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The film addresses the current state of arts in schools in CA, a brief history of Prop 13, current research on the transformative power of the arts & their vital role as an educational resource, and how community members can become empowered to work for increased access to arts education in their local schools. \u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>Why is studying art in school important to you? If you don’t study the arts in your school, do you think you should have the opportunity to do so? Why?\u003cstrong>#DoNowArtsEd\u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now, you can comment below or post your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc. \u003cstrong>Just be sure to include \u003cem>#DoNowArtsEd\u003c/em>\u003ci> \u003c/i>in your posts.\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>Learn More About the Arts and Schools\u003c/h2>\n\u003cp>In recent decades, American schools have been pressured to increase standardized test scores, causing them to make cuts to programs like visual art, music, dance and theater. At the same time, studies have shown that involvement in the arts helps students stay in school, perform better in all academic subjects, and enjoy the school experience more. The arts are often the only subjects in which students can express creative individuality and have a platform for personal expression. In the past 30 years, access to arts education in schools has declined significantly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/09/23/is-studying-the-arts-in-school-important/screen-shot-2014-09-23-at-5-36-44-pm/\" rel=\"attachment wp-att-14412\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-14412 alignright\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/09/Screen-Shot-2014-09-23-at-5.36.44-PM.png\" alt=\"Screen Shot 2014-09-23 at 5.36.44 PM\" width=\"256\" height=\"163\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/Screen-Shot-2014-09-23-at-5.36.44-PM.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/Screen-Shot-2014-09-23-at-5.36.44-PM-400x254.png 400w\" sizes=\"(max-width: 256px) 100vw, 256px\">\u003c/a>\u003c/p>\n\u003cp>An arts education advocacy group called \u003ca href=\"http://www.artsedmatters.org/\">Arts Ed Matters\u003c/a> recently produced a film about why arts should be at the root of every student’s education. Do you agree? Take this opportunity to let the Twittersphere, the Internet, your teachers and arts education policymakers and supporters know how you feel about why studying the arts in school is important.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-18214 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/09/ART.png\" alt=\"ART\" width=\"252\" height=\"146\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/ART.png 594w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/ART-400x232.png 400w\" sizes=\"(max-width: 252px) 100vw, 252px\">\u003ca href=\"http://www.arteducators.org/news/arts-in-education-week\">National Arts in Education Week\u003c/a> happened earlier this month, and we want to keep the conversation going. Why does arts education matter to you? Does it help you understand other subjects better? Does it make school more interesting? Is it therapeutic to have a platform to express yourself?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Education Week article \u003ca href=\"http://blogs.edweek.org/teachers/coach_gs_teaching_tips/2014/04/arts_education_cuts_lack_of_funding_or_lack_of_faith.html\">Arts Education Cuts: Lack of Funding or Lack of Faith?\u003c/a>\u003c/strong>\u003cbr>\nCutting arts education, is often attributed to a lack of funding. Seems to me, though, that it’s a lack of faith. Lack of faith in the inherent value of the arts and its role in children’s overall development.\u003c/p>\n\u003cp>\u003cstrong>KQED Arts series \u003ca href=\"http://www.kqed.org/artschool\">Art School\u003c/a>\u003c/strong>\u003cbr>\nAre you a teacher who needs help integrating the arts into your curricula? Check out our free video series about contemporary visual, performing and media arts.\u003c/p>\n\u003cp>\u003cstrong>KPCC article \u003ca href=\"http://www.scpr.org/blogs/education/2014/02/26/15934/teachers-la-schools-arts-education-budget-a-step-i/\">Teachers: LA schools’ arts education budget ‘a step in the wrong direction’\u003c/a>\u003c/strong>\u003cbr>\nA plan by the Los Angeles Unified School District to cut the time elementary school children are taught orchestra in half is angering teachers – many of whom learned about it only after KPCC reported on the arts budget, which was released unexpectedly at a committee meeting in February.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Alameda County Office of Education resource \u003ca href=\"http://artiseducation.org/\">Art Is Education website\u003c/a>\u003c/strong>\u003cbr>\nThe mission of the Alameda County Office of Education’s Alliance for Arts Learning Leadership is to establish arts learning at the core of the highest quality public education, across the curriculum, for every child, in every school, every day.\u003c/p>\n\u003chr>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":579,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":14},"modified":1704763501,"excerpt":"In recent decades, American schools have been pressured to increase standardized test scores, causing them to make cuts to programs like visual art, music, dance and theater. Is arts education important to you?","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"In recent decades, American schools have been pressured to increase standardized test scores, causing them to make cuts to programs like visual art, music, dance and theater. Is arts education important to you?","title":"Is Studying the Arts in School Important? | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is Studying the Arts in School Important?","datePublished":"2015-08-03T08:45:28-07:00","dateModified":"2024-01-08T17:25:01-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"is-studying-the-arts-in-school-important","status":"publish","videoEmbed":"https://www.youtube.com/watch?v=CRkusFzVVAU","sticky":false,"path":"/education/14405/is-studying-the-arts-in-school-important","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This twelve-minute film explores the stories of artists, educators, parents, administrators, politicians and young people. The film addresses the current state of arts in schools in CA, a brief history of Prop 13, current research on the transformative power of the arts & their vital role as an educational resource, and how community members can become empowered to work for increased access to arts education in their local schools. \u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>Why is studying art in school important to you? If you don’t study the arts in your school, do you think you should have the opportunity to do so? Why?\u003cstrong>#DoNowArtsEd\u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now, you can comment below or post your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc. \u003cstrong>Just be sure to include \u003cem>#DoNowArtsEd\u003c/em>\u003ci> \u003c/i>in your posts.