copyright © 1998-2007
Durham Arts Council, Inc.
120 Morris Street
Durham, NC 27701
919.560.ARTS

What is CAPS?
Creative Arts in the Public/Private Schools (CAPS), is dedicated to providing an easy-to-use and effective way for educators to integrate the arts into the curriculum. Primarily a partnership between Durham Arts Council and Durham Public Schools, this 30-year program places professional artists in public and private classrooms throughout Durham and Orange counties to provide creative and interactive residencies that teach core subjects (math, science, writing, social studies), character education and a variety of life skills through the arts. CAPS impacts the lives of thousands of students by enhancing their understanding of core subjects, as well as their self-esteem, confidence, and appreciation for the arts and different cultures

What is a residency?
In a residency the artist works with one classroom of students for multiple sessions over multiple days. Each session is approximately one hour a day. Residencies are usually 5 sessions over 5 days, although they range from 3-9 sessions over 3-9 days. In a residency, the artist blends his or her expertise into the school curriculum and engages the students with a variety of hands-on learning experiences. Up to 5 different classrooms can be scheduled in a day; often they are the different classes of the same grade level.

What is a workshop?
In a workshop the artist works with one classroom of students for a single session lasting approximately one hour. In a workshop, a facet of the artist’s expertise is blended into the curriculum and students are engaged in hands-on learning. Up to 5 different classrooms can be scheduled in a day; often they are the different classes of the same grade level.

What is a performance?
In a performance the artist performs for an audience composed of one to multiple classrooms for a single session lasting approximately one hour. Through the performance, the artist entertains, educates and broadens students’ horizons, some times cultivating active student participation. Multiple performances can be scheduled in a day.

How does CAPS work?

• DAC is responsible for the organization and management of the CAPS program. CAPS recruits and contracts artists and coordinates the CAPS programs with the artists, schools and community partners. DAC also seeks outside grants to provide low-cost programs to support schools with limited funds.
• Artists create, organize and provide pre-approved programs to schools and partners.
• Schools and partners request and schedule programs through DAC via an Order Form.
• CAPS coordinator informs the artist of request.
• Artist contacts lead educator to schedule a Teacher Orientation meeting for all teachers involved in the program.
• At the meeting, artist gives teachers a Learning Packet and discusses program dates and details.
• Artist provides program.
• DAC pays artist at the conclusion of program.
• Partner pays DAC the artist’s fee plus a commission equaling the CAPS Guidebook price.
• Partners pay with allocated budgeted funds or through fundraising of special funds.

What is the artist fee structure?
Artists are compensated according to a pre-set fee structure set by DAC. For residencies and workshops, artists are compensated for an orientation meeting, planning/production, hourly instruction and reimbursement for materials. For performances, artists are compensated in a flat fee negotiated between DAC and the artist.

Who should apply to become a CAPS Artist?
Any professional artist who has a passion for arts-in-education and wishes to share that passion and his/her expertise with students and teachers should apply to become a CAPS artist. Be sure you are able to make time in your schedule throughout the year to fulfill requests that may come in for your program.

What do I need to know about student needs as I design a CAPS Program?
Different children learn differently. Make sure to include the following elements in your program design for these populations.

• Young children and special needs students: hands-on activities; many short activities; some abstract as well as concrete thinking activities; simple explanation of activities; short directions (two steps at a time); exercises that emphasize expressing emotions and body language through movement.
• K-2nd grades: variety; movement; few, well-supervised small group activities.
• 3rd-5th grades: well-directed, specific small group activities; clear statements of goals and expectations.
• 6th-8th grades: in-depth topics; attention to detail.
• 9th-12th grades: independent work; partner collaboration; reflection on how the past affects our lives today; opportunities to understand and relate to the world outside their immediate culture or environment; writing assignments as extension activities after artist leaves.

What is a Learning Packet?
The CAPS Learning Packet contains resource materials to help teachers and students become more actively involved in your program. This material ensures understanding of what the program will entail, helping teachers prepare students for the artist’s visit and to reinforce aspects of the program after the artist has left. The Learning Packet is an excellent way to create an educational experience that weaves together creative teaching methods and relevant long-term learning.

Checklist for Learning Packet (make sure all materials are brief, clear and easy to understand):

• Preliminary information to help teacher prepare students for your arrival
• Timeline detailing every session of your program
• Instructions for room set-up, name tags, equipment, etc.
• Historical information about art forms or cultures you will discuss
• Vocabulary students will use during your program
• Follow-up hands-on activities aligned to grade level and student needs
• Resource list: books, video and/or bibliography
• Your biography, including photos, examples of your work or other relevant information for teachers to tell students about you and your art form
• Worksheets, reading materials or other materials that would enrich teachers’ and students’ experiences before, during and/or after the program.

What can I do to promote CAPS and my work as an artist?

• Distribute DAC’s CAPS Program Letter to Parents to inform them about your program. This letter is also a great communication tool in case students need to bring something from home or wear special clothing for the program.
• Add to your plans the creation of a keepsake for students, the classroom or the school.
• Introduce yourself to the school staff (principal, secretary, teachers) to let them know of the work you are doing and to invite them to come and observe your program.
• Encourage teachers to write a press release about your program to include in the school newspaper, newsletter, and/or bulletin boards.
• Encourage teachers to think of ways of extending the program beyond the classroom, for example, to create a “social” event for recognition of student work (exhibit at PTA meeting, a show at the media center, etc.)
• Send news clippings, photos, newsletters, videos or other publicity to DAC for future promotional use.