{"id":681,"date":"2025-12-06T12:49:18","date_gmt":"2025-12-06T12:49:18","guid":{"rendered":"https:\/\/staging.radicalartsacademy.org\/?page_id=681"},"modified":"2025-12-19T21:28:00","modified_gmt":"2025-12-19T21:28:00","slug":"about","status":"publish","type":"page","link":"https:\/\/radicalartsacademy.org\/index.php\/about\/","title":{"rendered":"About"},"content":{"rendered":"\t\t
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RAAD PEDAGOGY <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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At RAAD<\/strong>, we strive to be…<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t

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RESPONSIVE<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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HOLISTIC<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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CREATIVE<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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JOYFUL<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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Radical Arts Academy of Denver (RAAD)<\/strong> is a non-profit educational organization that centers the arts.<\/p>

Our VISION<\/strong> is to transform ecosystems of arts and education.<\/p>

The RAAD MISSION<\/strong> is to facilitate a model of community responsive, culturally sustaining Arts Based Learning (ABL)<\/strong> that leads to practices of self-actualization and critical consciousness for organizations and individuals.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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What Does It Mean To Be RAAD?\n<\/span><\/h2><\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Philosophy and Pedagogy \n<\/span><\/h2><\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Being RAAD means starting with a foundation rooted in culturally sustainable pedagogy. We see learning as an additive process that builds upon the strength of learners\u2019 whole self rather than focusing on deficits. We deeply believe that each learner already possesses strong values, rich background knowledge, creativity, and talent.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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RAAD\u2019<\/b>s spark and container for said brilliance is art as it serves as a universal language that engages all learners. Learners across the country have been historically denied access to rigorous arts education even though it requires innate creativity and rigorous cognition to produce any body of work.<\/p>

Being RAAD <\/b>means providing access and learning opportunities to a multitude of diverse learners\u2014culturally, linguistically, and socio-economically\u2014by allowing learners to use the experiences they bring to create novel solutions to a constantly changing world through art.<\/p>

Being RAAD <\/b>means providing a constructivist learning environment that ignites a lifelong love of learning and creating.<\/p>

Being RAAD<\/b> means providing a path towards self-actualization. Self-actualization is the ability to become the best version of oneself, specifically: \u201cthe desire to become more and more what one is, to become everything that one is capable of becoming.\u201d<\/p>

Being RAAD<\/b> means centering both academic and socio-emotional learning and growth. Our approach nurtures the whole person, not just the mind, by providing space and tools for individuals to contemplate and manage the complex thoughts, feelings, and emotions of the human experience.<\/p>

Critical Consciousness<\/b><\/p>

We believe the ultimate goal of education is not to simply master standards but to obtain critical consciousness. Informed by Paolo Freire\u2019s (1970) Pedagogy of the Oppressed, \u201ccritical consciousness\u201d or \u201cconscientization\u201d is the ability to recognize oppressive social forces shaping society and to take action against them.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Thereby, critical consciousness is marked by \u201cdepth in the interpretation of problems, self-confidence in discussions, receptiveness to other ideas, and refusal to shirk responsibility,\u201d whereby people are able to criticize their own thoughts and see the appropriate causative and circumstantial relationships between events. RAAD\u2019S Educational Program facilitates the learning of:<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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1 Critical Awareness:<\/b> Gaining the knowledge about the systems and structures that create and sustain inequality.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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2 Sense of Agency:<\/b> Developing a sense of power and capability to change systems and personal life outcomes.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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3 Critical Action:<\/strong> Committing to take action against oppressive systems.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Since Critical Consciousness, \u201ctakes the life situation of the learner as its starting point and the raising of consciousness and the overcoming of obstacles as its goals,\u201d then \u2018becoming\u2019 critically conscious is something that is never achieved per se, as it necessitates ongoing development & continuous growth, which can take a lifetime to achieve.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t

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ARTS BASED LEARNING <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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Deeper learning is an educational approach that focuses on cultivating critical thinking, collaboration, communication, and problem-solving skills to ensure learners understand and can apply complex concepts effectively. At RAAD deeper learning across subjects is cultivated through interdisciplinary instruction and facilitated through the arts. Interdisciplinary instruction enables learners to develop their cognitive abilities: brain-based skills and mental processes which are needed to carry out tasks. Repko (2008) identifies a number of cognitive attributes that interdisciplinary learning fosters. He asserts that interdisciplinary learning helps students gain declarative knowledge, that they learn how and why things work the way they do. They also gain procedural knowledge, they are able to identify and understand the steps necessary to arrive at a solution. They combine both declarative and procedural knowledge into structural knowledge.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Through interdisciplinary teaching, learners are able to:<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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  • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tStrengthen their comprehension skills.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
  • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tExperience increased retention.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
  • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tUnderstand how to better apply what they are learning to real-world scenarios.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
  • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tSee how solutions to problems often require content knowledge and skills which are interconnected.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
  • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tDevelop different or multiple perspectives, points of views, and values.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
  • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tEnhance their decision-making skills and the ability to synthesize knowledge.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
  • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tImprove their ability to identify, assess, and communicate important information.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
  • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tFoster collaboration skills and are more likely to develop a positive attitude toward learning.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
  • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tBecome a contributing member of society.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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    RADICAL ARTS<\/p>