\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>Learn More About the Arts and Schools\u003c/h2>\n\u003cp>In recent decades, American schools have been pressured to increase standardized test scores, causing them to make cuts to programs like visual art, music, dance and theater. At the same time, studies have shown that involvement in the arts helps students stay in school, perform better in all academic subjects, and enjoy the school experience more. The arts are often the only subjects in which students can express creative individuality and have a platform for personal expression. In the past 30 years, access to arts education in schools has declined significantly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/09/23/is-studying-the-arts-in-school-important/screen-shot-2014-09-23-at-5-36-44-pm/\" rel=\"attachment wp-att-14412\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-14412 alignright\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/09/Screen-Shot-2014-09-23-at-5.36.44-PM.png\" alt=\"Screen Shot 2014-09-23 at 5.36.44 PM\" width=\"256\" height=\"163\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/Screen-Shot-2014-09-23-at-5.36.44-PM.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/Screen-Shot-2014-09-23-at-5.36.44-PM-400x254.png 400w\" sizes=\"(max-width: 256px) 100vw, 256px\">\u003c/a>\u003c/p>\n\u003cp>An arts education advocacy group called \u003ca href=\"http://www.artsedmatters.org/\">Arts Ed Matters\u003c/a> recently produced a film about why arts should be at the root of every student’s education. Do you agree? Take this opportunity to let the Twittersphere, the Internet, your teachers and arts education policymakers and supporters know how you feel about why studying the arts in school is important.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-18214 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/09/ART.png\" alt=\"ART\" width=\"252\" height=\"146\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/ART.png 594w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/ART-400x232.png 400w\" sizes=\"(max-width: 252px) 100vw, 252px\">\u003ca href=\"http://www.arteducators.org/news/arts-in-education-week\">National Arts in Education Week\u003c/a> happened earlier this month, and we want to keep the conversation going. Why does arts education matter to you? Does it help you understand other subjects better? Does it make school more interesting? Is it therapeutic to have a platform to express yourself?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Education Week article \u003ca href=\"http://blogs.edweek.org/teachers/coach_gs_teaching_tips/2014/04/arts_education_cuts_lack_of_funding_or_lack_of_faith.html\">Arts Education Cuts: Lack of Funding or Lack of Faith?\u003c/a>\u003c/strong>\u003cbr>\nCutting arts education, is often attributed to a lack of funding. Seems to me, though, that it’s a lack of faith. Lack of faith in the inherent value of the arts and its role in children’s overall development.\u003c/p>\n\u003cp>\u003cstrong>KQED Arts series \u003ca href=\"http://www.kqed.org/artschool\">Art School\u003c/a>\u003c/strong>\u003cbr>\nAre you a teacher who needs help integrating the arts into your curricula? Check out our free video series about contemporary visual, performing and media arts.\u003c/p>\n\u003cp>\u003cstrong>KPCC article \u003ca href=\"http://www.scpr.org/blogs/education/2014/02/26/15934/teachers-la-schools-arts-education-budget-a-step-i/\">Teachers: LA schools’ arts education budget ‘a step in the wrong direction’\u003c/a>\u003c/strong>\u003cbr>\nA plan by the Los Angeles Unified School District to cut the time elementary school children are taught orchestra in half is angering teachers – many of whom learned about it only after KPCC reported on the arts budget, which was released unexpectedly at a committee meeting in February.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Alameda County Office of Education resource \u003ca href=\"http://artiseducation.org/\">Art Is Education website\u003c/a>\u003c/strong>\u003cbr>\nThe mission of the Alameda County Office of Education’s Alliance for Arts Learning Leadership is to establish arts learning at the core of the highest quality public education, across the curriculum, for every child, in every school, every day.\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/14405/is-studying-the-arts-in-school-important","authors":["5254"],"series":["education_2837"],"categories":["education_3","education_1"],"tags":["education_2424","education_151","education_5","education_1320","education_877","education_1196"],"collections":["education_2403"],"featImg":"education_14416","label":"education_2837"},"artschool_465":{"type":"posts","id":"artschool_465","meta":{"index":"posts_1716263798","site":"artschool","id":"465","score":null,"sort":[1411995762000]},"parent":0,"labelTerm":{"site":"artschool"},"blocks":[],"publishDate":1411995762,"format":"video","disqusTitle":"The Art of the Skratch: DJs Celskiii + Deeandroid","title":"The Art of the Skratch: DJs Celskiii + Deeandroid","headTitle":"KQED Art School | KQED Arts","content":"\u003cp>DJs Celskiii and Deeandroid have been staples of the Bay Area hip-hop scene for over 15 years. Products of the fertile turntablism movement of the late-90s, they have been tour DJs for \u003ca title=\"KRS One\" href=\"http://www.krs-one.com/\" target=\"_blank\">KRS-One \u003c/a>and have twice competed in the US DMC Team Battles, placing second in 2010. Since 2003 they've also fostered a space for other DJs to collaborate and advance their craft with the monthly event \u003ca title=\"Skratchpad SF\" href=\"http://skratchpad.tumblr.com/\" target=\"_blank\">Skratchpad\u003c/a>.\u003c/p>\n\u003cp>In this episode of Art School, we visit Celskiii and Deeandroid in their Vallejo studio. Listen in as they talk about the collaborative and improvisational aspects of DJing, their responsibility to the audience, and why vinyl records still reign supreme.\u003c/p>\n\u003cp>Inspired early on by Bay Area pioneers the \u003ca title=\"ISP\" href=\"http://www.allmusic.com/artist/invisibl-skratch-piklz-mn0000773220/biography\" target=\"_blank\">Invisbl Skratch Piklz\u003c/a>, Deeandroid and Celskiii are now pioneers in their own right who treat us to a lesson in skratch technique in the latest episode of Art School.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=YNNRgo8TFQA&]\u003c/p>\n\u003cp>\u003cstrong>Questions to consider for learners of all ages:\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If you were a DJ, would you prefer the digital or analog skratch technique? Explain your preference.\u003c/p>\n\u003cp>What other art forms involve collaboration and improvisation?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Spend some time thinking of your DJ name and some albums you would want to sample or scratch with, then give it a try! You can take classes at places like the DJ Arts Academy in San Francisco.\u003c/p>\n\n","disqusIdentifier":"465 http://ww2.kqed.org/artschool/?p=465","disqusUrl":"https://ww2.kqed.org/artschool/2014/09/29/djs-celskiii-deeandroid/","stats":{"hasVideo":true,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":231,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":10},"modified":1415824698,"excerpt":"DJs Celskiii and Deeandroid have been staples of the Bay Area hip-hop scene for over 15 years. In this episode of Art School, we visit Celskiii and Deeandroid in their Vallejo studio. Listen in as they talk about the collaborative and improvisational aspects of DJing, their responsibility to the audience, and why vinyl records still reign supreme.