FY2010

ARTS CURRICULUM ENHANCEMENT

(ACE) GRANT
GRANT FORM & LEGAL ASSURANCE
INSTRUCTIONS: Download these Forms to your computer. Fill in the required information. Save the completed
version. Attach the Forms and Checklist to your Application Narrative by following instructions specific to your
computers operating system: Windows XP and earlier: 1) Open your completed Grant Application Narrative, 2)
Click to insert the cursor at the beginning of the document, 3) Create a hard page break (Ctrl + Enter), 4) On the
Insert menu, click Insert File, 5) In the File name box, enter the name of the file you want to insert, or browse to
locate this file then click Insert, 6) Save and upload to the e-GRANT SYSTEM. Windows Vista: 1) Open your
completed Grant Application Narrative, 2) Click to insert the cursor at the beginning of the document, 3) On the
Insert tab, in the Pages group, click Blank Page, 4) On the Insert tab, in the Text group, click the arrow next to
Object, and then click Text from File, 5) In the Insert File dialog box, locate this file, then double-click it, 6) Save
and upload to the e-GRANT SYSTEM.

Applicant Organization
School System/School or Organization Name legal: Monroe Area High School
Organization Name DBA:
Applicant Contact Person
Name:

Janet.rutherford@walton.k12.ga.us

E-mail:

Phone:

678-793-8789

Legal Assurances
This application requires two different signatures by the school system/school or organizations leadership in blue ink.
The individuals signing this application must receive mail at different addresses. With their signatures, each affirms:

I certify that the information in this application is true and correct to the best of my knowledge. I
understand that the application and all budget breakdowns, salary listings, and all other required
application attachments are public record and open to public inspection.
Principal, Board President or Board Chair
Name: Seabrook Royal
E-mail:Seabrook.royal@walton.k12.ga.us
Mailing Address: 300 Double Church Springs Road
Signature*:

Title: Principal
Phone: 770-266-4599
City: Monroe

Zip:

30656

Seabrook Royal

Superintendent, Highest Ranking Executive Staff or Highest Ranking Corporate Official

Name:

Gary Hobbs

E-mail: ghobbs@walton.k12.ga.us
Mailing Address: 200 Double Springs Church Road

Signature*:

Title:

Superintendent

Phone: 770-266-4520
City: Monroe

Zip: 30656

Gary Hobbs

* GCA will accept either an electronic signature or type a back slash (\) followed by Legal Name
Contact Debora Ott, Arts Education Program Manager: dott@gaarts.org or 404-685-2795.
The Instructions & Forms may be accessed via the GCA website: www.gaarts.org.

ACE Grant Narrative: Monroe Area High School: Page 1

FY2010
ARTS CURRICULUM ENHANCEMENT
(ACE) GRANT
ARTS EDUCATION BUDGET FORM
Note: Not all lines require an entry. Specific instructions can be found on page 7 of the ACE Application Instructions.

Project Expense
Expense

1. GCA-Certified Teaching Artist

2. GCA-Certified Arts Education
Consultant
3. Other Arts Professionals
4. Travel Expense/Reimbursements
for TAB and/or AECB Subcontractors:

5.
6.
7.
8.
9.
10.

Meals
Accommodations
Mileage Reimbursement
Art & Teaching Supplies
(Attach Breakdowns)
Field Trip Travel
Admission: Performances &
Exhibitions
Tuition (Professional Development)
Other (Attach Breakdowns)
TOTAL EXPENSE (Add 1-9)

GCA Grant

Other Sources

Total

$2,175
$1,400

$1,575
$0

$ 3,750
$ 1,400

$0

$0

$0

$0

$0
$0
$0
$ 300

$0
$0
$0
$ 300

$ 300
$1,125

$
$

$ 300
$ 1,125

$
$
$5,000

$3,000
$ 500
$5,375

$ 3,000
$ 500
$10,375

Project Income
Total

11. Applicant Cash: School/School

System, Discretionary Funds,
nonprofits cash reserves or current
years budget
12. Community Support: Cash
contributions from Local Business,
Nonprofits, PTA/PTO or Booster
Clubs
13. Foundation
14. Corporation
15. Government Support: Grants from
federal, state (other than GCA), or
local government agencies
16. In-Kind Support: Materials
provided by local supporters
17. Other
18. GCA Request
19. TOTAL INCOME (Add 11-18)

$0

Attach Breakdown

$ 5,375

Attach Breakdown
Attach Breakdown
Attach Breakdown

$0
$0
$0

Attach Breakdown

$0

Attach Breakdown

$0
$ 5,000
$10,375

Contact Debora Ott, Arts Education Program Manager: dott@gaarts.org or 404-685-2795.