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    What is RAAD Arts Based Learning (ABL)?<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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    In the Arts-Integrated Curriculum, as defined by The Kennedy Center\u2019s Changing Education Through the Arts (CETA) program, \u201cthe arts become the approach to teaching and the vehicle for learning.\u201d Students meet dual learning objectives when they engage in the creative process to explore connections between an art form and another subject area to gain greater understanding in both. For example, learners meet objectives in theater (characterization, stage composition, action, expression) and in social studies. The experience is mutually reinforcing\u2014creating a dramatization provides an authentic context for learners to learn more about the social studies content and as learners delve deeper into the social studies content, their growing understanding affects their dramatizations.<\/p>

    Project-based learning (PBL) is a teaching method in which students work on a project over an extended period of time that engages them in a variety of content areas to solve a real-world problem or answer a complex question. As a result, students develop deep content knowledge and the ability to apply it in real-world situations. They demonstrate their knowledge and skills by developing a public product or presentation for a real audience. PBL makes learning relevant.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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    RAAD<\/b><\/span> describes the combination of Arts Integration and
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    With ABL, learners explore their passions, untapped potentials, and relationships between the individual and the collective (with their family, teacher, class peers, school, community and beyond). They synthesize their learnings across multiple disciplines by creating arts projects with an emphasis on social justice. This learning intrinsically facilitates higher order thinking skills because arts projects require a deep dive into traditional core concepts (e.g. in math and literacy) in order to make meaning of and creatively express these concepts utilizing artistic mental processes. In addition, ABL encourages students to take control of their learning in intellectual and meaningful ways. Lastly, ABL offers learners a constructivist experience in which they have agency in their learning and engage in design thinking and production of original work and solutions, in collaboration with peers and community.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t

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    At RAAD<\/strong>, the arts are not considered optional or merely enriching\u2013they are central to academic learning, serving as the loom that weaves all educational experiences together. RAAD<\/strong> places students at the heart of this process, with teachers acting as facilitators who grow alongside their learners.<\/p>

    The curriculum embraces open forms of learning \u2014 prioritizing creativity, innovation, inclusivity, and user-centric composition \u2014<\/strong><\/em> over the more normative \u201cclosed forms\u201d that tend to be narrow, canonical, prescriptive, and preserve traditional, outdated, Western Eurocentricity of which \u201cquality\u201d is predetermined. These forms encourage artistic exploration without rigid constraints, acknowledging a wide array of human expression and validating diverse approaches to art-making.<\/p>

    Open form<\/em><\/strong> instruction at RAAD<\/strong> is grounded in a Comprehensive Arts Program, which expands the definition of artistry to include viewing, appreciating, creating, improvising, critiquing, researching diverse art histories, and blending traditional and underground theories and practices. This approach also values modern\/neoteric artforms which apply more \u201cinformal\u201d methods of learning\u2014e.g. as using art projects for synthesis or skill building\/allowing students to see themselves reflected in the content through culturally sustaining and student\/community-centered experiences.<\/p>

    As such, RAAD<\/strong> arts integrates the music pedagogy framework of Green\u2019s (2013) informal learning practices, as a point of reference for instruction across all RAAD arts. These practices replicate how non-academic and community-based musical groups-particularly in popular genres\u2013learn and create together. Key elements include learner choice, learning by ear from recordings, collaboration in peer groups with minimal adult direction, and organically combining listening, playing, improvising, and composing.<\/strong><\/em> Or essentially, setting developing-artists up for success in how these actual arts industry personnel commonly function and work within professional arts settings.<\/p>

    Narita (2014) expands upon this model, applying Freire\u2019s (1970) social justice implications of critical consciousness to conclude that a practice of informal learning fosters inclusion, collaboration, and resistance to the traditional \u201cbanking model\u201d of education. RAAD<\/strong> Arts programming thus becomes a powerful vehicle for critical consciousness and opening access to the arts (via equity\/inclusion), emphasizing interdisciplinary genres formation and boundary-pushing innovation, over rigid preservation. From here, we interweave studio thinking and how visual arts teaching can promote sustainable habits of mind. Relevance. Ultimately, our unique philosophy informs all RAAD\u2019s Arts pedagogy.<\/strong> No arts content area operates in isolation; instead, the Arts function as a unifying force for deeper, cross-disciplinary learning and radically transformative education.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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    Within the RAAD<\/strong> approach, there are five major Arts<\/strong> content areas that are foundational for learners. Initially students are provided with a gradual deepening of exposure to these various art forms, and then students are empowered to hone their focus to at least one or two art forms. The ultimate purpose is for students to obtain skills focused on their art craft and improvisational development, career readiness, constructive critique, exposure to diverse art theories and histories, and experience creating original content. The five foundational arts:<\/strong> areas include:<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t

