Color code: done, Justin edit, Yara edit,

Joanna edit, Julie of FAAE edit, ready for final review

FAAE - Grants.gov
DUNS number is 877348040
Password is - C300*t489
FAAE NEA GO
https://nea.cloud.culturegrants.org/index/login
Your Password is: Your Agency Tracking Number/NEA Application Number (include the hyphen)
16-974073
16-974073
Username is Grants.gov Tracking Number: GRANT12212058
TIMELINE
SF 424 - Julie of FAAE submits by July 14, 2016- finish by July 12 - done
Submit Materials to NEA-GO by July 21, 2016 to 11:59 pm Eastern Time on July
28, 2016
Division of Work
Before July 21, FAAE and WUD will use this Google Doc to complete the
application as best as possible based on last years fields/application information (see
color codes above)
Files/Documents Accompanying the Grant Application
FAAE - Statements of Support - 3 letters from leaders who can validate what we
are doing
WUD - Project video - https://youtu.be/Pj6heHdU5lE
FAAE - Programmatic Activities - major events/activities/accomplishments of your
organization usually organized by date
WUD - Work Samples - music lessons on CPalms.org as well as a Lesson
Activity from World Upside Down - paragraph example of how the two would blend
Grant Application - Starts pg 3.
Use Sample Narratives as Example:
https://drive.google.com/drive/folders/0BwsbfUPqrZRJdnRYNlZlcFczNm8
Interns: for access to 2015 application (everything below uses the same outline as 2015)
Application log in (as of Aug 6, 2015)
https://nea.cloud.culturegrants.org/index/login
Your User Name is: Your Grants.gov Number (include the "GRANT" in the Grants.gov number)
GRANT11966083
Your Password is: Your Agency Tracking Number/NEA Application Number (include the hyphen)
15-966590

https://apply07.grants.gov/apply/login.faces?cleanSession=1&userType=applicant

Arts calendar - http://arts.gov/grants-organizations/art-works/application-calendar

How to submit materials:
http://arts.gov/grants-organizations/art-works/arts-education/step-2-submit-materials-to-neago#gaf
GRANT FOCUS - MUST INCLUDE
Direct Learning
Grants to increase student knowledge and skills in the arts. Projects must provide extended
participatory learning that engages students with accomplished artists and arts educators, align
with either national or state arts education standards, and rigorously assess student learning.
Professional Development
Grants to deepen knowledge and strengthen the practice of educators and/or civic leaders who
engage students in arts learning. Projects must provide meaningful opportunities for participants
to experience the arts, provide in-depth learning over a sustained period of time, and measure
the impact of the professional development experience. - See more at:
http://arts.gov/grants-organizations/art-works/arts-education#sthash.PRZruk4o.dpuf
Step 2 - Submit Materials to NEA-GO July 21, 2016 to 11:59 pm Eastern Time on July 28,
2016

GRANT APPLICATION - NEA-GO

3. Category - Art Works
6. Applicant Organization Name - Florida Alliance for Arts Education
9. Organization Address - P.O. Box 782050
10. Organization Address 2
11. Applicant Organization City - Orlando
12. Applicant Organization State - FL
13. Organization Zipcode - 32878-2050
16. Organization Website - http://www.faae.org/

20. Project Start Date - June 1, 2017

21. Project End Date - June 1, 2018
37. Project Director Prefix Name - Mrs.
38. Project Director First Name - Joanna
39. Project Director Middle Name - Jelaine
40. Project Director Last Name - Puello
41. Project Director Title - CEO of World Upside Down, Inc.
Part 1a: Organizational Information
Legal Name (per your IRS Determination Letter): Florida Alliance for Arts Education
Popular Name (if different): FAAE
Date organization was incorporated (if applicable): May 1, 1982
For this application, are you serving as the Parent of an Independent Component: * no
Applicant Organization Status: Select the one item that best describes the legal status of
the organization * Non-profit organization
Mission/purpose of your organization: Briefly summarize the mission and purpose of your
organization. For non-arts organizations (e.g., universities, human service agencies),
summarize your mission as it pertains to your cultural programs or services. 500 characters
FAAEs mission is to improve, enhance and promote arts education in Florida. We do so by managing
programs that touch thousands of lives as they bring schools and communities to ensure that the arts:

are basic to a complete education;

are essential to the vitality and quality of life in schools and communities;
address both cultural inclusiveness and diversity;
are powerful in the education of students with special needs; and
have a positive impact on student achievement.