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"DJs Celskiii and Deeandroid have been staples of the Bay Area hip-hop scene for over 15 years. In this episode of Art School, we visit Celskiii and Deeandroid in their Vallejo studio. Listen in as they talk about the collaborative and improvisational aspects of DJing, their responsibility to the audience, and why vinyl records still reign supreme.","title":"The Art of the Skratch: DJs Celskiii + Deeandroid | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Art of the Skratch: DJs Celskiii + Deeandroid","datePublished":"2014-09-29T06:02:42-07:00","dateModified":"2014-11-12T12:38:18-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"djs-celskiii-deeandroid","status":"publish","videoEmbed":"https://www.youtube.com/watch?v=tJCM1H8Uig4","path":"/artschool/465/djs-celskiii-deeandroid","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>DJs Celskiii and Deeandroid have been staples of the Bay Area hip-hop scene for over 15 years. Products of the fertile turntablism movement of the late-90s, they have been tour DJs for \u003ca title=\"KRS One\" href=\"http://www.krs-one.com/\" target=\"_blank\">KRS-One \u003c/a>and have twice competed in the US DMC Team Battles, placing second in 2010. Since 2003 they've also fostered a space for other DJs to collaborate and advance their craft with the monthly event \u003ca title=\"Skratchpad SF\" href=\"http://skratchpad.tumblr.com/\" target=\"_blank\">Skratchpad\u003c/a>.\u003c/p>\n\u003cp>In this episode of Art School, we visit Celskiii and Deeandroid in their Vallejo studio. Listen in as they talk about the collaborative and improvisational aspects of DJing, their responsibility to the audience, and why vinyl records still reign supreme.\u003c/p>\n\u003cp>Inspired early on by Bay Area pioneers the \u003ca title=\"ISP\" href=\"http://www.allmusic.com/artist/invisibl-skratch-piklz-mn0000773220/biography\" target=\"_blank\">Invisbl Skratch Piklz\u003c/a>, Deeandroid and Celskiii are now pioneers in their own right who treat us to a lesson in skratch technique in the latest episode of Art School.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/YNNRgo8TFQA'\n title='//www.youtube.com/embed/YNNRgo8TFQA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Questions to consider for learners of all ages:\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If you were a DJ, would you prefer the digital or analog skratch technique? Explain your preference.\u003c/p>\n\u003cp>What other art forms involve collaboration and improvisation?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Spend some time thinking of your DJ name and some albums you would want to sample or scratch with, then give it a try! You can take classes at places like the DJ Arts Academy in San Francisco.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/artschool/465/djs-celskiii-deeandroid","authors":["97"],"categories":["artschool_2"],"tags":["artschool_11"],"featImg":"artschool_468","label":"artschool"},"education_6795":{"type":"posts","id":"education_6795","meta":{"index":"posts_1716263798","site":"education","id":"6795","score":null,"sort":[1372347945000]},"parent":0,"labelTerm":{"site":"education"},"blocks":[],"publishDate":1372347945,"format":"aside","title":"In the Studio with Jennifer Cherest","headTitle":"In the Studio with Jennifer Cherest | KQED","content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2013/06/27/in-the-studio-with-jennifer-cherest/screen-shot-2013-06-25-at-7-16-29-pm/\" rel=\"attachment wp-att-6797\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/files/2013/06/Screen-Shot-2013-06-25-at-7.16.29-PM-1024x580.png\" alt=\"Jennifer Cherest and Matthew Piatt\" width=\"640\" height=\"362\" class=\"aligncenter size-large wp-image-6797\">\u003c/a>Meet opera singer Jennifer Cherest, an award-winning soprano who has performed at an international array of opera companies. In the newest video from KQED’s Art School video series, Jennifer discusses her approach to singing, and her connection to pop singers like Christina Aguilera and Mariah Carey. Jennifer was part of the San Francisco Opera’s Adler Fellowship program, which is a two-year artist residency for the most advanced young artists.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" width=\"640\" height=\"360\" src=\"http://www.youtube.com/embed/HnYXUeFQ5Ac\" frameborder=\"0\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>In a second video, Jennifer demonstrates how she warms up her voice for a day of rehearsals or performances. She explains how her voice resonates and how she goes about singing scales, as well as the physicality of being an opera singer. Opera is an art form that involves many aspects of the arts, both visual and performing, and Jennifer helps break it down, making this dramatic art form accessible for a young audience. \u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" width=\"640\" height=\"360\" src=\"http://www.youtube.com/embed/F6nWTIlTxBU\" frameborder=\"0\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","stats":{"hasVideo":true,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":151,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":6},"modified":1704764610,"excerpt":null,"headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Meet opera singer Jennifer Cherest, an award-winning soprano who has performed at an international array of opera companies. In the newest video from KQED’s Art School video series, Jennifer discusses her approach to singing, and her connection to pop singers like Christina Aguilera and Mariah Carey. Jennifer was part of the San Francisco Opera’s Adler","title":"In the Studio with Jennifer Cherest | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"In the Studio with Jennifer Cherest","datePublished":"2013-06-27T08:45:45-07:00","dateModified":"2024-01-08T17:43:30-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"in-the-studio-with-jennifer-cherest","status":"publish","sticky":false,"path":"/education/6795/in-the-studio-with-jennifer-cherest","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2013/06/27/in-the-studio-with-jennifer-cherest/screen-shot-2013-06-25-at-7-16-29-pm/\" rel=\"attachment wp-att-6797\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/files/2013/06/Screen-Shot-2013-06-25-at-7.16.29-PM-1024x580.png\" alt=\"Jennifer Cherest and Matthew Piatt\" width=\"640\" height=\"362\" class=\"aligncenter size-large wp-image-6797\">\u003c/a>Meet opera singer Jennifer Cherest, an award-winning soprano who has performed at an international array of opera companies. In the newest video from KQED’s Art School video series, Jennifer discusses her approach to singing, and her connection to pop singers like Christina Aguilera and Mariah Carey. Jennifer was part of the San Francisco Opera’s Adler Fellowship program, which is a two-year artist residency for the most advanced young artists.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" width=\"640\" height=\"360\" src=\"http://www.youtube.com/embed/HnYXUeFQ5Ac\" frameborder=\"0\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>In a second video, Jennifer demonstrates how she warms up her voice for a day of rehearsals or performances. She explains how her voice resonates and how she goes about singing scales, as well as the physicality of being an opera singer. Opera is an art form that involves many aspects of the arts, both visual and performing, and Jennifer helps break it down, making this dramatic art form accessible for a young audience. \u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" width=\"640\" height=\"360\" src=\"http://www.youtube.com/embed/F6nWTIlTxBU\" frameborder=\"0\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/6795/in-the-studio-with-jennifer-cherest","authors":["5254"],"categories":["education_3"],"tags":["education_2424","education_666","education_877"],"featImg":"education_8945","label":"education"},"education_2867":{"type":"posts","id":"education_2867","meta":{"index":"posts_1716263798","site":"education","id":"2867","score":null,"sort":[1343423543000]},"parent":0,"labelTerm":{"site":"education"},"blocks":[],"publishDate":1343423543,"format":"aside","title":"Music & Dance at the East Bay Center for Performing Arts","headTitle":"Music & Dance at the East Bay Center for Performing Arts | KQED","content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_43831.