Cross-cultural Arts Exchange through Technology Project
1) Description
Using the IEEE classroom at the Posner Center for International Development as a venue for
sharing and learning, Cleo Parker Robinson (CPRD) Youth ensemble will be the mentors and
teachers for the Hope Online Learning Academy (HOPE) students as they engage in cultural
exchange with our Kenyan students. Kenyan students will also have mentors from
Technology Partnership (TP) secondary schools to guide their experience, and provide role
models for the outcomes we are seeking. Using dance and the arts as a catalyst, along with
guided reflection and reciprocal online pen pals, we hope to expand participants’ views
about technology, their own abilities, and the opportunities in the world outside their local
experience.
2) Goals and Objectives
The overarching goal of this pilot project is to afford opportunities for personal growth and
economic success to at-risk students of color in Denver and Kenya who are poor and
currently isolated from and marginalized by the dominant culture. We seek to open doors
for young people formerly left out of mainstream discourse and opportunity, both globally
and locally.
Three primary objectives for our participants underlay this pilot project:
1. Increase positive attitudes toward technology, global connections, and personal
potential.
2. Build confidence to participate in new activities such as global communication, crosscultural programs, and opportunities that lead to personal growth.
3. Pioneer the use of the Global classroom for cross cultural learning activities among
school kids in Denver and in Kenya.
Key indicators of success for this project demonstrated by our participants include:
1. Increased positive attitudes towards technology: willingness to use what they have
learned and try new technology.
2. Global connections: increased use of internet, and social media to access relationships
and information about the world.
3. Increased confidence, awareness of cultural identity, creativity and expression through
the arts. Active participation in each level of project active participation in each level of
project including dance exchanges, pen-pal activities, and self-reflection (activities will
increase in difficulty as project continues).
4. Increased awareness of other cultures: each group will be able to discuss their cultural
partners with cohorts in their own local community.
3) Description/scope of work
Context:
Technology skills and ability to access global connections are necessary for Kenya to become a
self-sufficient and sustainable society. Using technology to share something basic to Kenyan
life, such as dance and song, provides a strong motivation for participants to open their eyes
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and minds to the power of technology. Through connections made in this pilot project,
students from Kenya and those in the under-resourced communities of Denver can
understand the value of self-expression, cross- cultural relationships, and that their dreams
can be realized through collaboration and technology regardless of their circumstances.
HOPE ACC introduces dance, music, visual arts, drama/theatre and media arts, to at risk K-12
students, from HOPE. This collaboration with TP and students in Kenya will allow HOPE students to
discover similarities and differences with kids and adolescents from opposite sides of the world.
They will also experience first hand making global connections and friendships through technology
and the internet. This will broaden horizons for their career and life opportunities, that otherwise
might not be possible without technology.
CPRD celebrates the African diaspora across the world by honoring diversity and inclusiveness
throughout the global community. This project will empower our young, aspiring dancers to
become leaders within the context of this cultural exchange. They will serve as ambassadors for the
power of arts to change and enhance lives.
With funding from the International Collaboration Fund, TP, HOLA, and CPRD will collaborate
to:
1. Teach and learn dances from several cultures including tribal Kenyan and American
Hip Hop, among others, via web conference programs in the Global Classroom.
2. Support students in gaining technology and leadership skills as well as personal
confidence and greater opportunities for global communication.
3. Enhance written and oral communication skills through cross-cultural
connections via guided, online pen-pal activities.
4. Increase awareness and understanding of culture, one’s own and that of others.
5. Help populations who have been isolated by mainstream dominant culture
recognize their potential and power to follow their dreams and create a
meaningful life.
4) Values
Diversity: The participants in this project are from different cultural backgrounds, levels of
poverty, experience, and world views. Each group will have different roles in leadership and
learning as well as have an opportunity to switch those roles, thus trying on different cultural
“hats”. We focus on diversity through the dance exchange and pen-pal activities.
Appreciation for diverse cultures, identities, and forms of cultural expression are among our
goals.
5) Monitoring and Evaluation
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We will use focus groups to determine baseline attitudes and beliefs about technology, selfconfidence and cultural awareness of our participants. After the first two dance exchanges
and at the completion of the project, interviews and surveys will measure attitude and
behavioral changes relative to technology, self-confidence, and cultural awareness.
6) Timeline
There will be four dance exchanges throughout the 2016 project cycle. 1) Kenyans teach
HOPE a tribal dance, 2) HOPE students teach Kenyans a hip hop dance, 3) Cleo Parker
Robinson teaches both groups a dance that inspires positive values and enhanced selfworth, and 4) both groups design their own dance reflective of what they have learned
from the experience, to teach to the other group. We anticipate this project to take 12
months, including times off for vacations and time to learn, design, and practice the
dances to be shared. Throughout the 4 phases, our mentors will facilitate monthly, online
pen-pal exchanges about topics relevant to our objectives such as: the meaning of
cultural exchanges, self-confidence, identity, aspirations, and opportunities for personal
growth and success.
7) Sustainability
If this is a successful pilot, all three organizations have committed to share in follow-up
planning, fundraising, and implementation. Ideas we have discussed for subsequent years
include expansion to other cultural media such as spoken word and theater.
8) Budget
The three collaborating partners request $3000.00 for the pilot project.
ITEM
Time for technical training
for optimal use of the IEEE
classroom
COST
$100.00
NOTES
One time training for 3 project
leaders should suffice
Mentor selection and
training by lead directors
of each participating
organization.
Transportation to
and from Posner
Center for HOPE
student
participants
$200.00
May need to advertise in Kenya for
appropriate mentors and participants.
$100.00
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Time for dance instructors/
mentors from Denver and
Kenya to work with their
participants on dance,
creativity, pen-pal value
exchanges.
Upgrade technology in
Kenya
4 X $200 =
$800 for
dance
exchange
$800. for
pen pal
exchange
and interim
instruction
1000.
May be an after-school program with
costs for teacher time
Video camera, updated laptop(s) for
web-conference.
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