Briefly summarize the background/history of your organization. * 1000

Arts for a Complete Education (ACE) began in 1989 as a collaborative effort among the Florida
Department of State/Division of Cultural Affairs, the Florida Arts Council, and the Florida Department of
Education. With funding from the NEA, over 150 arts education and community leaders crafted a strategic
plan for arts education in Florida. In 1994, ACE merged with FAAE to serve as the statewide umbrella
organization for arts education in Florida.
FAAE has united educators, artists, community leaders, concerned citizens, arts education organizations,
arts institutions and corporate partners to ensure Floridas students a complete education that includes
the arts. Through the arts, the quality of life for all Floridians is improved and enhanced. Programs and
opportunities of Florida Alliance for Arts Education reach all corners of the state and touch thousands of
lives each year as they bring schools and communities together to improve, enhance and promote arts
education.

Organization Budget: Complete this section using figures from completed fiscal years. If you
are a parent organization, this information should refer to the component on whose behalf you
are applying.
FAAE 2016 application budget:

FAAE BUDGET

FY End Date

Most recently
completed FY

Previous FY

Two FYs Prior

2016

2015

2014

Income
Earned

152,350.00

158,644.50

140,509.00

Contributed

30,972.69

12,472.21

19,787.00

Total Income

183,322.69

171,116.71

160,296.00

Artistic Salaries

8,015.05

14,555.83

5040.40

Production/Exhibiti
on/Service
Expenses

94,334.36

95,631.62

88,330.43

Admin. Expenses

55,500.00

55,500.00

67,000.00

Total Expenses

157,849.41

165,687.45

$ 160,370

Operating
Surplus/Deficit

25,473.28

5,429.26

$74

Expenses

Fiscal Health
In the space below, discuss the fiscal health of your organization. In addition, you must explain:
1) any changes of 15% or more in either your income or expenses from one year to the next,
and 2) plans for reducing any deficit (include the factors that contributed to the deficit and its
amount). * 1000 characters
FAAE has maintained a healthy fiscal status throughout its history. The last three fiscal years
have concluded with a surplus of income. None of the surpluses was greater than 15% of the
annual operating budget.
1b. Programmatic Activities
Submit representative examples of your programmatic activities for the past three years/seasons (up to 5 examples
per year/season). While the headings may not fit in every case, use these spaces to demonstrate what your
organization has done for the last three years. Note: You can't change the years/seasons. If you need to provide
information for different years/seasons, please note the years you are using in the "Programmatic Activity notes"
section below.
These examples should demonstrate eligibility (i.e., your organization's three-year history of programming) and the
artistic excellence and merit of your organization. For projects that involve touring, list your organizations touring
activities for the past three years/seasons. If you do not have touring information, leave the section blank (i.e., do not
type "N/A").

Title/Works/Program 200 characters

2015 marks the sixth year of the Arts Integration Symposia Series where we offer a single day
of outstanding sessions delivered by local and statewide exemplar practitioners of arts
integration.