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2921\" title=\"IMG_4383\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4383-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>This summer, KQED Education held a music and dance workshop for educators in partnership with the \u003ca href=\"http://eastbaycenter.org/\">East Bay Center for Performing Arts\u003c/a> in Richmond, a state-of-the-art space with multiple rehearsal rooms, a theater, and a rich history of dedication to youth performers and teaching artists. Focusing on KQED media about musicians such as \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=8440\">Walter Kitundu\u003c/a> and \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=7540\">Stephen Kent\u003c/a>, a band called \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=6543\">Toychestra\u003c/a> and dance company \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=4353\">Diamano Coura\u003c/a>, we explored \u003ca href=\"http://www.kqed.org/spark\">Spark\u003c/a>‘s performing arts resources, and built media collections for use in the classroom. We also discovered new arts videos for teachers in \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_44551.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2919\" title=\"IMG_4455\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4455-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>Stepping away from our screens, we spent three inspiring days working directly with teaching artists in residence at the East Bay Center for Performing Arts. On our first day, we studied improvisational music with Karl Evangelista, \u003ca href=\"http://www.evandermusic.com/\">Phillip Greenlief\u003c/a>, and Randall Wong, and practiced creating our own scores to vintage cartoons from Disney’s 1929 \u003ca href=\"http://www.youtube.com/watch?v=h03QBNVwX8Q\">Silly Symphony\u003c/a> series. The second day was centered around percussion led by master steel drummer and tuner, Joe Kelly, who had us jamming in no time.\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F49518354%3Fsecret_token%3Ds-9hvOt&auto_play=false&show_artwork=false&color=de65cf\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_44531.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2918\" title=\"IMG_4453\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4453-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>Our last day was celebratory and lively as we studied Ghanian dance, songs, and drumming with Kwesi Anku, who taught us about Ghanian culture, history, and traditions. Did you know that in Ghana, everyone is named after the day of the week they were born? Kwesi means Sunday.\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F49634774%3Fsecret_token%3Ds-LqWvq&auto_play=false&show_artwork=false&color=de65cf\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_45131.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2920\" title=\"IMG_4513\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4513-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>Teachers developed lesson plans incorporating music, media and dance during the workshop, and we asked them to write reflections on the experience. Here are two glowing reviews from teacher participants, Gretchen and Melissa:\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>“Over the course of the three days we participated in music and dance activities that explored cultures from around the world. While I learned a great deal, the biggest take away for me was the introduction to the amazing resources KQED and PBS post online and the support and guidance given to us to use the video as an effective and empowering teaching tool.”\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>“When I signed up for the KQED Music and Dance Workshop, I was expecting it would be similar to the slew of other professional development activities offered to teachers – one short hands-on activity forcing uncomfortable interaction with strangers followed by a long day of lectures. The workshop (thankfully) was nothing like I expected, and I got far more out of it than any other institute I have attended. Instead of lectures, the majority of the time was spent creating art, music and dance. To a kinesthetic learner such as me, this was heaven. I learned the to play West African drums, picked up an instrument I haven’t touched in years, experimented with lyrical poetry and sounds, and most importantly I rediscovered my love of both music and learning.”\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_45471.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2922\" title=\"IMG_4547\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4547-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>Thank you to all the teachers and EBCPA staff and artists involved in this workshop for their enthusiasm and hard work. Stay tuned to EdSpace to learn about future professional development opportunities with KQED and local artists.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There are a few spaces left in our next three-day summer arts workshop for educators starting August 6th: \u003ca href=\"http://kqedportraits.eventbrite.com/\">Digital Portraits and Cindy Sherman\u003c/a>.\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":true,"hasPolis":false,"wordCount":524,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":10},"modified":1704765171,"excerpt":null,"headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"This summer, KQED Education held a music and dance workshop for educators in partnership with the East Bay Center for Performing Arts in Richmond, a state-of-the-art space with multiple rehearsal rooms, a theater, and a rich history of dedication to youth performers and teaching artists. Focusing on KQED media about musicians such as Walter Kitundu","title":"Music & Dance at the East Bay Center for Performing Arts | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Music & Dance at the East Bay Center for Performing Arts","datePublished":"2012-07-27T14:12:23-07:00","dateModified":"2024-01-08T17:52:51-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"music-dance-at-the-east-bay-center-for-performing-arts","status":"publish","sticky":false,"path":"/education/2867/music-dance-at-the-east-bay-center-for-performing-arts","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_43831.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2921\" title=\"IMG_4383\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4383-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>This summer, KQED Education held a music and dance workshop for educators in partnership with the \u003ca href=\"http://eastbaycenter.org/\">East Bay Center for Performing Arts\u003c/a> in Richmond, a state-of-the-art space with multiple rehearsal rooms, a theater, and a rich history of dedication to youth performers and teaching artists. Focusing on KQED media about musicians such as \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=8440\">Walter Kitundu\u003c/a> and \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=7540\">Stephen Kent\u003c/a>, a band called \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=6543\">Toychestra\u003c/a> and dance company \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=4353\">Diamano Coura\u003c/a>, we explored \u003ca href=\"http://www.kqed.org/spark\">Spark\u003c/a>‘s performing arts resources, and built media collections for use in the classroom. We also discovered new arts videos for teachers in \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_44551.