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    \n\t\t\t\t\t\t\tCreative Writing\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t
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    \n\t\t\t\t\t\t\tCreative Writing\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t
    \n\t\t\t\t\t\t\tLearners explore the elements of numerous creative literary genres and the power of both print and multimedia formats. Students will also have the opportunity to respond to literature, art mediums, quotes, and music. They will learn to write poems, short stories, plays, news stories, comic strips, children\u2019s books, an autobiography and other types of writing that express creativity.\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t<\/div>\n\n\t\t<\/div>\n\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    \n\t\t\t\t\t\t\tTheater Arts\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t
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    \n\t\t\t\t\t\t\tTheater Arts\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t
    \n\t\t\t\t\t\t\tStudents will learn theater analysis, performance, creation, and production, where they apply critical and creative thinking skills to solve problems. Students will learn the role that theater plays in history and culture, make knowledgeable and discriminating judgments about the professional theater, films, television, web-based media and advertising that they see and hear in daily life.\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t<\/div>\n\n\t\t<\/div>\n\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    \n\t\t\t\t\t\t\tDance\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t
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    \n\t\t\t\t\t\t\tStudents will learn about the elements of dance, universal dance concepts, and spend the majority of their class time exploring, critiquing, appreciating, creating, choreographing dance styles\/forms of interest: both contemporary\/traditional and national\/international. Students will learn about and apply basic fundamentals and nuanced variations of these styles, research theories and histories behind select dance forms\/artists, and create\/choreograph their own routines, styles, or theories. \t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t<\/div>\n\n\t\t<\/div>\n\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    \n\t\t\t\t\t\t\tVisual Arts\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t
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    \n\t\t\t\t\t\t\tVisual Arts\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t
    \n\t\t\t\t\t\t\tLearners will practice artistic activities that develop creative strategies, skills, and habits of mind.15 Teachers will organize time, space and interaction in studio classrooms using the four Studio Structures: Teacher presents, Students at Work, Talking about Art, and Showing Art. The structures foster authentic artistic practices that help learners think and act as artists. \n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t<\/div>\n\n\t\t<\/div>\n\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    \n\t\t\t\t\t\t\tMusic\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t
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    \n\t\t\t\t\t\t\tMusic\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t
    \n\t\t\t\t\t\t\tStudents will retain one or more of the following from their learning through expression, creation, composition, theory, and assessment of music compositions and musical performances. \n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t<\/div>\n\n\t\t<\/div>\n\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
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    MULTILAYERED INSTRUCTIONAL APPROACH <\/div><\/span>\n\t\t\t\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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    \n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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    RAAD PEDAGOGY <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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    At RAAD<\/strong>, we strive to be…<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t

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    RESPONSIVE<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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    HOLISTIC<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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    CREATIVE<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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    JOYFUL<\/h2>\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    Radical Arts Academy of Denver (RAAD)<\/strong> is a non-profit educational organization that centers the arts.<\/p>

    Our VISION<\/strong> is to transform ecosystems of arts and education.<\/p>

    The RAAD MISSION<\/strong> is to facilitate a model of community responsive, culturally sustaining Arts Based Learning (ABL)<\/strong> that leads to practices of self-actualization and critical consciousness for organizations and individuals.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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    What Does It Mean To Be RAAD?\n<\/span><\/h2><\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    Philosophy and Pedagogy \n<\/span><\/h2><\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    Being RAAD means starting with a foundation rooted in culturally sustainable pedagogy. We see learning as an additive process that builds upon the strength of learners\u2019 whole self rather than focusing on deficits. We deeply believe that each learner already possesses strong values, rich background knowledge, creativity, and talent.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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    RAAD\u2019<\/b>s spark and container for said brilliance is art as it serves as a universal language that engages all learners. Learners across the country have been historically denied access to rigorous arts education even though it requires innate creativity and rigorous cognition to produce any body of work.<\/p>

    Being RAAD <\/b>means providing access and learning opportunities to a multitude of diverse learners\u2014culturally, linguistically, and socio-economically\u2014by allowing learners to use the experiences they bring to create novel solutions to a constantly changing world through art.<\/p>

    Being RAAD <\/b>means providing a constructivist learning environment that ignites a lifelong love of learning and creating.<\/p>

    Being RAAD<\/b> means providing a path towards self-actualization. Self-actualization is the ability to become the best version of oneself, specifically: \u201cthe desire to become more and more what one is, to become everything that one is capable of becoming.\u201d<\/p>