Key Artists/Personal 200 characters

The Series provides professional development and training for teachers, teaching artists, and
community arts partners.
Title/Works/Program 200 characters
Florida Arts Model Schools (FAMS) and Partnership Program is a state-wide program
recognizes schools demonstrating exemplary arts programs in one or more art: Dance, Music,
Theatre, or Visual Art.
Key Artists/Personal 200 characters
We connect FAMS schools with schools that are underserved or emerging in the arts identified
as a means to develop, improve, and/or enhance the arts education programs in the partnered
schools.
Title/Works/Program 200 characters
FAAE leads the Collaborative Strategic Planning program of state arts education associations
who seek to improve student achievement in and equity/access to high quality arts education in
Florida.
Key Artists/Personal 200 characters
Members of this committee represent AFTA, FCA, FMEA, FATE, FAEA, FDEO, and FAAE.
http://www.faae.org/statewide-partne
Title/Works/Program 200 characters
FAAE oversees the annual development of high-quality technology in the arts lesson plans and
high-quality additional resources for submission to CPALMS.org.
Key Artists/Personal 200 characters
Lesson plans and resources are made available to all Florida certified educators via the FLDOE
CPALMS website.
Title/Works/Program 200 characters
The FAAE 2016 Summit focused on cultivating high-quality arts education for ALL diverse
learning styles, demographic groups, students with special needs, community learners, beyond
K-12, and more.
Key Artists/Personal 200 characters
The Summit attendees include: art educators, school and district level administrators, arts
supervisors, community arts organizations, teaching artists, and arts advocates.
Title/Works/Program 200 characters
FAAE ensures the success of arts education in Florida by developing quality arts education
leaders through the Network Partners Program.
Key Artists/Personal 200 characters
Network Partners build a membership of diverse sectors of the community including: educators,
school administrators, parents, community arts organizations, business and other community
leaders.

Part 2: Project Information

Applicant Organization Discipline: Select the primary discipline that is most relevant to your
organization and, optionally, up to two additional disciplines. This refers to the primary artistic
emphasis of your organization. This selection will not be used in the review of your application.
See Part 2: Project Information: NEA Office/Discipline to choose the office/discipline that you
would like to review your project. *
Arts Education Organization
Applicant Organization Discipline: Optionally, choose up to two additional disciplines. Music
Project Title
Music Composition and Technology Lesson Plans/Instructional Videos Project
Project Description - 1000 characters
The Florida Alliance for Arts Education (FAAE) will partner with World Upside Down (WUD) to
create a series of lesson plans for music teachers, providing them with tools they need to help
students achieve learning objectives in accordance with state and national standards for music
education. The lesson plans will be accompanied with 30-minute video classes which will
provide students with direct learning as they learn to compose an original piece of music and
use technology to create their own musical recording. Lesson plans and video classes will be
available on CPALMS.org and the WUD website free of charge. CPALMS is a collaborative web
platform that provides instructional resources and professional development tools to teachers in
Florida. It is also the states official source of K-12 educational standards and course
descriptions.
Major Project Activities: Describe the proposed project. Be as specific as possible about the activities
that will take place during the allowable project period. Where relevant, include information on any
educational component or outreach activities of the project. Do not describe unrelated organizational
programming. If applicable, identify any works of art that will be central to the project and the reason for their
selection. *

- 4000 characters

With funding from NEA, FAAE will partner with World Upside Down (WUD) to create lesson
plans and video classes on Music Composition and Technology for 9th grade music teachers in
Florida. Both resources will be available on CPALMS.org, Floridas platform for educators to
Collaborate, Plan, Align, Learn, Motivate, and Share. It is a collaborative website that teachers
throughout the state can use to find instructional resources for planning lessons that align with
state education standards.
The lesson plans undergo five peer reviews by other teachers and subject experts who vet
content and recommend changes until the lesson plan is up to a polished standard. Teachers
can find these lessons by searching according to subject (music) or grade (9). Each lesson plan
will specify the learning objectives that the lesson will accomplish; the activities and exercises
that students will complete as part of the lesson; the independent practice activities that can
reinforce the concepts and skills developed in the lesson; and all other pertinent information
that teachers will need to implement the lesson. This information will all be conveyed in an easy-

