1. White Bear Lake Area Educational Foundation
Spring Brosious Grants
APPLICATION FORM
2002
Name of Applicant(s): Andrew Duckwall, Ellie VanGuilder,andMaurtaThompson
School / Subject/Grade Level: VadnaisHeightsElementary/Literacy/K-5
Numberof StudentsImpacted: 525 students
Work Phone: (651) 484-6971
Home Phone: (651) 484-6971
Email address(es): mrducky@qwest.net andjaduck@wbl.whitebear.k12.mn.us
ervang@wbl.whitebear.k12.mn.us
mlthom@wbl.whitebear.k12.mn.us
ProjectTitle: The Magic Egg
AmountRequested: $5000
Please attachan outline of yourgrantproposal answeringthe followingquestions:
1. Explainhowthisprojectwill enhancecurriculumorinstructioninyourclassroomorschool.
How will thisprojectenrichthe educationof yourstudents?
2. Describe yourproject. Include the timeline youare workingwith;the materialsyouwill be
purchasing;andthe curriculumor instructionareasthatwill be improved.
3. Explainwhatmethodsyouwill be usingtoevaluate yourproject.
4. Please provide anitemizedbudgetof how youwill be usingthe money youare requesting.
Rememberthatwe will notfundteacher/clerical stipendsortransportation. Also,youcan
spendthismoney throughoutthe 2002-2003 school year.
Grant Agreement
If I (we) receivedthisgrant,I(we) agree toprovide abrief writtenevaluationaftercompletionof the
project(includingphotosif available) tothe White BearLake Area Educational Foundation. I(we) would
alsoagree to presentthe projectoverview tothe White BearLake Area Educational Foundational Board
of Directors.
Signature (s): AndrewDuckwall, Ellie VanGuilder, MaurtaThompson

2. I herebycertifythatthisproposal supportsandenhancesthe curriculumorinstructionof taclassroom
or our school. I alsorecognize thatthe equipment/technology needsforthisprojectare compatible
withthe technologycapabilitiesinourbuildingatthe presenttime. I,therefore,recommendthis
proposal forconsideration.
Principal’ssignature Ms. TeresaDahlem Date April 19, 2002
PURPOSE:
Thisproposal is submittedbya cross-disciplinaryteamwhose purposewill be tobringalive andfocus
attentionof the VadnaisHeightsElementaryall-school theme,Literacy,forthe 2002-2003 school year.
Thisproject,throughan integratedartsproject,will buildfrom the individual tothe communitylevel a
unifyingcommitmenttoLiteracy. Thiswill be accomplishedthroughaschool wide (550students)
project,implemented inpartbyan artist inresidencyprojectthatwill resultinanew publicsculpture in
frontof VadnaisHeightsElementarySchool.
RATIONALE:
Firstof all,we wouldlike tostrengthenthe linkthatarthas on cognitive learning(especiallyliteracy).
Harvard University’sProjectZero(http://www.pzharvard.edu) ,whichhasdone extensiveresearchinto
the relationshipof artseducationandcognitive learning,hasconcludedafter34+ years of workthat the
arts have an undeniableacceleratingeffectoncognitivelearning,includingliteracy. Secondly,our
communitydoesnothave many,if any,examplesof publicart,and aftermeetingthe artistandseeing
hismodelsandpictures,aswell as,hearinghisconcepts,the Vadnaisstaff isgivingabigthumb’sup to
thisidea.
OBJECTIVES:
Vadnaisteachersare committedtorigorouslylinkingthisprojecttothe followingobjectivesof the
MinnesotaGraduationStandards(http://edstar.ncrel.org/mn/).
Arts andLiterature StandardsAreas:
LiteraryArts-Creative Writing
“If writingisthinkinganddiscoveryandorderandmeaning,itisalsoawe and reverence
and mysteryandmagic.” -Toni Morrison
LiteraryArts-Literature
“LiteraryArts use wordsand language imaginativelytoexplore,discoverandexpress
feelings,ideasandvaluesinpoetry,fiction,creativenon-fiction,drama,andother
creative writing.” -FrameworksforArtsCurriculumStrategies(FACS)