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2919\" title=\"IMG_4455\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4455-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>Stepping away from our screens, we spent three inspiring days working directly with teaching artists in residence at the East Bay Center for Performing Arts. On our first day, we studied improvisational music with Karl Evangelista, \u003ca href=\"http://www.evandermusic.com/\">Phillip Greenlief\u003c/a>, and Randall Wong, and practiced creating our own scores to vintage cartoons from Disney’s 1929 \u003ca href=\"http://www.youtube.com/watch?v=h03QBNVwX8Q\">Silly Symphony\u003c/a> series. The second day was centered around percussion led by master steel drummer and tuner, Joe Kelly, who had us jamming in no time.\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F49518354%3Fsecret_token%3Ds-9hvOt&auto_play=false&show_artwork=false&color=de65cf\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_44531.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2918\" title=\"IMG_4453\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4453-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>Our last day was celebratory and lively as we studied Ghanian dance, songs, and drumming with Kwesi Anku, who taught us about Ghanian culture, history, and traditions. Did you know that in Ghana, everyone is named after the day of the week they were born? Kwesi means Sunday.\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F49634774%3Fsecret_token%3Ds-LqWvq&auto_play=false&show_artwork=false&color=de65cf\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_45131.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2920\" title=\"IMG_4513\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4513-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>Teachers developed lesson plans incorporating music, media and dance during the workshop, and we asked them to write reflections on the experience. Here are two glowing reviews from teacher participants, Gretchen and Melissa:\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>“Over the course of the three days we participated in music and dance activities that explored cultures from around the world. While I learned a great deal, the biggest take away for me was the introduction to the amazing resources KQED and PBS post online and the support and guidance given to us to use the video as an effective and empowering teaching tool.”\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>“When I signed up for the KQED Music and Dance Workshop, I was expecting it would be similar to the slew of other professional development activities offered to teachers – one short hands-on activity forcing uncomfortable interaction with strangers followed by a long day of lectures. The workshop (thankfully) was nothing like I expected, and I got far more out of it than any other institute I have attended. Instead of lectures, the majority of the time was spent creating art, music and dance. To a kinesthetic learner such as me, this was heaven. I learned the to play West African drums, picked up an instrument I haven’t touched in years, experimented with lyrical poetry and sounds, and most importantly I rediscovered my love of both music and learning.”\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_45471.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2922\" title=\"IMG_4547\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4547-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>Thank you to all the teachers and EBCPA staff and artists involved in this workshop for their enthusiasm and hard work. Stay tuned to EdSpace to learn about future professional development opportunities with KQED and local artists.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There are a few spaces left in our next three-day summer arts workshop for educators starting August 6th: \u003ca href=\"http://kqedportraits.eventbrite.com/\">Digital Portraits and Cindy Sherman\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/2867/music-dance-at-the-east-bay-center-for-performing-arts","authors":["5254"],"categories":["education_3","education_1"],"tags":["education_2424","education_3366","education_784","education_877","education_3380"],"featImg":"education_2921","label":"education"},"education_2137":{"type":"posts","id":"education_2137","meta":{"index":"posts_1716263798","site":"education","id":"2137","score":null,"sort":[1334759259000]},"parent":0,"labelTerm":{"site":"education"},"blocks":[],"publishDate":1334759259,"format":"aside","title":"History Through Art & Film: Salsa Music & Dance","headTitle":"History Through Art & Film: Salsa Music & Dance | KQED","content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/salsa11.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/salsa11.jpg\" alt=\"\" title=\"salsa\" width=\"640\" height=\"431\" class=\"alignleft size-full wp-image-2171\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/salsa11.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/salsa11-400x269.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>Please welcome arts educator Laura Echegaray to EdSpace. She recently participated in a KQED Education workshop where we spent a day at \u003ca href=\"http://moadsf.org/\">MoAD\u003c/a> learning about historical representation through art and film, and later created short films at KQED about missing voices or stories in history. Laura created a film about the history of Salsa music and dance, with a focus on her home country of Puerto Rico.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://www.youtube.com/embed/w6TpxItVlaE\" frameborder=\"0\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>From Laura Echegaray\u003c/strong>: We started the workshop at the Museum of the African Diaspora (MOAD). We walked with the friendly docents and as they began to tell the story of the Diaspora, we all agreed that somehow we were a part of it. Diaspora is another word for migration. As they proceeded with the story, I found myself jumping to answer the questions. A little voice inside me said, “I can tell you where else in America the Africans went to live! I knew it not only because I studied it in school, but because I lived most of my life there.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now, my skin is not dark, but that doesn’t really make a difference, because I was born in Puerto Rico. You see, we have a saying that goes, “Whomever doesn’t have (ancestry) from Dingas, has it from Mandingas,” meaning, after 500 years of blending, African genes and culture are a living part of every Puerto Rican experience. That’s why those historical photos of people along the staircase at MoAD felt so close. I could almost hear their voices.\u003c/p>\n\u003cp>I realized I have been spending too much energy trying to blend in to my new surroundings and culture, pushing my Caribbean identity to the basement. Memories of this archived life began to pop open like blooms in the spring.\u003c/p>\n\u003cp>We then went look at the \u003cem>Stories of Acquisition and Reclamation\u003c/em> exhibition, where it became apparent how important is to keep history authentic, I remember thinking that time not only yellows the paper, but also blurs the facts and how much I wished those images were explained by the voices of those who lived through it. It all made me want to dig into my personal experience of migration to tell a clarifying tale.