    Being RAAD<\/b> means centering both academic and socio-emotional learning and growth. Our approach nurtures the whole person, not just the mind, by providing space and tools for individuals to contemplate and manage the complex thoughts, feelings, and emotions of the human experience.<\/p>

    Critical Consciousness<\/b><\/p>

    We believe the ultimate goal of education is not to simply master standards but to obtain critical consciousness. Informed by Paolo Freire\u2019s (1970) Pedagogy of the Oppressed, \u201ccritical consciousness\u201d or \u201cconscientization\u201d is the ability to recognize oppressive social forces shaping society and to take action against them.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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    Thereby, critical consciousness is marked by \u201cdepth in the interpretation of problems, self-confidence in discussions, receptiveness to other ideas, and refusal to shirk responsibility,\u201d whereby people are able to criticize their own thoughts and see the appropriate causative and circumstantial relationships between events. RAAD\u2019S Educational Program facilitates the learning of:<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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    1 Critical Awareness:<\/b> Gaining the knowledge about the systems and structures that create and sustain inequality.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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    2 Sense of Agency:<\/b> Developing a sense of power and capability to change systems and personal life outcomes.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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    3 Critical Action:<\/strong> Committing to take action against oppressive systems.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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    Since Critical Consciousness, \u201ctakes the life situation of the learner as its starting point and the raising of consciousness and the overcoming of obstacles as its goals,\u201d then \u2018becoming\u2019 critically conscious is something that is never achieved per se, as it necessitates ongoing development & continuous growth, which can take a lifetime to achieve.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t

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    ARTS BASED LEARNING <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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    Deeper learning is an educational approach that focuses on cultivating critical thinking, collaboration, communication, and problem-solving skills to ensure learners understand and can apply complex concepts effectively. At RAAD deeper learning across subjects is cultivated through interdisciplinary instruction and facilitated through the arts. Interdisciplinary instruction enables learners to develop their cognitive abilities: brain-based skills and mental processes which are needed to carry out tasks. Repko (2008) identifies a number of cognitive attributes that interdisciplinary learning fosters. He asserts that interdisciplinary learning helps students gain declarative knowledge, that they learn how and why things work the way they do. They also gain procedural knowledge, they are able to identify and understand the steps necessary to arrive at a solution. They combine both declarative and procedural knowledge into structural knowledge.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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    Through interdisciplinary teaching, learners are able to:<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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    • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tStrengthen their comprehension skills.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
    • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tExperience increased retention.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
    • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tUnderstand how to better apply what they are learning to real-world scenarios.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
    • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tSee how solutions to problems often require content knowledge and skills which are interconnected.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
    • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tDevelop different or multiple perspectives, points of views, and values.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
    • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tEnhance their decision-making skills and the ability to synthesize knowledge.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
    • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tImprove their ability to identify, assess, and communicate important information.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
    • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tFoster collaboration skills and are more likely to develop a positive attitude toward learning.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
    • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tBecome a contributing member of society.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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      RADICAL ARTS<\/p>

      BASED LEARNING (RAADABL)<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      What is RAAD Arts Based Learning (ABL)?<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      In the Arts-Integrated Curriculum, as defined by The Kennedy Center\u2019s Changing Education Through the Arts (CETA) program, \u201cthe arts become the approach to teaching and the vehicle for learning.\u201d Students meet dual learning objectives when they engage in the creative process to explore connections between an art form and another subject area to gain greater understanding in both. For example, learners meet objectives in theater (characterization, stage composition, action, expression) and in social studies. The experience is mutually reinforcing\u2014creating a dramatization provides an authentic context for learners to learn more about the social studies content and as learners delve deeper into the social studies content, their growing understanding affects their dramatizations.<\/p>

      Project-based learning (PBL) is a teaching method in which students work on a project over an extended period of time that engages them in a variety of content areas to solve a real-world problem or answer a complex question. As a result, students develop deep content knowledge and the ability to apply it in real-world situations. They demonstrate their knowledge and skills by developing a public product or presentation for a real audience. PBL makes learning relevant.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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      RAAD<\/b><\/span> describes the combination of Arts Integration and
      Project Based Learning as Arts Based Learning (ABL<\/strong>).<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      With ABL, learners explore their passions, untapped potentials, and relationships between the individual and the collective (with their family, teacher, class peers, school, community and beyond). They synthesize their learnings across multiple disciplines by creating arts projects with an emphasis on social justice. This learning intrinsically facilitates higher order thinking skills because arts projects require a deep dive into traditional core concepts (e.g. in math and literacy) in order to make meaning of and creatively express these concepts utilizing artistic mental processes. In addition, ABL encourages students to take control of their learning in intellectual and meaningful ways. Lastly, ABL offers learners a constructivist experience in which they have agency in their learning and engage in design thinking and production of original work and solutions, in collaboration with peers and community.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      ARTS AS ESSENTIALS <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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      At RAAD<\/strong>, the arts are not considered optional or merely enriching\u2013they are central to academic learning, serving as the loom that weaves all educational experiences together. RAAD<\/strong> places students at the heart of this process, with teachers acting as facilitators who grow alongside their learners.<\/p>

