Press

These clippings will give you a peek into the history of Troubadour’s mission and accomplishments with bringing literacy and the arts to schools.

 

Get Ready for Boston – A 50 Composition Project Sings the Praises of Neighborhoods

Judith Steinbergh and Victor Cockburn, together with Geoffrey Dana Hicks, produce “Get Ready for Boston”, a 50-piece project of neighborhood songs written by people from those neighborhoods. They are joined by friends from all over Boston, from poets to merengue bands. Promoting outreach and curiosity, they help children and families learn a little bit about their city.

 

An Epiphany Moves an Artist & Teaching the Power of Song

Judith Steinbergh joins Runkle Elementary School as its poet-in-residence with the goal of integrating poetry into the curriculum, including science and social studies. Victor Cockburn works with empowering children through songwriting, bringing out the creativity and expressiveness possible in multicultural classrooms. Together they collaborate on Talking Stone Productions, producing CDs and tapes for educational publishers.

 

Playing their own Tune: Troubadour supports students with Song

Troubadour uses the Literacy Through Writing and Song programs to bring arts into education while serving the Massachusetts curriculum frameworks and Common Core. Through poetry and verse, Victor Cockburn shows how creative writing not only aids the teaching of literacy, but inspires and empowers children to greater academic achievement. They reach underserved students, such as the students of the Murkland School in Lowell, and their work improves MCAS scores up to 22 points.

 

Sing a Song of Fables: Connecting Songwriting and Language Arts

What is the value of music as a learning tool? How can teachers integrate singing and songwriting into their curriculum while teaching to the Language Arts Standards? Integrating music can not only engage students through a different approach to learning, it can completely change the atmosphere of a classroom. For students that have difficulty expressing themselves through language, these activities can give them an alternative means to success.

Site by Marlena Hubley at marlena.hubley@sloan.mit.edu.