Arts in Education Grant Writing Tips

*******First******* 
Read the Guidelines
 in the Grants and Services Book !

  Familiarize yourself with what kinds of things are eligible. Develop a project that is within the guidelines. Don't waste your time writing a grant for a project that is not eligible. Contact the arts staff to discuss your project if you aren't sure.  

•	Always clearly explain what you want funded in the first sentence of your narrative. The review panel reads all the grants and they don't have time to dig for answers.

We are requesting artist fees and expenses for All Dance/All Sing, a six-month project that will provide quality dance and vocal music instruction for students from all four county middle schools. The initial phase will include Dance and Music I and II; upon successful implementation, it will be expanded to III and IV in subsequent years.

If you have several phases to the project and you think it is important to show how this phase ties in with the big picture then talk about it but make it very clear which phase you are asking to be funded. 

•	Continue brief clarification in next several sentences.

Instruction will be provided at the Martha Newman High School campus. This grant would provide three Artists in Residence. Each artist will provide twelve hands-on workshops (2 per month). (See attached schedule) These workshops will enhance and support the fine arts curriculum in our school. 

You might go on to give a brief background of your school’s arts programming, the             community, the lack of funding for arts, the cuts to the art programs, the lack of arts opportunities in the community, etc. Anything that lets the panel reviewers know more. about who you are, the students, the need. 

•	Always clearly explain what you want funded in the first sentence of your narrative. The review panel reads all the grants and they don't have time to dig for answers.

We are requesting artist fees and expenses for All Dance/All Sing, a six-month project that will provide quality dance and vocal music instruction for students from all four county middle schools. The initial phase will include Dance and Music I and II; upon successful implementation, it will be expanded to III and IV in subsequent years.

If you have several phases to the project and you think it is important to show how this phase ties in with the big picture, make it very clear which phase you are asking to be funded. The above example does this well.

•	Continue brief clarification in next several sentences.

Instruction will be provided at the Martha Newman High School campus. This grant would provide three Artists in Residence. Each artist will provide twelve hands-on workshops (2 per month). (See attached schedule) These workshops will enhance and support the fine arts curriculum in our school. 

You might go on to give a brief background of your school’s arts programming, the             community, the lack of funding for arts, the cuts to the art programs, the lack of arts opportunities in the community, etc. Anything that lets the panel reviewers know more about who you are, the students, the need. 

•	Artist selection should explain why you chose the artist(s) and how they can successfully carry out the goals of your project. 

Don’t assume that the panelists will know your school, local arts organization, or community. Don’t assume that the panelists will know the artist either. No matter how world-renowned you think they are your proposal should always give good background information on the artist(s). 

•	Describe your planning process. Tell us who is involved and what their roles are. 

The partnership between teacher and teaching artist is what makes a project successful.
If there are other teachers, parents, school administrators and arts organizations involved……
THAT’S EVEN BETTER!

•	Think Collaboration!  (even if it's not financial)
Work with other arts teachers at your school, teachers in other fields at your school – cross curriculum is even better, community groups, arts organizations, PTO's, local businesses.

•	Goals and objectives should be reasonable, accomplishable, and measurable.

There is not a magic number of correct goals and objectives. We would rather see a few well-described realistic ones than 10 impossible ones. We are not necessarily impressed with quantity! Organizational/school goals are important and should be included if applicable but student learning should be the priority. 

Good example:

  1.  Create an interdisciplinary project based on a theme identified by the student,
   including dance and two other disciplines.    
  2.  Engage students in multi-cultural learning experiences.
  3.  Provide a unique alternative setting in which students can develop social skills. 

This applicant goes on to explain how each of these addresses the student learning at their school. 

Too much…..

10.	To be able to identify and demonstrate movement elements and skills
         in performing dance.         
     9.	To demonstrate and understand dance in various cultures and historical periods.
  8.   To participate in the choral performance of foreign language songs.
7.	 To formulate and answer questions about how movement choices communicate 
      abstract ideas in dance.
6.	To demonstrate and explain how skills developed in dance enhance present and 
future goals.
5.	To report in prose or pictorial form the development and use of the instruments
      throughout American history.   
4.	To research the social and aesthetic impact of underrepresented theatre and film
artists.
     3. 	To solve the hunger problems of the world
     2.	To find a cure for the common cold.
1.	To bring about world peace in two one hour sessions.

•	The project should be thoroughly planned before you sit down to write the application. 

We want to know specifically what you are going to do, when you are going to do it, who is going to do it, what preparation and follow-up for students will occur? What will your students learn?  We need to know that you have thought this through and it is really going to happen. 

•	Always remember that all the members of the grant review panel do not necessarily have a background in education. The panel is made up of artists and staff from arts organizations in addition to educators and school/county administrators. 

CSO is a foreign language term for those outside the field; take time to explain what they are and why you are using the specific ones.  Listing pages of numbers without explanation and discussion in reference to your specific project is a waste of your time, and the panelist’s time. There is not a right number of CSO’s to address for this grant proposal. Chose something realistic and manageable. 

The following excerpt is a good example. This proposal had three different projects with different artists incorporating different arts disciplines. Each project was addressed in this way. This is a tiny section. 

The teachers and the teaching artists worked together to identify CSO’s specific to the students' age, skill level, and background knowledge. 