      The curriculum embraces open forms of learning \u2014 prioritizing creativity, innovation, inclusivity, and user-centric composition \u2014<\/strong><\/em> over the more normative \u201cclosed forms\u201d that tend to be narrow, canonical, prescriptive, and preserve traditional, outdated, Western Eurocentricity of which \u201cquality\u201d is predetermined. These forms encourage artistic exploration without rigid constraints, acknowledging a wide array of human expression and validating diverse approaches to art-making.<\/p>

      Open form<\/em><\/strong> instruction at RAAD<\/strong> is grounded in a Comprehensive Arts Program, which expands the definition of artistry to include viewing, appreciating, creating, improvising, critiquing, researching diverse art histories, and blending traditional and underground theories and practices. This approach also values modern\/neoteric artforms which apply more \u201cinformal\u201d methods of learning\u2014e.g. as using art projects for synthesis or skill building\/allowing students to see themselves reflected in the content through culturally sustaining and student\/community-centered experiences.<\/p>

      As such, RAAD<\/strong> arts integrates the music pedagogy framework of Green\u2019s (2013) informal learning practices, as a point of reference for instruction across all RAAD arts. These practices replicate how non-academic and community-based musical groups-particularly in popular genres\u2013learn and create together. Key elements include learner choice, learning by ear from recordings, collaboration in peer groups with minimal adult direction, and organically combining listening, playing, improvising, and composing.<\/strong><\/em> Or essentially, setting developing-artists up for success in how these actual arts industry personnel commonly function and work within professional arts settings.<\/p>

      Narita (2014) expands upon this model, applying Freire\u2019s (1970) social justice implications of critical consciousness to conclude that a practice of informal learning fosters inclusion, collaboration, and resistance to the traditional \u201cbanking model\u201d of education. RAAD<\/strong> Arts programming thus becomes a powerful vehicle for critical consciousness and opening access to the arts (via equity\/inclusion), emphasizing interdisciplinary genres formation and boundary-pushing innovation, over rigid preservation. From here, we interweave studio thinking and how visual arts teaching can promote sustainable habits of mind. Relevance. Ultimately, our unique philosophy informs all RAAD\u2019s Arts pedagogy.<\/strong> No arts content area operates in isolation; instead, the Arts function as a unifying force for deeper, cross-disciplinary learning and radically transformative education.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Within the RAAD<\/strong> approach, there are five major Arts<\/strong> content areas that are foundational for learners. Initially students are provided with a gradual deepening of exposure to these various art forms, and then students are empowered to hone their focus to at least one or two art forms. The ultimate purpose is for students to obtain skills focused on their art craft and improvisational development, career readiness, constructive critique, exposure to diverse art theories and histories, and experience creating original content. The five foundational arts:<\/strong> areas include:<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t

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      \n\t\t\t\t\t\t\tCreative Writing\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t
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      \n\t\t\t\t\t\t\tCreative Writing\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t
      \n\t\t\t\t\t\t\tLearners explore the elements of numerous creative literary genres and the power of both print and multimedia formats. Students will also have the opportunity to respond to literature, art mediums, quotes, and music. They will learn to write poems, short stories, plays, news stories, comic strips, children\u2019s books, an autobiography and other types of writing that express creativity.\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t<\/div>\n\n\t\t<\/div>\n\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      \n\t\t\t\t\t\t\tTheater Arts\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t
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      \n\t\t\t\t\t\t\tTheater Arts\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t
      \n\t\t\t\t\t\t\tStudents will learn theater analysis, performance, creation, and production, where they apply critical and creative thinking skills to solve problems. Students will learn the role that theater plays in history and culture, make knowledgeable and discriminating judgments about the professional theater, films, television, web-based media and advertising that they see and hear in daily life.\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t<\/div>\n\n\t\t<\/div>\n\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      \n\t\t\t\t\t\t\tDance\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t
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      \n\t\t\t\t\t\t\tStudents will learn about the elements of dance, universal dance concepts, and spend the majority of their class time exploring, critiquing, appreciating, creating, choreographing dance styles\/forms of interest: both contemporary\/traditional and national\/international. Students will learn about and apply basic fundamentals and nuanced variations of these styles, research theories and histories behind select dance forms\/artists, and create\/choreograph their own routines, styles, or theories. \t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t<\/div>\n\n\t\t<\/div>\n\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      \n\t\t\t\t\t\t\tVisual Arts\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t
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      \n\t\t\t\t\t\t\tVisual Arts\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t
      \n\t\t\t\t\t\t\tLearners will practice artistic activities that develop creative strategies, skills, and habits of mind.15 Teachers will organize time, space and interaction in studio classrooms using the four Studio Structures: Teacher presents, Students at Work, Talking about Art, and Showing Art. The structures foster authentic artistic practices that help learners think and act as artists. \n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t<\/div>\n\n\t\t<\/div>\n\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      \n\t\t\t\t\t\t\tMusic\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t
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      \n\t\t\t\t\t\t\tMusic\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t
      \n\t\t\t\t\t\t\tStudents will retain one or more of the following from their learning through expression, creation, composition, theory, and assessment of music compositions and musical performances. \n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t<\/div>\n\n\t\t<\/div>\n\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      MULTILAYERED INSTRUCTIONAL APPROACH <\/div><\/span>\n\t\t\t\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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      RAAD PEDAGOGY <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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      At RAAD<\/strong>, we strive to be…<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t