to-review templated format that lets educators quickly determine whether a lesson suits their
needs. CPALMS reports that once new material is uploaded, it is downloaded an average of
1,000 times in the course of three months. With this highly interactive online environment,
lesson plans will be readily used and reviewed by a multitude of teachers.
Each lesson plan will be accompanied by a 30-minute instructional video taught by a certified
music teacher who will walk users step-by-step through different aspects of the music
composition process and guiding both teachers and students on how to integrate technology
into their classroom and use mobile platforms to display their compositions. The video class
instructors will be chosen based on their experience and ability to keep students engaged from
start to finish. Students will first see a skill or concept being modeled. They will then practice
that skill multiple times along with the video instructor. The lesson will gradually move them
toward independence, so they can perform the skill individually or as part of a group. The script
for the video class will go through a similar review process by other teachers and subject
experts.
Potential topics for these videos include composing music for acoustic, digital, and electronic
instruments; arranging musical works by manipulating aspects of the composition such as
texture, mode, and tempo; producing synthesized music using technology-based skills; and
recording, mixing, and editing musical performances. Even teachers without extensive training
in music composition will be able to utilize these videos and teach a complete lesson by
following the approach described in the lesson plan and the demonstration provided in the
video. The topics for these materials will be selected based on Floridas music education
standards for 9th grade students, which specify the skills that students should gain during the
school year. Examples include combining and/or creating virtual and audio instruments
(MU.912.S.1.7) and recording, mixing, and editing a recorded performance (MU.912.S.1.8).
Lesson plan topics include:
1. Merging Music and Technology
2. Creative Risks with Music and Technology
3. Digital Music: Voices, Instruments and Acoustics Introduction
4. Digital Music: Voices, Instruments and Acoustics Composition
5. Music Manipulation: Texture, Mode, Form, Tempo, Voicing
6. Synthesizing Music and Technology: Podcasts, Web Page Development, MIDI
7. Creating Virtual Instruments and Audio
8. Combining Virtual Instruments and Audio
9. Recording Music
10. Editing Music
The topics for these lesson plans will also be selected based on the input we receive from the
9th grade music teachers we survey, who can tell us what types of resources would be the most
useful to them in the classroom.
I

Benchmark#

Description

Remarks/Example

Idea/Standard

MU.912.F.1.2

Incorporate or adapt
new, emerging, or
previously unfamiliar
technology to create
an innovative
composition, music
project, or related
product.

Creating, interpreting,
and responding in the
arts stimulate the
imagination and
encourage innovation
and creative risk-taking.

MU.912.S.1.2

Compose music for

voices and/or
acoustic, digital, or
electronic
instruments.

The arts are inherently

experiential and actively
engage learners in the
processes of creating,
interpreting, and
responding to art.

MU.912.S.1.3

Arrange a musical
work by manipulating
two or more aspects
of the composition.

e.g., texture, mode,

form, tempo,
voicing

The arts are inherently

experiential and actively
engage learners in the
processes of creating,
interpreting, and
responding to art.

MU.912.S.1.6

Synthesize music,
MIDI, pod-casting,
webpagedevelopment, and/or
similar technologybased skills to share
knowledge.

e.g., history of
electronic music
and musicians;
physics of sound;
signal flow; effects
of MIDI on studios,
instruments,
musicians, and
producers

The arts are inherently

experiential and actively
engage learners in the
processes of creating,
interpreting, and
responding to art.

MU.912.S.1.7

Combine and/or
create virtual and
audio instruments.

The arts are inherently

experiential and actively
engage learners in the
processes of creating,
interpreting, and
responding to art.

MU.912.S.1.8

Record, mix, and edit

a recorded

The arts are inherently

experiential and actively

performance.

engage learners in the

processes of creating,
interpreting, and
responding to art.