Reading/Language Arts		Social Studies		Music

RLA.K.2.3				SS.K.5.2			GM.K1.5
(methods of self-expression)		(cultural differences)	(rhythmic patterns)
RLA.K.3.1				SS.K.5.4			GM.K.1.6
(repeated patterns in songs		(explore traditions		(steady beat)
and stories)				through songs)

“This project connects with the entire Kindergarten – 12 curricula because experiences with the arts enhance what is already being taught throughout the curriculum. The rhythmic patterns in the elementary programs enhance and complement the basic reading instruction aimed at helping children “break the phonetic code” that unlocks written language. Reading comprehension and speaking and writing skills are improved with the story telling and drama addressed.”

•	Give some serious thought to explaining your method of evaluation and include a copy of your evaluation tool.  Consider:
the degree to which targeted learning objectives were met
	the impact of the project on students and teachers
	the quality and effectiveness of the artist
	the successful coordination and administration of the project

Weak example:  Surveys will be distributed. The smiling faces of the students 
will be our best evaluation. If anyone signs up next year we will know it is a success. 

Better example: Participants, parents, artists and teachers will complete questionnaires (see attachment B) designed to gather information about the types of course offerings desired, how effective the instructors were, and efficient scheduling. Student learning will be assessed through a series of pre/post tests and portfolio work. A rubric will be used and it is included with this proposal.  A special evaluation meeting will be held with the Happy County schools with the teachers and the artists at the conclusion of the last session.  In short, we will identify what worked, what did not, and how to best improve the program.

The final report should include the results of the evaluation and a summarized account of the evaluation meeting.  

Other suggestions for documenting and assessing:  Photos taken during the session, student artwork or written works, student portfolios, student journals. 

•	The WV Division of Culture and History/WV Commission on the Arts are committed to arts participation by everyone. To be considered for funding you must address diversity and accessibility thoroughly whether you have a student with the particular disability listed or not and it’s the law!

Not acceptable example:

All schools are ADA compliant. We have a ramp out back. We don’t have any one in our school who is blind, deaf, or retarded. We have one wheelchair bound student. 

Better example:

Our school has accessible parking, ramped entrance, and restrooms. The auditorium has wheel chair seating capabilities. When actor/musician Elvis comes to our school we will make large print programs and also have someone talk about the program and song selections. During the dramatic readings Elvis has prepared we will have a sign language interpreter present. Students with learning disabilities will have an opportunity to read the words to his songs and the readings prior to the performance. Lisa Marie, with the help of Elvis, will provide study guides appropriate to the students learning level and learning style. 

•	Do not use a boilerplate pre written grant proposal written by the artist. 
By all means, work in partnership with the artist but you should both have a hand in planning and implementing the project and writing the proposal.  Each application should be written to meet the proposed arts experience and curriculum needs in your school system. How does the project benefit your school and your students?

•	Don't use buzzwords. (see previous mention of buzzwords) When it is necessary, explain them.

•	You don't have to write an opus but thoroughly concisely explain your project.  You don’t get extra points for fitting it all on one page!

•	Passion for your project is good but it will not cover up incomplete forms or jumbled thoughts.

•	Start early. Give yourself time to develop a project and write the grant proposal. Give yourself time to put the grant away and look at it again later to see if it says what you want it to say. Ask others to read it and give you input.
•	Contact me! I will be glad to get out my red pen and make suggestions on your draft. I encourage you to send me a draft. First come first serve basis. The closer to the deadline you get the less chance you will have of getting feedback. You can do this via email martha.newman@wvculture.org, fax (304/558-3560) or real mail. Email is the easiest way for us to communicate and for you to get feedback.  Telephone: 304/558-0240, ext.145 (Voice) 304/558-3562 (TDD). 

•	Make yourself several copies of the grant application before you start.

3	Read the instructions. Use the checklist.
3	Dot every "i" and cross every "t". 
3	If we ask the question we’re serious - we want to know the answer! Complete all applicable information. 
3	Answer the questions asked in the format and order provided.
3	If requesting funding for materials include the itemized costs of materials.
3	Make sure signed contracts and resumes are included and complete. 
3	The deadline is March 1st.  Make sure all required supplemental materials are included with your proposal. Sending late materials will result in lower scoring. 
3	Read the instructions again. Use the checklist.
3	Don't make up dates and times of your project. Make all information "real".
3	Include other information that will make your application stronger. For example:
      pre/post tests, evaluation tools, newspaper clippings, photos, lesson plans,
      workbooks. 

•	The Overall Appearance and Organization Counts!  

Worthwhile projects may not be considered for funding when the paperwork is not given equal attention. 
	If you find yourself making lots of typos, try again.  
If you spill your morning coffee on it, try again.
If you have used 1/2 bottle of white out……you get the picture!

Please understand that the WVCA doesn’t require all this information because they want you to jump through hoops or because they are just mean! We report not only to the National Endowment for the Arts and the WV State Legislature but to the citizens of WV – this is public money. There isn’t enough of it and we can’t fund every proposal. We have to make sure that we are funding quality arts programs.

If your application is funded:

*Your award letter and contract will be mailed in early July. It will be mailed to the person who signed the application to the legal address listed on the application. Follow-up with your principal and make sure it gets signed and sent back to my office. 

*Follow up with the artist. 

*If you have to change the date, location or time of your project you must to send a written request to do so prior to the event to: Richard Ressmeyer, Director, Arts Section at the Division of Culture and History.

*Complete your final report and mail it to us in a timely manner. Really tell us about how the project went. Include pictures, articles, student comments. 

Arts Grants are very competitive.
DON’T LET THAT DETER YOU.
You may not receive funding the 1st time or every time.
DON’T LET THAT DETER YOU.
It takes time and energy that you don’t always have.
DON’T LET THAT DETER YOU

Remember arts staff are always a phone call or email away if you have questions.