The Instructions & Forms may be accessed via the GCA website: www.gaarts.org.

ACE Grant Narrative: Monroe Area High School: Page

1.

Project Description:
a.
Briefly describe the ACE project request and include:
The name of the school or nonprofit organization:
The number of students who will be reached directly and indirectly through the project:
The grade level(s) that will be the focus of the project 9-12
The core curriculum subjects (i.e. language arts, math, science and, artistic discipline(s)
(i.e. theatre, dance, visual arts) that will be integrated:
The applicant is applying for the ACE grant on behalf of Monroe Area High School.
Approximately 90 ninth and tenth grade language arts students (three classes) will benefit
from the project. The subjects that will be integrated are language arts and drama.
The ACE grant will help fund our three-year partnership with the Alliance Theatre
Institute for Educators and Teaching Artists. The mission of the Institute is to connect
the artistic work of the Alliance Theatre with the lives of young people through
professional learning for teachers and teaching artists, and through learning experiences
in drama/theatre for students. The grant will help cover the costs required to hire a
teaching artist, pay for students admission to an Alliance Theatre performance, and pay
for transportation to the Alliance Theatre and back to the school.

LIST GPS TO BE IMPACTED HERE

English Standards:
ELAALRL1
The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery,
point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts
representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography],
and drama) and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the structures and elements of American
fiction and provides evidence from the text to support understanding the student:
a. Locates and analyzes such elements in fiction as language and style, character development, point
of view, irony, and structures (i.e., chronological, in medias res, flashback, frame narrative,
epistolary narrative) in works of American fiction from different time periods.
b. Identifies and analyzes patterns of imagery or symbolism.
c. Relates identified elements in fiction to theme or underlying meaning.
d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in
fiction for rhetorical and aesthetic purposes.
e. Analyzes the influence of mythic, traditional, or classical literature on American literature.
f. Traces the history of the development of American fiction.
The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of
nonfiction and/or informational materials and provides evidence from the text to support understanding
the student:
a. Analyzes and explains the structures and elements of nonfiction works of American literature such
as letters, journals and diaries, speeches, and essays.
b. Analyzes and evaluates the logic and use of evidence in an authors argument.
c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and
rhetorical strategies for specific purposes in nonfiction works.
ACE Grant Narrative: Monroe Area High School: Page 7

The student identifies and analyzes elements of poetry from various periods of American literature and
provides evidence from the text to support understanding the student:
a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound,
form, figurative language, and structure of poems as these elements relate to meaning.
b. Analyzes and evaluates the effects of diction and imagery (i.e., controlling images, figurative
language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate
to underlying meaning.
c. Traces the historical development of poetic styles and forms in American literature.
The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of
dramatic American literature and provides evidence from the text to support understanding the student:
a. Identifies and analyzes types of dramatic literature (i.e., political drama, modern drama, theatre of
the absurd).
b. Analyzes the characters, structures, and themes of dramatic literature.
c. Identifies and analyzes dramatic elements, (i.e., stage directions, fourth wall, expressionism,
minimalism, dramatic irony).
d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic
literature.
ELAALRL2
The student identifies, analyzes, and applies knowledge of theme in a work of American literature and
provides evidence from the work to support understanding. The student
a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal
view or comment on life or society and provides support from the text for the identified theme.
b. Evaluates the way an authors choice of words advances the theme or purpose of the work.
c. Applies knowledge of the concept that a text can contain more than one theme.
d. Analyzes and compares texts that express universal themes characteristic of American literature
across time and genre (i.e., American individualism, the American dream, cultural diversity, and
tolerance) and provides support from the texts for the identified themes.
ELA10LSV1
The student participates in student-to-teacher, student-to-student, and group verbal interactions. The
student
a. Initiates new topics in addition to responding to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Actively solicits another persons comments or opinion.
e. Offers own opinion forcefully without domineering.
f. Contributes voluntarily and responds directly when solicited by teacher or discussion leader.
g. Gives reasons in support of opinions expressed.
h. Clarifies, illustrates, or expands on a response when asked to do so asks classmates for similar
expansions.
i. Employs group decision-making techniques such as brainstorming or a problem-solving sequence
(i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution,
implements solution, evaluates solution).
j. Divides labor so as to achieve the overall group goal efficiently.
Theater QCCs:
NA-T.9-12.1 Script Writing by Planning and Recording Improvisations Based on Personal Experience
and Heritage, Imagination, Literature, and History.