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      RESPONSIVE<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      HOLISTIC<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      CREATIVE<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      JOYFUL<\/h2>\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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      Radical Arts Academy of Denver (RAAD)<\/strong> is a non-profit educational organization that centers the arts.<\/p>

      Our VISION<\/strong> is to transform ecosystems of arts and education.<\/p>

      The RAAD MISSION<\/strong> is to facilitate a model of community responsive, culturally sustaining Arts Based Learning (ABL)<\/strong> that leads to practices of self-actualization and critical consciousness for organizations and individuals.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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      What Does It Mean To Be RAAD?<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Philosophy and Pedagogy<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Radical Arts Academy of Denver (RAAD)<\/strong> is a non-profit educational organization that centers the arts.<\/p>

      Our VISION<\/strong> is to transform ecosystems of arts and education.<\/p>

      The RAAD MISSION<\/strong> is to facilitate a model of community responsive, culturally sustaining Arts Based Learning (ABL)<\/strong> that leads to practices of self-actualization and critical consciousness for organizations and individuals.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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      RAAD\u2019<\/b>s spark and container for said brilliance is art as it serves as a universal language that engages all learners. Learners across the country have been historically denied access to rigorous arts education even though it requires innate creativity and rigorous cognition to produce any body of work.<\/p>

      Being RAAD <\/b>means providing access and learning opportunities to a multitude of diverse learners\u2014culturally, linguistically, and socio-economically\u2014by allowing learners to use the experiences they bring to create novel solutions to a constantly changing world through art.<\/p>

      Being RAAD <\/b>means providing a constructivist learning environment that ignites a lifelong love of learning and creating.<\/p>

      Being RAAD<\/b> means providing a path towards self-actualization. Self-actualization is the ability to become the best version of oneself, specifically: \u201cthe desire to become more and more what one is, to become everything that one is capable of becoming.\u201d<\/p>

      Being RAAD<\/b> means centering both academic and socio-emotional learning and growth. Our approach nurtures the whole person, not just the mind, by providing space and tools for individuals to contemplate and manage the complex thoughts, feelings, and emotions of the human experience.<\/p>

      Critical Consciousness<\/b><\/p>

      We believe the ultimate goal of education is not to simply master standards but to obtain critical consciousness. Informed by Paolo Freire\u2019s (1970) Pedagogy of the Oppressed, \u201ccritical consciousness\u201d or \u201cconscientization\u201d is the ability to recognize oppressive social forces shaping society and to take action against them.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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      Thereby, critical consciousness is marked by \u201cdepth in the interpretation of problems, self-confidence in discussions, receptiveness to other ideas, and refusal to shirk responsibility,\u201d whereby people are able to criticize their own thoughts and see the appropriate causative and circumstantial relationships between events. RAAD\u2019S Educational Program facilitates the learning of:<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      1 Critical Awareness:<\/b> Gaining the knowledge about the systems and structures that create and sustain inequality.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      2 Sense of Agency:<\/b> Developing a sense of power and capability to change systems and personal life outcomes.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      3 Critical Action:<\/strong> Committing to take action against oppressive systems.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Since Critical Consciousness, \u201ctakes the life situation of the learner as its starting point and the raising of consciousness and the overcoming of obstacles as its goals,\u201d then \u2018becoming\u2019 critically conscious is something that is never achieved per se, as it necessitates ongoing development & continuous growth, which can take a lifetime to achieve.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      ARTS BASED LEARNING <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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      Deeper learning is an educational approach that focuses on cultivating critical thinking, collaboration, communication, and problem-solving skills to ensure learners understand and can apply complex concepts effectively. At RAAD deeper learning across subjects is cultivated through interdisciplinary instruction and facilitated through the arts.<\/p>

      Interdisciplinary instruction enables learners to develop their cognitive abilities: brain-based skills and mental processes which are needed to carry out tasks. Repko (2008) identifies a number of cognitive attributes that interdisciplinary learning fosters. He asserts that interdisciplinary learning helps students gain declarative knowledge, that they learn how and why things work the way they do. They also gain procedural knowledge, they are able to identify and understand the steps necessary to arrive at a solution.<\/p>