Selection of Key Organizational Partners:1000 characters

An organizational partner is an outside entity that will provide resources (other than money) to
support the project. Because all NEA projects require matching resources from non-NEA
sources, organizations that only provide money are not considered partners. Funders are not
excluded from being partners, but they must also supply human resources or information
capital, or actively participate in another way. If applicable, briefly describe the process and
criteria for the selection of key organizations that will be involved in the project. Where relevant,
describe their involvement in the development of the project to date. Where they remain to be
selected, describe the selection procedures that you plan to follow and the qualifications that
you seek.
The Florida Alliance for Arts Education (FAAE) will partner with World Upside Down (WUD) to produce the
lesson plans and instructional videos that will be created as part of this project. FAAE has chosen to
partner with WUD because of WUDs technical expertise and demonstrated ability to produce high-quality
instructional video resources for arts educators. WUD will work with certified music instructors to create
both the lesson plans and video classes for this project. FAAE will administer the grant funds in their
entirety, assist in recruiting music education experts, and ensure that all resources align with arts
standards and undergo the review process designed by CPALMS.

Description of Key Organizational Partners: Include brief, current descriptions of the key
organizational partners. You may include up to 10 - 500 characters each
World Upside Down
World Upside Down is a 501c3 organization with a mission is to make arts education accessible and
affordable for students K-12. They are building a K-12 curriculum of interactive video classes in music,
visual arts, dance, and theater that teachers can use as a resource, access online, and integrate into their
classes or after-school programs completely free of charge. All of their classes are taught by certified arts
instructors in accordance with National Coalition for Core Arts standards.

Florida Department of State/Division of Cultural Affairs

The Florida Division of Cultural Affairs is Florida's state arts agency. The
Division promotes arts and culture as essential to quality of life for all
Floridians. Arts and culture contribute to a vibrant and creative Florida. These
diverse resources include arts in education, local arts agency, state service
organization, theater, dance, folks arts, literature, media arts, museum,
multidisciplinary, music, sponsor/presenter, and visual arts programs and
projects.

http://dos.myflorida.com
Florida Department of Education
The Department of Educations mission is to increase the proficiency of all students within
one seamless, efficient system, by providing them with the opportunity to expand their
knowledge and skills through learning opportunities and research valued by students,
parents, and communities, and to maintain an accountability system that measures student
progress.
http://www.fldoe.org
Selection of Key Individuals: 1000 characters
Briefly describe the process and criteria for the selection of key individuals that will be
involved in this project (e.g. primary artist(s), project director, artistic director, executive
director, teachers, curator, editor, folklorist, conductor). Where relevant, describe their
involvement in the development of the project to date. Where they remain to be selected,
describe the procedures that you plan to follow and the qualifications that you seek. *
Project Director - Joanna Puello, WUD CEO/Founder
Project Executive Director - Julie Herbert, Executive director of Florida Alliance for Arts
Education
Curriculum Consultant - Mary Palmer, advisory board member of Florida Alliance for Arts
Education
Video Director - Anna McCarty, Senior Project Manager for Instructional Design at Full Sail
University
Music Video Instructor - Mrs. Abigail Noble, Chorus teacher at William R. Boone High School
Music Instructor Consultant
Lesson Plan Instructor - Mr. Jussi Doherty, Project Consultant
We will also work with music instructors from all of the Florida Arts Model Schools to provide feedback on
both the lesson plans and video classes throughout the production process.

Bios of Key Individuals: Include brief, current biographies of the key individuals. You may
include up to 10 - 1000 characters per bio
Joanna Puello (project director) is the Founder/CEO of World Upside Down. She is a writer,
teacher, producer, actress, musician, and an avid lover of the arts. Joanna thrives on creating
multicultural learning environments where arts culture is nurtured and developed. Her BA in
Creative Writing and MS in Instructional Design from Full Sail University and extensive work
experience in instructional video production provide her with the perfect blend of skills needed to
lead this project.
Julie Herbert (project executive director) was appointed Executive Director for the Florida
Alliance for Arts Education in July 2014. She comes to the position with fifteen years of
experience as an arts educator in the elementary music classroom, earning National Board