NA-T.9-12.2 Acting by Assuming Roles and Interacting in Improvisation

ACE Grant Narrative: Monroe Area High School: Page

NA-T.9-12.4 Directing by Planning Classroom Dramatizations

1.

Project Description (Continued)

b.

Demographics & History (all applicants)

I.
Provide demographic data (i.e. population size, socioeconomic data,
urban/suburban/rural) for the community served by the school.
Monroe Area High School is located in Monroe, Georgia, the county seat of Walton
County. Monroe is a small town on the outskirts of Metro Atlanta. The following data are
provided by the 2000 census:

General Characteristics
Total population
Male
Female
Median age (years)
Under 5 years
18 years and over
65 years and over
One race
White
Black or African American
American Indian and Alaska Native
Asian
Native Hawaiian and Other Pacific Islander
Some other race
Two or more races
Hispanic or Latino (of any race)
Household population
Group quarters population
Average household size
Average family size

Education
Population 25 years and over
High school graduate or higher
Bachelor's degree or higher

ACE Grant Narrative: Monroe Area High School: Page

Number Percent
10,578
( X)
5,113
48.3
5,465
51.7
33.8
(X)
846
8.0
7,678
72.6
946
8.9
10,474
8,108
2,075
22
178
0
91
104

99.0
76.6
19.6
0.2
1.7
0.0
0.9
1.0

170

1.6

10,473
105

99.0
1.0

2.84
3.13

(X)
(X)

Number Percent
6,570
4,751
72.3
851
13.0

Economic Characteristics
In labor force (population 16 years and over)
Mean travel time to work in minutes (workers
16 years and older)
Median household income in 1999 (dollars)
Median family income in 1999 (dollars)
Per capita income in 1999 (dollars)
Families below poverty level
Individuals below poverty level

b.I.

Number Percent
5,224
67.9
36.5

(X)

47,281
52,424
20,294
208
821

(X)
(X)
(X)
7.1
8.2

Demographics & History (Continued)

II.

Provide a short history of the school, school district or nonprofit organizations

efforts to integrate the arts into the core curriculum, describing any highlights or
challenges in the past.
For the past two academic years (2007-2008 and 2008-2009) Monroe Area High
School has been a partner school with the Alliance Theatre. During the summer of
2007, the grant applicant attended the Summer Institute for Educators and was
introduced to the Alliance Theatres Collision Project, a process in which students
create their own interpretations of literature based on the themes extracted from
required texts.
The fall of 2007 a teaching artist from the Alliance worked with one class for five
sessions to understand an epic heros journey. Although experience was beneficial
to the students, that year the Collision model was not incorporated into the
lessons.
However, the summer of 2008 the grant applicant along with the drama teacher
attended the Summer Institute for Educators. During 2008s institute, participants
were introduced to more strategies that would allow the successful integration of
drama and the core curricula.
In the fall of 2008, the teaching artist visited two classes for five sessions each.
The artist and the grant applicant collaborated to create a unit that would allow
the students to truly collide with the literature through art, writing,
improvisation, and impromptu speaking.
In one lesson, students were given a list of themes and motifs to explore from the
texts. Students were placed in groups of four. Then they were asked to choose 3-5
words from reading that represents one of those themes. Once students chose their

ACE Grant Narrative: Monroe Area High School: Page

words, they developed one-minute skits incorporating their chosen words. In

another assignment, the students analyzed the mood created by the text and
created poems that represented the mood.
After completing a lesson on setting, students were asked to create a visual
representation of a scene from the novel Of Mice and Men. Once the drawings
were complete, students were asked to act out the scene, paying attention to the
details of the setting. Finally, as a culminating assessment for The Crucible,
students analyzed a character and created MySpace pages for their character, and
performed a one minute monologue for the character. Because these activities
allowed students to interact with the text, they students loved the experience!