\u003c/p>\n\u003cp>Having moved to USA in 1996, I found listening and dancing to Caribbean rhythms helped relieve my home sickness, so I collected images to describe Salsa’ music beginnings and development. During our visit at MoAD, we also watched excerpts from the 1958 film, \u003cem>St. Louis Blues\u003c/em>, about the life of legendary bluesman W.C. Handy. I didn’t know it then, but once I started doing research for my project, I found him again in, of all places, Cuba. Turns out that blues and Cuban \u003cem>Son\u003c/em> music both began with African people, and developed in very close neighborhoods, influencing each other along the way.\u003c/p>\n\u003cp>I regularly use a personal computer and have very limited knowledge of Macintosh systems, so I wasn’t sure I could learn quickly enough to operate the iMovie program successfully. Fortunately, the KQED workshop staff was very understanding and incredibly patient with me. I had extra time to work on my project at the station, and I have now completed and published a 5-minute video. Seeing how easy and quickly one can produce a reasonable quality video makes me want to produce many more. I have many more ideas, and I see plenty of applications for this technique. Here are some ways I plan to use my video as a teaching tool in the future:\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>As an introduction to a salsa dancing class,\u003c/strong> so the prospective dancers gain a deeper understanding of the genre. Canyon School is having a Family Salsa Night fundraising event in May 2012. Participants will get an introductory class to Salsa dancing. This video will be presented to the audience as part of an educational effort to dispel myths about the genre. After a brief introduction of myself and why I am presenting this information, I will play the video and ask the participants for questions. There will be a 15-20 minute open discussion and then I will:\u003c/p>\n\u003cul>\n\u003cli>Introduce the clave, maracas and guiro as small percussion instruments\u003c/li>\n\u003cli>Play music to recognize the sound of clave and maracas\u003c/li>\n\u003cli>Explain the technique of playing clave and maracas\u003c/li>\n\u003cli>Play more music so participants can practice\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>As an aid in prevention of prejudice and violence prevention.\u003c/strong> I know a 12-year-old student who just started to learn salsa at \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=12300\">Destiny Arts Center\u003c/a> in Oakland. I am going to offer the video to the class for viewing and discussion. Destiny Arts is committed to prevent isolation, prejudice and violence among young people. Salsa music is a perfect example of how the Africa, African American and Latino elements have combined in a product that has become universal.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>As a feature for Black History Month\u003c/strong>: Classroom or music teachers can use the video to highlight the contribution of African people to Cuban music, Jazz, Blues and many other celebrated contemporary genres.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>As a feature for Cesar Chavez day:\u003c/strong> Teachers can use the video to illustrate the contributions of Latino immigrants and the benefit of cultural exchange.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Thank you to the amazing Laura Echegaray for her testimony and wonderful video. Let’s Salsa! \u003c/strong>\u003c/p>\n\n","stats":{"hasVideo":true,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":894,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":17},"modified":1704765331,"excerpt":null,"headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Please welcome arts educator Laura Echegaray to EdSpace. She recently participated in a KQED Education workshop where we spent a day at MoAD learning about historical representation through art and film, and later created short films at KQED about missing voices or stories in history. Laura created a film about the history of Salsa music","title":"History Through Art & Film: Salsa Music & Dance | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"History Through Art & Film: Salsa Music & Dance","datePublished":"2012-04-18T07:27:39-07:00","dateModified":"2024-01-08T17:55:31-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"history-through-art-film-salsa-music-dance","status":"publish","sticky":false,"path":"/education/2137/history-through-art-film-salsa-music-dance","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/salsa11.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/salsa11.jpg\" alt=\"\" title=\"salsa\" width=\"640\" height=\"431\" class=\"alignleft size-full wp-image-2171\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/salsa11.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/salsa11-400x269.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>Please welcome arts educator Laura Echegaray to EdSpace. She recently participated in a KQED Education workshop where we spent a day at \u003ca href=\"http://moadsf.org/\">MoAD\u003c/a> learning about historical representation through art and film, and later created short films at KQED about missing voices or stories in history. Laura created a film about the history of Salsa music and dance, with a focus on her home country of Puerto Rico.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://www.youtube.com/embed/w6TpxItVlaE\" frameborder=\"0\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>From Laura Echegaray\u003c/strong>: We started the workshop at the Museum of the African Diaspora (MOAD). We walked with the friendly docents and as they began to tell the story of the Diaspora, we all agreed that somehow we were a part of it. Diaspora is another word for migration. As they proceeded with the story, I found myself jumping to answer the questions. A little voice inside me said, “I can tell you where else in America the Africans went to live! I knew it not only because I studied it in school, but because I lived most of my life there.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, my skin is not dark, but that doesn’t really make a difference, because I was born in Puerto Rico. You see, we have a saying that goes, “Whomever doesn’t have (ancestry) from Dingas, has it from Mandingas,” meaning, after 500 years of blending, African genes and culture are a living part of every Puerto Rican experience. That’s why those historical photos of people along the staircase at MoAD felt so close. I could almost hear their voices.\u003c/p>\n\u003cp>I realized I have been spending too much energy trying to blend in to my new surroundings and culture, pushing my Caribbean identity to the basement. Memories of this archived life began to pop open like blooms in the spring.\u003c/p>\n\u003cp>We then went look at the \u003cem>Stories of Acquisition and Reclamation\u003c/em> exhibition, where it became apparent how important is to keep history authentic, I remember thinking that time not only yellows the paper, but also blurs the facts and how much I wished those images were explained by the voices of those who lived through it. It all made me want to dig into my personal experience of migration to tell a clarifying tale.