TST BOCES Artist/Vendor Catalog

JavaScript isn't enabled in your browser, so this file can't be opened. Enable and reload.

This form will allow BOCES to inventory artists/consultants and vendors for our region.

Information from this form will be compiled and uploaded to an artist registry or catalogue.

Information on the New York State Modules and the CCLS can be found in our Cooperative Enrichment Guide to Services. This guide can be found on our Cooperative Enrichment web page at: http://tstboces.org/instructional-services/cooperative-enrichment/. All modules for all grade levels and resources for finding out more about the CCLS are linked in this document.

Artist/Vendor Name *

Artist Organization

Phone Number *

optional

Email Address *

Website

Program Title

Select descriptors of program

Performance

Workshop

Residency

Field Trip

Video Conference

In-School enrichment

Arts Integration

Environmental Education

Speaker

Demonstration

Character Education

Historian

Virtual Offering

Length of program

Grade Level(s)

PreK

multi-age

elementary school

middle school

high school

adult

professional development

Audience attendance limit

Cost

List costs for single or multiple performances or artist fee per hour. i.e. single assembly $200 or artist fee $45 per hour/session, etc.

Performance Genre

Choose all that apply

Author

Dance

Media Arts

Music

Drama

Visual Arts

Theatre

Magic

Mime

Puppetry

Storytelling

Health

Substance Abuse

Character Development

Character Education

Youth Development

Science

Social Studies

Speaker

Historian

Language

Professional Development

PBIS

Poetry/Slam/Spoken Word

Technology

Social-Emotional Learning (SEL)

Other:

Choose NCCAS (Arts Standards) anchor standards that apply *

If you would like to include specific NCCAS, use the other option.

1. Generate and conceptualize artistic ideas and work.

2. Organize and develop artistic ideas and work.

3. Refine and complete artistic work.

4. Analyze, interpret, and select artistic work for presentation.

5. Develop and refine artistic work for presentation.

6. Convey meaning through the presentation of artistic work.

7. Perceive and analyze artistic work.

8. Interpret intent and meaning in artistic work.

9. Apply criteria to evaluate artistic work.

10. Synthesize and relate knowledge and personal experiences to make art.

11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Other:

Required

Choose Next Generation Science Standards that apply (included below are framework anchors and crosscutting concept anchors)

If you would like to include specific NGSS, use the other option

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations and designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

1. Patterns

2. Cause and Effect

3. Scale, Proportion, and Quantity

4. Systems and System Models

5. Energy and Matter in Systems

6. Structure and Function

7. Stability and Change of Systems

Other:

Choose CCLS for ELA that apply

If you would like to include specific CCLS, use the other option.

1. Participate (initiate at higher grade levels) in collaborative conversations with diverse partners about grade level specific topics and texts with peers and adults in small and larger groups.

2. Confirm (integrate at higher grade levels) understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

3. Ask (at higher levels evaluate) and answer questions in order to seek help, get information, or clarify something that is not understood.

4. Report (present at higher levels) on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

5. Add (use strategically at higher levels) audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Other:

Choose CCLS for Math that apply

If you would like to include specific CCLS, use the other option.

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Other:

Choose CCLS for Social Studies that apply

If you would like to include specific Social Studies standards, use the other option.

1. Ask, develop, design, and frame questions about events and the world in which we live.

2. Recognize, use, and analyze different forms of evidence used to make meaning in social studies (including sources such as art and photographs, artifacts, oral histories, maps, and graphs).

3. Identify, analyze, and explain creation and/or authorship, purpose, and format for evidence; where appropriate, identify point of view.

4. Identify arguments of others. Deconstruct and construct plausible and persuasive arguments in higher grade levels.

5. Identify inferences. Create meaningful and persuasive understandings of the past and draw connections to the present in higher grade levels.

6. Create an understanding of the past by using primary and secondary sources.

7. Demonstrate respect for the rights of others in discussions and classroom debates, regardless of whether one agrees with the other viewpoints.

8. Participate in activities that focus on a classroom, school, community, state, national, or global issue or problem.

9. Identify different types of political systems used at various times in New York State history and, where appropriate, United States history.

10. Identify opportunities for and the role of the individual in social and political participation in the school, local, and/or state community. Explain differing philosophies of social and political participation in the higher grade levels.

11. Show respect in issues involving differences and conflict; participate in negotiating and compromising in the resolution of differences and conflict.

12. Identify situations in which social actions are required and suggest solutions.

13. Identify people in positions of power and how they can influence people’s rights and freedom.

14. Identify rights and responsibilities as a citizen of your community and state. Fulfill social and political responsibilities associated with citizenship in a democratic society in the higher grade levels.

Other:

Is your program available VIRTUALLY?

Yes

Other:

Clear selection

Program Description

Please describe your program. If you have more than one program or service that you offer, please fill out duplicate forms, one for each service or program.

Terms of Agreement

By selecting "YES" below, you agree to be listed in the TST BOCES artist/vendor registry. Information you provide in this form will be made public and may be accessed by school districts in our region.

YES

Clear selection

Submit

Clear form

Never submit passwords through Google Forms.

This form was created inside of Tompkins-Seneca-Tioga BOCES. Report Abuse

Forms