3. Visual Arts
“In the studyof visual arts,studentsare trainedinaestheticperceptionandlearnto
make choicesforusinga varietyof mediato create worksof visual art.”
-FrameworksforArtsCurriculumStrategies(FACS)
Literaryand Arts:CreationandPerformance
In visual artsand creative writing,astudentshall demonstrateunderstandingof the
elements,techniques,andprocessesof the selectedartformandhow worksof the art formare
structured’and,inthe art form,the studentsshall create…anoriginal artisticpresentation
includingasingle complex workormultipleworksthatdoesthe following:
 Demonstrateselementsandskillsof artform
 Demonstratesartisticdecisionstocommunicate intent
 Demonstratesasense of an artisticwhole
 Demonstratesaconsiderationof audience
 Uses multiplesourcesforcritique andfeedback
Literature andArts AnalysisandInterpretation
A studentshall demonstrate the abilitytointerpretandevaluatecomplex worksof
visual artsand literature,bydoingthe following:
 Describingthe elementsandstructure of the art form;the artisticintent,andthe historical,
cultural,andsocial backgroundof the selectedartworks
 Applyingspecificcritical criteriatointerpretandanalyze the selectedartworks
 Describinghowparticulareffectsare producedbythe artist’suse of the elementsof the art
form
 Communicationaninformedinterpretationusingthe vocabularyof the art form
PROJECT DESCRIPTION:
StevenOlberg, aneducationinstructorfromBethel College,whoisalsoasculptor,will setupan artist-
in-residencyatVadnaisHeightsSchool inthe fall of 2002. He will oversee the creationof apermanent
sculpture thatwill be locatedonthe frontlawnof the school. Thissculpture will be one of 12 similar
sculpturestobe placedaroundthe worldoverthe nextfew years(the final one inHiroshima,Japan).
The sculpture itself will appear,tomostviewers,asa geodesicdome inthe shape of anuprightegg. It
will seemtobe brokenopenontwosideswiththe shell stillattachednearthe bottom, allowingfor
childrentoclimbinand aroundthe sculpture. ChildrenfromVadnaisElementarywill create the designs
for eachof the geometricsurfaces(mostlyhexagon andpentagons) of thispublicartproject. A core
group(a minimumof 16 childrenorone classroom) of studentswillworkwithSteve onall phasesof the
projecdt,while the restof the school isengage inthiseffortthroughreadingbooks,readingpoetry,
makingorigami,makingtessellations,inquiring,mental processing,andthinkingof ahigherplane,all to

4. getintothe workof symbols(Openmindedness,wisdom, mystery,movement,transformation,
motivationfromwithin,differentstagesof change,spring,etc.) thatculturesthroughoutthe worldhave
createdaroundeggs. The residencywilllastinto2003 whenwe will have apublicunveilingof the
sculpture. Meanwhile,the restof the Vadnaisstaff willplanactivitiesaroundthiseffort,suchas:
 A readingKick-off inearlyFall 2002
 BuddiesforLiteracy
 Fall Festival Parade of Characters
 Musical (onliteracy) inFebruary(Ilove toReadMonth)
 Mini Courseson Literary
 DEAR (DropEverythingandRead) once a week
 Nightof the Stars (Celebritiesreading toVadnaisstudents)
 Young AuthorsDay
 Author-in-Residence
 BookExchange/BookDonation/ BookMaking
EVALUATION:
All core group studentswill writeapaperonthe projectincludingillustrationsandpicturestakenwith
the digital camerathat will be boundtogetherandputinthe school mediacenter. Studentswillbe
givenprints,aswell. We alsointendtopurchase evaluationmaterialsfromHarvardUniversity’sProject
Zeroto use in evaluatingthiscross-disciplinaryprojectsince theyare the expertsinsuchevaluations.

5. Picture of similar sculpture:
BUDGET:
ITEM BUDGET AMOUNT
 Galvanizedsteelplates(1plate perclassroom)
o Otherart supplies(paint,etc.)
o Materialsto ensure studentsafety $2500
 Consultantfee for5 full days($300 perday) $1500
 Literacyresource booksinthe followingareasforthe mediacenter:
o Art composition,tessellations,cultural bookandbooksonHiroshima $750
 Purchasingevaluationmaterials(HarvardUniversity) + $250
TOTAL PRODUCTION COSTS= $5000

6. FINALPRODUCTION PROJECT UNVEILINGON SEPTEMBER 19, 2002
“Antifloccinaucinihilipilificationism”orthe “philosophyof the processof estimatingsomething
as valuable”(or“intrinsicmotivationinlearning”-- the theme of Dr.Seuss’ GreenEggsandHam)
Galvanizedsteel
Overall sculptural dimensions--26feetby8 feetby12 feet