      They combine both declarative and procedural knowledge into structural knowledge.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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      Through interdisciplinary teaching, learners are able to:<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

      \n\t\t\t\t\t\t\t
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      • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tStrengthen their comprehension skills.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
      • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tExperience increased retention.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
      • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tUnderstand how to better apply what they are learning to real-world scenarios.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
      • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tSee how solutions to problems often require content knowledge and skills which are interconnected.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
      • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tDevelop different or multiple perspectives, points of views, and values.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
      • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tEnhance their decision-making skills and the ability to synthesize knowledge.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
      • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tImprove their ability to identify, assess, and communicate important information.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
      • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tFoster collaboration skills and are more likely to develop a positive attitude toward learning.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
      • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tBecome a contributing member of society.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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        RADICAL ARTS<\/p>

        BASED LEARNING (RAADABL)<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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        What is RAAD Arts Based Learning (ABL)?<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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        In the Arts-Integrated Curriculum, as defined by The Kennedy Center\u2019s Changing Education Through the Arts (CETA) program, \u201cthe arts become the approach to teaching and the vehicle for learning.\u201d Students meet dual learning objectives when they engage in the creative process to explore connections between an art form and another subject area to gain greater understanding in both. For example, learners meet objectives in theater (characterization, stage composition, action, expression) and in social studies. The experience is mutually reinforcing\u2014creating a dramatization provides an authentic context for learners to learn more about the social studies content and as learners delve deeper into the social studies content, their growing understanding affects their dramatizations.<\/p>

        Project-based learning (PBL) is a teaching method in which students work on a project over an extended period of time that engages them in a variety of content areas to solve a real-world problem or answer a complex question. As a result, students develop deep content knowledge and the ability to apply it in real-world situations. They demonstrate their knowledge and skills by developing a public product or presentation for a real audience. PBL makes learning relevant.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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        RAAD<\/b><\/span> describes the combination of Arts Integration and
        Project Based Learning as Arts Based Learning (ABL<\/strong>).<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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        With ABL, learners explore their passions, untapped potentials, and relationships between the individual and the collective (with their family, teacher, class peers, school, community and beyond). They synthesize their learnings across multiple disciplines by creating arts projects with an emphasis on social justice. This learning intrinsically facilitates higher order thinking skills because arts projects require a deep dive into traditional core concepts (e.g. in math and literacy) in order to make meaning of and creatively express these concepts utilizing artistic mental processes. In addition, ABL encourages students to take control of their learning in intellectual and meaningful ways. Lastly, ABL offers learners a constructivist experience in which they have agency in their learning and engage in design thinking and production of original work and solutions, in collaboration with peers and community.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t

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        ARTS AS ESSENTIALS <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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        \u00a0<\/p>

        At RAAD<\/strong>, the arts are not considered optional or merely enriching\u2013they are central to academic learning, serving as the loom that weaves all educational experiences together. RAAD<\/strong> places students at the heart of this process, with teachers acting as facilitators who grow alongside their learners.<\/p>

        The curriculum embraces open forms of learning \u2014 prioritizing creativity, innovation, inclusivity, and user-centric composition \u2014<\/strong><\/em> over the more normative \u201cclosed forms\u201d that tend to be narrow, canonical, prescriptive, and preserve traditional, outdated, Western Eurocentricity of which \u201cquality\u201d is predetermined. These forms encourage artistic exploration without rigid constraints, acknowledging a wide array of human expression and validating diverse approaches to art-making.<\/p>

        Open form<\/em><\/strong> instruction at RAAD<\/strong> is grounded in a Comprehensive Arts Program, which expands the definition of artistry to include viewing, appreciating, creating, improvising, critiquing, researching diverse art histories, and blending traditional and underground theories and practices. This approach also values modern\/neoteric artforms which apply more \u201cinformal\u201d methods of learning\u2014e.g. as using art projects for synthesis or skill building\/allowing students to see themselves reflected in the content through culturally sustaining and student\/community-centered experiences.<\/p>

        As such, RAAD<\/strong> arts integrates the music pedagogy framework of Green\u2019s (2013) informal learning practices, as a point of reference for instruction across all RAAD arts. These practices replicate how non-academic and community-based musical groups-particularly in popular genres\u2013learn and create together. Key elements include learner choice, learning by ear from recordings, collaboration in peer groups with minimal adult direction, and organically combining listening, playing, improvising, and composing.<\/strong><\/em> Or essentially, setting developing-artists up for success in how these actual arts industry personnel commonly function and work within professional arts settings.<\/p>