ACE Grant Narrative: Monroe Area High School: Page

2.

Impact
a.
Describe the applicants current efforts toward arts education or artsineducation
curriculum development
The grant applicant has continued to refine and use collision strategies in her lessons.
For example, during the teaching artists visit last semester, students read Arthur Millers
The Crucible. As an alternative to the traditional character analysis paper, students were
instructed to draw a simulation of a MySpace page for a character from the play and to
create a one minute monologue for that character. This semester (spring 2009) the
assignment was refined to include technology. Students could choose between drawing
and using technology to create a PowerPoint simulation of a MySpace page for the
characters. In addition, students were encouraged to incorporate music and props into
their projects. Consequently, the assignment not only covered the standards but it also
provided an opportunity to reach several learning styles.
b.

Identify the overall project goals and objectives for curriculum development and the time
line for achieving them (Applicants are strongly encouraged to review GCAs Evaluation
Handbook prior to writing goals)
The ACE grant will help fund our three-year partnership with the Alliance Theatre
Institute for Educators and Teaching Artists. The mission of the Institute is to connect
the artistic work of the Alliance Theatre with the lives of young people through
professional learning for teachers and teaching artists, and through learning experiences
in drama/theatre for students. The goals and objectives for partner schools in the
Institute Program are:
Enhance student learning through theatre experiences.
Approximately 95% of student and teacher participants will attend an Alliance Theatre
play.
Approximately 95% of student and teachers will successfully complete ten residency
sessions
Provide opportunities for students to apply language arts skills through drama.
Approximately 95% of students will successfully complete drama lessons which require
application of skills in reading, writing, speaking and listening.
Provide professional learning in drama strategies for educators and artists.
100% of the teachers and teaching artists will attend either or both a five-day Summer
Seminar or a Saturday workshop on Drama/Theatre.
100% of the teachers will successfully assist the teaching artist to develop and implement
a Drama Unit Plan for the Residency.
Develop Units of Study in Theatre Arts K 12, based on the GPS in Language Arts
and Theatre Arts QCC
100% of teachers and artists will develop and implement 1 Unit of study using the
backwards design mandated by the Ga. DOE. Each unit will include a written student
assessment in Drama and other assessment tools (Included in the 2009 final report).

ACE Grant Narrative: Monroe Area High School: Page 7

Activities

Timeline

Participants

Artifacts

Evidence of
Impact

Summer Institute for

Educators

June
2009,2010, 2111

MAHS teachers

Evaluations,
hand-outs,

Teaching Artist
Residencies

September October
2009,2010,2011

Students,
teachers and
teaching artist

Culminating Project
for Semester I

November -December
2009,2010,2010

Students, parents
and community

Teacher
Continuation and
replication of
Collision Projects for
Semester II

Spring
2010,2011,2012

Teachers,
students, parents,
community

Unit plans,
lesson plans,
rubrics,
surveys,
interviews
Students
notes, written
assignments,
pictures,
videos
Unit plans,
lesson plans,
rubrics,
surveys,
interviews

Application of ideas
learned during the
institute.
Percentage of students
successfully completing
assignments and
activities.

Alliance Theatre
Field Trips

c.

Each semester for

academic years 20092010, 2010-2011,
2011-2012

Students and
teachers

Students
notes, written
assignments,
pictures,
videos
Play bills

Percentage of students
participating in the
culminating activity
Percentage of students
successfully completing
assignments and
activities.
Percentage of students
participating in the
culminating activity

Percentage of students
participating in the
activity and written
responses about the play.

Describe the ongoing evaluation methods the applicant will use to measure specific
outcomes based on overall project goals and objectives
Our school will be included in the Alliance Theatre Institute for Educators and Teaching
Artists annual comprehensive program evaluation carried out by Dr. Ann Kruger, Georgia
State University, and the outside evaluator for the Alliance Institute. The tools used
include teacher and teaching artists cross-referenced evaluations of the program and its
effects on student learning. In addition, student performance evaluations, rubrics, student
journals, and interviews will assist in the evaluation process
(Note: The 2008-09 Institute report will be included with the 2009-10 final report. The
yearly report is based on data collection and analysis for the previous year).

