Arts in Schools Collaborative

“The form 990 was prepared by independent accountants. The form 990 is reviewed by the executive director and board chair and then the entire board prior to submission.”

“Each board member and the executive director completes a d&o disclosure statement annually. Additionally, potential conflicts are consistently discussed throughout the year.”

“The executive director is paid by musicopia, inc. Arts in schools collaborative reimburses musicopia for this expense based on the board approved affiiliation agreement.compensation for the executive director is determined by the executive committee based on the review of compensation from comparable organizations. The executive director is not a voting member of the board and does not participate in those deliberations.”

“The salary of the president, who is also the executive director, is determined by the executive committee based on review of compensation from comparable organizations. The president/executive director is paid by musicopia, inc. Arts in schools collaborative reimburses musicopia for this expense based on the board approved affiiliation agreement. The president is nonvoting and does not participate in those deliberations. No other officers are compensated.”

“Governing documents are available for public inspection, by appointment, during regular business hours. In addition, financial statements are available via guidestar, www.guidestar.org and the foundation directory online, fconline.foundationcenter.org/”

“The mission of the program is to foster self-esteem, social awareness and joy in children by providing the opportunity to learn and perform social dance. In the 2020-21 school year, dcp brought 706 ballroom, hip-hop, latin, and k-pop residency and assembly sessions to 39 locations serving 3,408 students. The flagship dcp ballroom dance residency is structured around 10-week semesters, with classes taking place twice weekly, with all fifth or eighth grade students and classroom teachers required to participate. The dcp program brings a proven curriculum - also known as the dulaine method - directly to the classroom and serves children who reflect the demographic of the region as a whole. In november 2020, dcp began offering the homeroom edition virtual residency. Delivered via video conferencing, live instructional sessions alternated with video sessions, in which the entire class watched original videos with dcp teaching artists offering verbal instruction and check-ins in real-time on a variety of ballroom dances including foxtrot, rumba, swing, tango, waltz, and merengue. Throughout the residencies, students were asked to journal, write poems, draw, and reflect about the specific dances. These reflections encouraged self-expression and promoted creative and imaginative ways for the students to enter the spirit and cultural history of the dances. At the conclusion of in-school residencies, students invited their families, friends, and caretakers into the virtual ballroom to reflect on their experiences, share their artwork and poetry, and demonstrate their new dance moves. In 2020-21, 17 schools, including three special needs schools, held live virtual culminating events, sharing performances with school communities through videos, broadcast of performances from classrooms, and live video conferencing. In the 2020-21 school year, dcp also broadened its school-based dance offerings to include not only a wider range of dance styles, but also a wider range of students. Students in 3rd through 12th grades can now participate in a latin dance (merengue, rumba, salsa, chacha), hip-hop, or k-pop assembly, classroom residency, or after school dance club. New social and emotional learning workshops for teachers allowed educators to experience a variety of techniques and tools to bring to their classrooms. Dcp worked with several special needs schools to serve students with cognitive, sensory, mobility, psychological, and developmental disabilities. Dcp is committed to teaching the whole student and believes that every child deserves to find joy, respect, and a safe space at school. Dancing classrooms' methodology focuses on using rigorous and joyful social dance as a vehicle to enhance students' mental and emotional well-being through opportunities for improved decision-making, goal-setting, communication, relationship-building, identifying and managing emotions, self-motivation and reflection. Through our social dance instruction, we help to improve the climate of school communities across the philadelphia region by building confidence in students, breaking down social barriers, and inspiring respect for all individuals.”