Certification in 2003. She holds a Bachelor of Music Education from The University of Central
Florida and a Masters in Educational Leadership from The University of South Florida.
Anna McCarty (video director) has almost ten years of experience developing instructional
media for Full Sail Universitys online degree programs and is currently the senior project
manager for the instructional design team for The Los Angeles Film School. She is a masterful
artist when it comes to blending instruction and story-telling through the medium of film. Arts
classes in her youth inspired her to create and influenced her career path in media
development.
Mrs. Abigail Noble (music instructor) joined the music faculty at Boone High School in 2013,
where she conducts three choirs, teaches vocal techniques, and class piano. Before joining
Boone High School, Mrs. Noble was the Vocal Music Director at Viera High School in Brevard
County, FL. Noble is an active member of the Florida Vocal Association, Florida Music
Educators Association, National Association for Music Education, and American Choral
Directors Association.
Mr. Jussi Doherty (curriculum consultant) leads the choral program at Boone High School where
he conducts three choirs and teaches piano classes. He has served on the state board of the
Florida Vocal Association, and currently serves as Technology Chair. Memberships include the
Florida Vocal Association, Florida Music Educators Association, National Association for Music
Education, and American Choral Directors Association.
Dr. Mary Palmer (curriculum consultant) is the founder of Florida Alliance for Arts Education and
president of Mary Palmer & Associates, LLC, a consulting firm specializing in the arts and
education. Recently named professor emerita at the University of Central Florida, Dr. Palmer
was professor and coordinator of graduate studies in music education at UCF; she also served
as Dean of the UCF College of Education. She currently serves as advisory board member for
FAAE.

Schedule of Key Project dates - 1500

June 2017-July 2017
Teachers will write music lessons plans (10) for the music composition and
technology class series
July 2017
Professional Development Peer Reviews will start with the lesson plans in June
and July 2016 and will continue with video classes from July 2017 to April 2018 and last
throughout the development of the project
Review 1 focuses on standards-alignment with CPALMS and
National Coalition for Core Arts Standards

 Review 2 focuses on content accuracy

Review 3 focuses on appropriate pedagogy
Review 4 focuses on effective presentation
Review 5 focuses on overall engagement
Script writing for video class instructors (10)
Create Assessment Surveys
July 2017 - April 2018
Each month, we will develop a new video class and will release the lesson plans and videos to
our teachers for immediate implementation by uploading to CPALMS.org. Partner teachers will
use the lesson plan and video that same month. Both teachers and students will complete
assessments of each lesson plan and video resource immediately upon completion.
May 2018
Create a data summary of all classes and publish survey results
June 2018
Edit footage gathered from school visits and release the documentary video of
the project
Promotion and Publicity - 1000
Our music composition and technology lesson plans and video classes will be available on the
CPALMS and WUD websites. FAAE and WUD will immediately deliver these resources to
schools in FAAEs Florida Arts Model Schools and Partnership Program and teachers across
the state will be able to find them on the CPALMS site by searching based on subject matter
(music) or their students grade level (grade 9). As part of our outreach campaign, we will email
and call school officials and other individuals involved with arts education. WUDs social media
team will also promote the lesson plans and video class series through Facebook, Twitter,
Instagram, Pinterest, and other online platforms.

Accessibility
Will your project be accessible to people with disabilities, inclusive of physical and
programmatic access for those with physical, hearing, vision, and cognitive disabilities? *
YES

Performance Measurement - 1000

Performance Measurement: Briefly describe the performance measurements you will use to
provide evidence that the objective was achieved, including plans for documenting and
disseminating the project results, as appropriate.
FAAE lesson plans and instructional videos are linked to Florida arts standards and the National
Coalition for Core Arts Standards for Grade 9. The resources FAAE creates for CPALMS
undergo a rigorous review process to ensure standards-alignment, as well as content accuracy,