Impact (Continued)

ACE Grant Narrative: Monroe Area High School: Page

Below are two specific examples of how the goals enumerated in this grant application
will be evaluated.
Enhancement of student learning through theatre experiences
1. By the percentage of students and teachers in this program, who attend the Alliance
Student Matinee and
2. By the percentage of students and teachers in this program, who complete the ten
residency sessions.
Provide opportunities for students to apply language arts skills through drama.
1. By the percentage of students, who successfully complete drama lessons which
require application of skills in reading, writing, speaking and listening.
d.

Discuss the tools used and persons participating in the consultant evaluation.
The contact and classroom teacher, , will conduct the consultant evaluation using an
evaluation tool developed by Georgia State Universitys Ann Kruger.

ACE Grant Narrative: Monroe Area High School: Page

Project Team List: Attachment A

Role

Name

Position Title

Years In
Position
3

Grade Subject
Level
N/A
N/A

FT/PT

Planning
and
oversight

Dr. Seabrook Royal

Principal

Teacher, Literature
and Composition

9th and
10th

English/
Language
Arts

FT

N. Starr

Teacher, Drama

9-12

TBD

GCA Teaching
Artist
GCA Consultant

TBD

K-12

Drama

PT

K-12

Drama

PT

Contact and
Classroom
Teacher
Teaching
Artist
Consultant

Valetta Anderson

Additional Requirements: Monroe Area High School: Page 1

FT

Evaluation: Attachment B
Provide samples of evaluation and assessment instruments that will be used to measure project
outcomes. Teaching Artist Evaluation Pages 1 and 3:

Additional Requirements: Monroe Area High School: Page 2

Additional Requirements: Monroe Area High School: Page 3

FY2010
ARTS CURRICULUM ENHANCEMENT
(ACE) GRANT
GRANT APPLICATION CHECKLIST
Be sure to accomplish each item on this Checklist by the deadline.
Review FY2010 Application and Contract Compliance Guidelines
Complete the following in e-Grant, but do not submit until the entire Grant Proposal Package is ready for
electronic submission
Section I-III
Group the following elements, in the order presented, into the four (4) documents outlined below. Each of the four (4)
documents must be uploaded to the new e-GRANT SYSTEM prior to submission. All documents must be in MS Word,
Rich Text or MS Excel format.
Attachment A: Microsoft Word/Rich Text Documents
ACE Grant Form
Grant Narrative
Arts Education Budget Form
Project Team List
Evaluation Instrument Samples
Nonprofits and Private Schools Only: Board of Directors List with name, corporate/business/community
affiliation and title, mailing address, workday telephone, and ethnic demographic
ACE Grant Application Checklist
Attachment B: Microsoft Excel Documents
Budget Breakdowns for Expenses, Income, and In-Kind Support
Attachment C: Annual Registration (Nonprofits and Private Schools Only), attach from Secretary of State
website
Copy of Georgia Certificate of Incorporation Annual Registration
Attachment D: Compliance Documents
ADA Checklist (submit one ADA Checklist for each different venue used)
Note: Returning applicants that submitted an ADA Checklist(s) in FY08 or FY09 do not need to resubmit
unless there are any changes in their policies, practices, and programs OR they are adding new venues.
Copy of Applicants By-Laws (first-time applicants only)
Letter from Parent Organizations Board Chair authorizing applicants use of parent organizations 501(c)3
Federal Tax Exempt Status (only applicants using parent organizations 501(c)3 status)
Mail the following to GCA, 260 14th Street, Atlanta, GA 30309
Copy of Applicants Internal Revenue Services Letter authorizing 501(c) 3 Federal Tax Exempt Status (firsttime, Nonprofits and Private Schools Applicants Only only)
One set of required Support Materials with a one-page listing of all Support Materials enclosed
A self-addressed stamped envelope with proper postage, if applicant would like the Support Materials
returned
Contact Debora Ott, Arts Education Program Manager: dott@gaarts.org or 404-685-2795.
The Instructions & Forms may be accessed via the GCA website: www.gaarts.org.

ACE Grant Narrative: Monroe Area High School : Page 4