        Narita (2014) expands upon this model, applying Freire\u2019s (1970) social justice implications of critical consciousness to conclude that a practice of informal learning fosters inclusion, collaboration, and resistance to the traditional \u201cbanking model\u201d of education. RAAD<\/strong> Arts programming thus becomes a powerful vehicle for critical consciousness and opening access to the arts (via equity\/inclusion), emphasizing interdisciplinary genres formation and boundary-pushing innovation, over rigid preservation. From here, we interweave studio thinking and how visual arts teaching can promote sustainable habits of mind. Relevance. Ultimately, our unique philosophy informs all RAAD\u2019s Arts pedagogy.<\/strong> No arts content area operates in isolation; instead, the Arts function as a unifying force for deeper, cross-disciplinary learning and radically transformative education.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

        \n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t
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        Within the RAAD approach, there are five major Arts content areas that are foundational for learners. Initially students are provided with a gradual deepening of exposure to these various art forms, and then students are empowered to hone their focus to at least one or two art forms. The ultimate purpose is for students to obtain skills focused on their art craft and improvisational development, career readiness, constructive critique, exposure to diverse art theories and histories, and experience creating original content. The five foundational arts: areas include:<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t

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        \n\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t

        \n\t\t\t\t\t\t\tCreative Writing\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t
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        \n\t\t\t\t\t\t\tCreative Writing\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t
        \n\t\t\t\t\t\t\tLearners explore the elements of numerous creative literary genres and the power of both print and multimedia formats. Students will also have the opportunity to respond to literature, art mediums, quotes, and music. They will learn to write poems, short stories, plays, news stories, comic strips, children\u2019s books, an autobiography and other types of writing that express creativity.\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t<\/div>\n\n\t\t<\/div>\n\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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        \n\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t

        \n\t\t\t\t\t\t\tTheater Arts\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t
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        \n\t\t\t\t\t\t\tTheater Arts\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t
        \n\t\t\t\t\t\t\tStudents will learn theater analysis, performance, creation, and production, where they apply critical and creative thinking skills to solve problems. Students will learn the role that theater plays in history and culture, make knowledgeable and discriminating judgments about the professional theater, films, television, web-based media and advertising that they see and hear in daily life.\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t<\/div>\n\n\t\t<\/div>\n\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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        \n\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t

        \n\t\t\t\t\t\t\tDance\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t
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        \n\t\t\t\t\t\t\tDance\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t
        \n\t\t\t\t\t\t\tStudents will learn about the elements of dance, universal dance concepts, and spend the majority of their class time exploring, critiquing, appreciating, creating, choreographing dance styles\/forms of interest: both contemporary\/traditional and national\/international. Students will learn about and apply basic fundamentals and nuanced variations of these styles, research theories and histories behind select dance forms\/artists, and create\/choreograph their own routines, styles, or theories. \t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t<\/div>\n\n\t\t<\/div>\n\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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        \n\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t

        \n\t\t\t\t\t\t\tVisual Arts\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t
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        \n\t\t\t\t\t\t\tVisual Arts\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t
        \n\t\t\t\t\t\t\tLearners will practice artistic activities that develop creative strategies, skills, and habits of mind.15 Teachers will organize time, space and interaction in studio classrooms using the four Studio Structures: Teacher presents, Students at Work, Talking about Art, and Showing Art. The structures foster authentic artistic practices that help learners think and act as artists. \n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t<\/div>\n\n\t\t<\/div>\n\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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        \n\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t

        \n\t\t\t\t\t\t\tMusic\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t
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        \n\t\t\t\t\t\t\tMusic\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t
        \n\t\t\t\t\t\t\tStudents will retain one or more of the following from their learning through expression, creation, composition, theory, and assessment of music compositions and musical performances. \n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t<\/div>\n\n\t\t<\/div>\n\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
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        MULTILAYERED INSTRUCTIONAL APPROACH <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
        \n\t\t
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        \n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

        RAAD PEDAGOGY At RAAD, we strive to be… RESPONSIVE HOLISTIC CREATIVE JOYFUL Radical Arts Academy of Denver (RAAD) is a non-profit educational organization that centers the arts. Our VISION is to transform ecosystems of arts and education. The RAAD MISSION is to facilitate a model of community responsive, culturally sustaining Arts Based Learning (ABL) that […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"full-width.php","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-681","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/radicalartsacademy.org\/index.php\/wp-json\/wp\/v2\/pages\/681","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/radicalartsacademy.org\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/radicalartsacademy.org\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/radicalartsacademy.org\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/radicalartsacademy.org\/index.php\/wp-json\/wp\/v2\/comments?post=681"}],"version-history":[{"count":118,"href":"https:\/\/radicalartsacademy.org\/index.php\/wp-json\/wp\/v2\/pages\/681\/revisions"}],"predecessor-version":[{"id":1496,"href":"https:\/\/radicalartsacademy.org\/index.php\/wp-json\/wp\/v2\/pages\/681\/revisions\/1496"}],"wp:attachment":[{"href":"https:\/\/radicalartsacademy.org\/index.php\/wp-json\/wp\/v2\/media?parent=681"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}