appropriate pedagogy, and effective presentation. Each resource receives an average of five
reviews before it gets published on CPALMS. At least one of these reviews is published by a
peer educator, and at least one by a subject area expert.
Lesson plan review paths are customized based on subject, grade, domain, and other factors.
Resources are specifically directed to the teacher reviewers and subject area experts who are
most qualified to critically and constructively handle the resource.
FAAE will also survey teachers and and students who use these resources in order to gauge
overall effectiveness and student engagement throughout the class.
Intended Beneficiaries (Audience/Participants/Community) - 2000
Briefly describe the intended beneficiaries to whom the project is directed. In your response,
address the expected benefit. *
FAAEs music composition lesson plans and instructional videos are intended to be used by 9th
grade music teachers in public schools, private schools, and after-school programs. Since FAAE
is affiliated with high schools throughout the state, it can be expected that many of these
schools will use our lesson plans. The resources will be available to teachers in Florida and
beyond through CPALMS.org, completely free of charge.
The benefit of our lesson plans and video classes is that they will provide teachers with step-bystep instructions for how to teach their students music composition as well as how to integrate
technology into the classroom so that students can display their works of art through digital
musical tracks using both desktop and mobile devices. This also provides teachers with a
tremendous resource as they move towards aligning their classrooms with the Florida
Department of Educations Digital Classrooms District Digital Classroom Plan (DCP).
Special Items
Include below any items specified for your discipline that are relevant to your particular project as outlined in
your discipline's instructions (see Part 1a: Organizational Information for links to those instructions). Note:
Some disciplines require that special items be uploaded in Part 4: Items to Upload. If necessary, combine
items in a single field below and label the items clearly. Do not submit work samples and statements of
support (if required) here; submit those in Part 4: Items to Upload.
Special Items If you are a single school that is applying as the local education agency (school district), submit a PDF
file with documentation of your authority to operate as the local education agency. NOTE: We do not make awards
directly to individual elementary or secondary schools -- charter, private, or public. Local education agencies and
school districts are eligible. If a single school also is the local education agency, as is the case with some charter
schools, the school may apply with documentation that supports its status as the local education agency.

Part 3: Project Budget

Project Request Funding

National Endowment for the Arts

Video producer (4 videos)

$4,800

Administrative costs (FAAE)

$2,000

Administrative costs (WUD)

$1,000

Video music instructor (4 videos)

$800

Video production technology

$750

Video visual element production (4 videos)

$400

Written lesson plans (10)

$250
Total Grant Request

$10,000

Provide breakdown of salary/wages

Video producer - Anna McCarthy - $8,200
Video instructors - $1,200
Video editors - production technology and visual element sections - $600
Music teachers - writing lesson plans - $250
$10,000 - matching funds budget explanation
Video producer - $8,200 (total of $13,000 for video production for 10 videos)
Video instructors - $1,200
Video visual element production - $600
To meet CPalms.org requirements, we must do:
10 written lessons $25/lesson = $250 total
2 videos (can be resource links) - use WUD prices for instructor/video production costs
10% administration -Faae - $1,000 from NAE and $1,000 from CPalms or just $1,000
$2,000 probably for admin FAAE
Extra for AUD admin
Something for tech costs

Part 4: Items to Upload

Upload your work samples, and if applicable, statements of support, here. If your discipline
requires them, also upload special items if they are not required to be entered in Part 2: Project
Information. Panelists will not review more than 20 minutes of work samples.
We uploaded:
Programmatic Activities
Work Samples
Letters of Support
Video - https://www.youtube.com/watch?v=uGEoOGnUesU
Partner Schools
Part 5: Organization and Project Profile
The National Endowment for the Arts collects basic descriptive information about all applicants
and their projects. The information that follows will help the NEA to comply with government
reporting requirements, and will be used to develop statistical information about the
organizations and projects it funds to report to Congress and the public. Your responses will not
be a factor in the review of your application. Applicant Organization Discipline: Select the
primary discipline that is most relevant to your organization and, optionally, up to two additional
disciplines. This refers to the primary artistic emphasis of your organization. This selection will
not be used in the review of your application. See Part 2: Project Information: NEA Discipline to
choose the discipline that you would like to review your project. *

