
951
9512
1Pe
ter
Tch
aiko
vsky
265
126
517
2Pe
ter
and
the
Wol
f16
03
480
673
Prin
cess
of
Pcrt
chin
Pla
ce15
01
150
110
Rob
ert M
cClo
skey
195
119
58
0Sc
rap
of P
aper
, Pie
ce o
f St
ring
753
225
400
Secr
et W
ay60
212
034
5Sh
adow
land
851
858
0Sn
owy
Day
902
180
5411
Sorc
erer
's A
ppre
ntic
e13
52
270
4910
Spir
it of
the
Dan
ce11
01
110
110
Stea
dfas
t Tin
Sol
dier
160
232
036
2St
eps
of th
e B
alle
t12
01
120
202
Sym
phon
y O
rche
stra
150
230
013
0T
ale
of C
usta
rd th
e D
rago
n11
02
220
130
Tim
e of
Won
der
135
227
054
8T
o H
ear
You
r B
anjo
Pla
y19
02
380
81
Too
t, W
hist
le, P
lunk
and
Boo
m12
01
120
204
Tow
n M
usic
ians
120
336
044
2T
oym
aker
150
230
043
2V
ienn
a C
arou
sel
165
116
511
0T
OT
AL
S90
$14,
993
1,76
718
5T
ax a
nd s
hipp
ing
cost
s no
t inc
lude
d.R
eque
sts
not m
et b
ecau
se o
f in
suff
icie
ntqu
antit
y.
42
EX
HIB
IT V
Proj
ect C
osts
May
, 196
6-
Tun
e, 1
967
6Sa
lari
es:
Prof
essi
onal
$ 13
,655
.00
Non
-pro
fess
iona
l7,
427.
00C
ontr
acte
d Se
rvic
es(P
erfo
rmin
g G
roup
san
d E
valu
atio
n)10
2,38
0.00
Mat
eria
ls a
nd S
uppl
ies
3,12
0.00
Tra
vel a
nd T
rans
port
atio
n10
,919
.00
Tic
kets
7th
grad
e fi
eld
trip
4,28
0.00
Equ
ipm
ent (
incl
udes
16m
m f
ilms)
17,6
39.0
0O
ther
Exp
ense
s2,
810.
00T
OT
AL
$162
,230
.00
43