\u003c/p>\n\u003cp>Having moved to USA in 1996, I found listening and dancing to Caribbean rhythms helped relieve my home sickness, so I collected images to describe Salsa’ music beginnings and development. During our visit at MoAD, we also watched excerpts from the 1958 film, \u003cem>St. Louis Blues\u003c/em>, about the life of legendary bluesman W.C. Handy. I didn’t know it then, but once I started doing research for my project, I found him again in, of all places, Cuba. Turns out that blues and Cuban \u003cem>Son\u003c/em> music both began with African people, and developed in very close neighborhoods, influencing each other along the way.\u003c/p>\n\u003cp>I regularly use a personal computer and have very limited knowledge of Macintosh systems, so I wasn’t sure I could learn quickly enough to operate the iMovie program successfully. Fortunately, the KQED workshop staff was very understanding and incredibly patient with me. I had extra time to work on my project at the station, and I have now completed and published a 5-minute video. Seeing how easy and quickly one can produce a reasonable quality video makes me want to produce many more. I have many more ideas, and I see plenty of applications for this technique. Here are some ways I plan to use my video as a teaching tool in the future:\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>As an introduction to a salsa dancing class,\u003c/strong> so the prospective dancers gain a deeper understanding of the genre. Canyon School is having a Family Salsa Night fundraising event in May 2012. Participants will get an introductory class to Salsa dancing. This video will be presented to the audience as part of an educational effort to dispel myths about the genre. After a brief introduction of myself and why I am presenting this information, I will play the video and ask the participants for questions. There will be a 15-20 minute open discussion and then I will:\u003c/p>\n\u003cul>\n\u003cli>Introduce the clave, maracas and guiro as small percussion instruments\u003c/li>\n\u003cli>Play music to recognize the sound of clave and maracas\u003c/li>\n\u003cli>Explain the technique of playing clave and maracas\u003c/li>\n\u003cli>Play more music so participants can practice\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>As an aid in prevention of prejudice and violence prevention.\u003c/strong> I know a 12-year-old student who just started to learn salsa at \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=12300\">Destiny Arts Center\u003c/a> in Oakland. I am going to offer the video to the class for viewing and discussion. Destiny Arts is committed to prevent isolation, prejudice and violence among young people. Salsa music is a perfect example of how the Africa, African American and Latino elements have combined in a product that has become universal.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>As a feature for Black History Month\u003c/strong>: Classroom or music teachers can use the video to highlight the contribution of African people to Cuban music, Jazz, Blues and many other celebrated contemporary genres.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>As a feature for Cesar Chavez day:\u003c/strong> Teachers can use the video to illustrate the contributions of Latino immigrants and the benefit of cultural exchange.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Thank you to the amazing Laura Echegaray for her testimony and wonderful video. Let’s Salsa! \u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/2137/history-through-art-film-salsa-music-dance","authors":["5254"],"categories":["education_3","education_1"],"tags":["education_3365","education_375","education_877"],"featImg":"education_2171","label":"education"},"education_2042":{"type":"posts","id":"education_2042","meta":{"index":"posts_1716263798","site":"education","id":"2042","score":null,"sort":[1333569199000]},"parent":0,"labelTerm":{"site":"education"},"blocks":[],"publishDate":1333569199,"format":"aside","title":"Music Production in the Classroom","headTitle":"Music Production in the Classroom | KQED","content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/kids1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-2058\" title=\"OLYMPUS DIGITAL CAMERA\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/kids1.jpg\" alt=\"\" width=\"640\" height=\"420\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/kids1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/kids1-400x263.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>Please welcome digital media teacher Matt Koons to EdSpace. We met at a KQED Education event last fall, and I wanted to hear more about his students’ music production projects, which reminded me of our inspiring KQED Spark videos about young music-makers such as the students from they \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=8964\">Bay Area Unity Music Project\u003c/a>, and singer/songwriter \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=4585\">Lauren Shera\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Matt Koons:\u003c/strong>Here at Sonoma Academy in Santa Rosa, students have a break between the first half and second half of the school year called “Intersession.” During Intersession students sign up for classes that run from 9:00 am to 3:00 pm everyday for almost 2 weeks. My class was called “Music Production” at the Dream Box Studio. I wanted to give students the chance to create and learn how to record their own music. The equipment was donated by Leo Laporte (a.k.a. The Tech Guy) and I turned a library space into a recording studio with a few office panels to use as isolation booths. The school bought a large conference table at Habitat for Humanity’s “ReStore” to hold some equipment.”\u003c/p>\n\u003cp style=\"text-align: left\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/kids421.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2053\" title=\"kids42\" src=\"http://ww2.kqed.org/education/files/2012/04/kids42-768x1024.jpg\" alt=\"\" width=\"518\" height=\"687\">\u003c/a>I anticipated having maybe 12 students and I got 23, with more wanting to sign up. There are so many students that can play an instrument and/or sing nowadays that I underestimated the turnout. Our school is small so we don’t have marching bands or school bands for the students to play in. The music production class had students create their own group or band, or they could work alone. Most of what we ended up recording was original work, others used backtracks, and some played covers of familiar songs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F41961696&auto_play=false&show_artwork=false&color=8e88fc\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>The format for the day was for everyone to meet at 9:00 in a classroom and organize the day. I was lucky to have the help of Florence (French Teacher) & Colin (Humanities); together we would make waffles, pancakes, crepes, and hot chocolate almost every morning to get the students ready to go. The students would decide on a time slot that they would come to the studio and record. On the board I had a chart with 45 minute slots and the students would work it out for themselves, as long as I got everyone to record every day. We had rooms open for them to practice, sort out ideas, write songs, and so on. The theater was open for the larger, louder groups, and they could sit outside if they were quiet. The other condition for the class was that the students had to produce at least one song, and be musicians for others. I wanted them to act like studio musicians and help out other bands or individuals when they needed it. A list was posted with students and the instruments they played. This way they would circulate & mix it up a little bit. If they didn’t mix it up, then I would assign the students into groups of 3 that I made up, and have them produce a 15-30 second jingle about the Dream Box Studio.