Audience/Participants/Communities

NOT INCLUDED ON THE 2017 APPLICATION

Objective Narrative (Lifelong Learning) - 1000
Organization Overview
Arts for a Complete Education (ACE) began in 1989 as a collaborative effort among the Florida
Department of State/Division of Cultural Affairs, the Florida Arts Council, and the Florida
Department of Education. With funding from the NEA, over 150 arts education and community
leaders crafted a strategic plan for arts education in Florida. In 1994, ACE merged with FAAE to
serve as the statewide umbrella organization for arts education in Florida.
implement this plan.
This plan was vetted through 12 public meetings with more than 1,200 citizens throughout the
state. In 1994, ACE merged with FAAE to serve as the statewide umbrella organization for arts
education in Florida.

The Florida Department of Education developed CPALMS.org and asked FAAE to produce arts
education lesson plans and resources for teachers to help increase access to high-quality arts
education in K-12 schools, especially underserved ones in urban and rural areas. FAAE is
partnering with World Upside Down to accomplish this objective.

Has your organization worked with these beneficiaries in the past? Yes
Briefly describe your previous work with these beneficiaries or relevant work your
organization has done that will help you reach these beneficiaries.
FAAE has a Florida Arts Model Schools and Partnership Program, which is a statewide program
that recognizes schools demonstrating exemplary arts education in one or more of the four
recognized disciplines in the performing and visual arts: dance, music, theater and visual art.
The Florida Arts Model Schools program connects each of the Florida Arts Model Schools
designees with schools that are underserved or emerging in the arts, as identified by the Partner
Schools Program. The purpose of the Partner Schools Program is to pair Florida Arts Model
School designees with these schools to develop, improve, and/or enhance their arts education
programs. These schools will be invited to utilize the lesson plans and video classes created for
this project.
Is this project intended to reach a population historically underserved by arts
programming and/or does the project target a specific audience based on characteristics
such as race, ethnicity, or age? Yes
From the options below, select all descriptors that best describe the intended audience and/or
other beneficiaries to whom the project is directed.

Race/Ethnicity (choose all that apply) - select all

Age Ranges (choose all that apply) - Children 0-18

Underserved/Distinct Groups (choose all that apply)
Individuals with Limited English Proficiency
Describe how the project will benefit the underserved community. 1000 characters
FAAE has worked with counties throughout Florida to increase access to high-quality arts
education for K-12 students, especially in urban and rural schools. We currently work with
schools in the following counties: Lee, Palm Beach, Orange, Osceola, Sarasota, Volusia, Polk,
Manatee, Broward, Brevard, St. Johns, Marion, Charlotte, Calhoun, and Madison.
This partnership between FAAE and WUD will give teachers in these schools an innovative
resource for promoting a lifelong learning experience. WUDs expertise in creating video classes
will help students discover their talents and imagine, create, and dream through the arts.

Part 2c: Project Locations

Provide the city, state, and five-digit zip code in which project activities are expected to occur.
For international locations, provide the city, country, and enter "00000". You may submit
individual locations using the webform. To upload multiple locations at once, consider using the
multiple location spreadsheet upload option. You may submit up to 100 locations.

Harrison School for the Arts Polk, Lakeland, FL 33801

Manatee School for the Arts Manatee, Palmetto, FL 34221
Conservatory Prep Schools Broward, Davie, FL 33328
Bayside High School Brevard, Palm Bay, FL 32908
Satellite High School Brevard, Satellite Beach, FL 32937
St. Augustine High School St. Johns, St Augustine, FL 32084
Titusville High School Brevard, School Titusville, FL 32780
West Port High School Marion, Ocala, FL 34481
Edgewood High School Brevard, Merritt Island, FL 32953
Eau Galllie High School Brevard, School Melbourne, FL 32935
Haines City High School Polk, Haines City, FL 33844
The Academy Charlotte (Alternative School), Port Charlotte, FL 33954
Blountstown High School Calhoun, Blountstown, FL 32424
James Madison High School- Madison, FL 32340