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F41961861&auto_play=false&show_artwork=false&color=f488fc\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>This class was so much fun, it amazed me. We ended up with 15 songs, and a bunch of jingles. The students said it was more exciting than they had expected. They were surprised at how fast the time went by, they met new friends, they were comfortable in the studio and were eager to get back and record some more. They learned how to record themselves, edit, and got a sense of the whole process of producing a song. Now that the Intersession is over, I have students coming in whenever they have a free moment just to play or tinker with a song. They bring their friends and help others discover the studio too. I hope to do this again next year, it was the best class in the world.\u003c/p>\n\u003cp>\u003cem>Thanks, Matt, for taking the time to share this story and your students’ music! We’re big fans. Teachers, have you taught music production at your school? Leave a comment or link to your students’ music below.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Photos by Matt Koons\u003c/em>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":true,"hasPolis":false,"wordCount":700,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":12},"modified":1704765337,"excerpt":null,"headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Please welcome digital media teacher Matt Koons to EdSpace. We met at a KQED Education event last fall, and I wanted to hear more about his students’ music production projects, which reminded me of our inspiring KQED Spark videos about young music-makers such as the students from they Bay Area Unity Music Project, and singer/songwriter","title":"Music Production in the Classroom | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Music Production in the Classroom","datePublished":"2012-04-04T12:53:19-07:00","dateModified":"2024-01-08T17:55:37-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"music-production-in-the-classroom","status":"publish","sticky":false,"path":"/education/2042/music-production-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/kids1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-2058\" title=\"OLYMPUS DIGITAL CAMERA\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/kids1.jpg\" alt=\"\" width=\"640\" height=\"420\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/kids1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/kids1-400x263.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>Please welcome digital media teacher Matt Koons to EdSpace. We met at a KQED Education event last fall, and I wanted to hear more about his students’ music production projects, which reminded me of our inspiring KQED Spark videos about young music-makers such as the students from they \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=8964\">Bay Area Unity Music Project\u003c/a>, and singer/songwriter \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=4585\">Lauren Shera\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Matt Koons:\u003c/strong>Here at Sonoma Academy in Santa Rosa, students have a break between the first half and second half of the school year called “Intersession.” During Intersession students sign up for classes that run from 9:00 am to 3:00 pm everyday for almost 2 weeks. My class was called “Music Production” at the Dream Box Studio. I wanted to give students the chance to create and learn how to record their own music. The equipment was donated by Leo Laporte (a.k.a. The Tech Guy) and I turned a library space into a recording studio with a few office panels to use as isolation booths. The school bought a large conference table at Habitat for Humanity’s “ReStore” to hold some equipment.”\u003c/p>\n\u003cp style=\"text-align: left\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/kids421.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2053\" title=\"kids42\" src=\"http://ww2.kqed.org/education/files/2012/04/kids42-768x1024.jpg\" alt=\"\" width=\"518\" height=\"687\">\u003c/a>I anticipated having maybe 12 students and I got 23, with more wanting to sign up. There are so many students that can play an instrument and/or sing nowadays that I underestimated the turnout. Our school is small so we don’t have marching bands or school bands for the students to play in. The music production class had students create their own group or band, or they could work alone. Most of what we ended up recording was original work, others used backtracks, and some played covers of familiar songs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F41961696&auto_play=false&show_artwork=false&color=8e88fc\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>The format for the day was for everyone to meet at 9:00 in a classroom and organize the day. I was lucky to have the help of Florence (French Teacher) & Colin (Humanities); together we would make waffles, pancakes, crepes, and hot chocolate almost every morning to get the students ready to go. The students would decide on a time slot that they would come to the studio and record. On the board I had a chart with 45 minute slots and the students would work it out for themselves, as long as I got everyone to record every day. We had rooms open for them to practice, sort out ideas, write songs, and so on. The theater was open for the larger, louder groups, and they could sit outside if they were quiet. The other condition for the class was that the students had to produce at least one song, and be musicians for others. I wanted them to act like studio musicians and help out other bands or individuals when they needed it. A list was posted with students and the instruments they played. This way they would circulate & mix it up a little bit. If they didn’t mix it up, then I would assign the students into groups of 3 that I made up, and have them produce a 15-30 second jingle about the Dream Box Studio.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F41961861&auto_play=false&show_artwork=false&color=f488fc\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>This class was so much fun, it amazed me. We ended up with 15 songs, and a bunch of jingles. The students said it was more exciting than they had expected. They were surprised at how fast the time went by, they met new friends, they were comfortable in the studio and were eager to get back and record some more. They learned how to record themselves, edit, and got a sense of the whole process of producing a song. Now that the Intersession is over, I have students coming in whenever they have a free moment just to play or tinker with a song. They bring their friends and help others discover the studio too. I hope to do this again next year, it was the best class in the world.\u003c/p>\n\u003cp>\u003cem>Thanks, Matt, for taking the time to share this story and your students’ music! We’re big fans. Teachers, have you taught music production at your school? Leave a comment or link to your students’ music below.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Photos by Matt Koons\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/2042/music-production-in-the-classroom","authors":["5254"],"categories":["education_3"],"tags":["education_581","education_784","education_877","education_3380"],"featImg":"education_2058","label":"education"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":13},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. 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