the ewald foundation awards 2016 · complishment, creativity and originality deserving of...

The EWALD FOUNDATION

Awards 2016

Application forms for 2017 competitions on pages 38, 39 & 40

ART, MUSIC & WRITING

INSIDE FRONT COVER - LEFT BLANK

The EWALD

FOUNDATION Awards

2016

Application forms for 2017 competitions on pages 38, 39, 40.

ART, MUSIC & WRITING

2 The EWALD Foundation Awards 2016

The Ewald Foundation Winners 2016 Visual ArtFirst Place: Lester,

Third Grade, SELF PORTRAIT, Ulloa ElEmEntary School, Teacher: Marina Wang

Second Place: Brendan LunaThird Grade, BIRD, miSSion EdUcation cEntEr, Teacher: Susanna Morgan

Third Place: Karla TejadaFirst Grade, SELF PORTRAIT, Bryant ElEmEntary School, Teacher: Caroline Tremblay

Honorable Mention: Victor LowieFourth Grade, UNTITLED, lafayEttE ElEmEntary School, Teacher: Chelsea Roberts

Essay WritingFirst Place: Keyara Campbell

Fourth Grade, SUMMER BUMMER, G. W. carvEr ElEmEntary School, Teacher: Mr. Proctor

Second Place: Wesley YuFifth Grade, ME AND THE HORRIFYING MAMMOTH LANG-HAIRED CREATURE,

miSSion EdUcation cEntEr, Teacher: Susanna Morgan

Third Place: Anthony AlailesuluFourth Grade, ONE DAY, G. W. carvEr ElEmEntary School, Teacher: Mr. Proctor

Honorable Mention: Jairah LeapagoFourth Grade, AUTOBIOGRAPHY, G. W. carvEr ElEmEntary School, Teacher: Mr. Proctor

PoetryFirst Place: Nadirah VanderLinden

Fifth Grade, ONE BY ONE, lafayEttE ElEmEntary School, Teacher: Janet Welsh

Second Place: Tasia AllenFifth Grade, THE SUN IS SO QUIET, G. W. carvEr ElEmEntary School, Teacher: Mr. Proctor

Third Place: Ryo RayFourth Grade, MORNING/NIGHT, ??? ElEmEntary School, tEachEr: ???

Honorable Mention: My Yan

Fourth Grade, SPRING IS HEAR,??? ElEmEntary School, Teacher: ???

3The EWALD Foundation Awards 2016

Table of Contents

Who Was Gloria Ewald and Why the Ewald Foundation? / 4The Ewald Foundation Trustees / 6

The Ewald Curriculum Guide for the Arts / 7Art Contestant Finalists / 8

Student Artwork / 11Essay & Poetry Contest Finalists / 20

Student Essays & Poetry / 21Elementary Music Festival / 30

Why We Must Fund Music Education / 35

S. F. Elementary Schools participating in the Ewald Competitions / 36Applications for 2017 Contests / 38

Alan H. Nichols, J.D., D.S.

Editor

Mark WeimanREGENT PRESS

Printer & Publisher

Photographs of artwork by David Jerrett

COVER: Victor Lowie, Untitled

© 2017 by Alan H. Nichols


Gloria Ewald was my client. One day she called to tell me she wanted me, as her attorney, to help her plan her estate and draft a will. As we worked on what she wanted accomplished, she reminded me that she had spent her working life teaching at the elementary school level. She had found, from her own experience in public schools, that tal-ent contests were great motivators of young people and fun for everyone.

Unmarried and without children, it was impor-tant to her that her property be used to continue her life’s work in education. For that reason she wanted the bulk of her estate to be used to sponsor “talent” competitions for elementary school students in San Francisco. She sought to create a special opportu-nity for those students who wanted to succeed and had both an interest in and an aptitude for perfor-mance, whether it was for a professional career, for personal enrichment, recognition, or just for the joy of accomplishment.

I suggested that she sponsor some events dur-ing her life, or if she did not feel she was able to do that, to specify more exactly what she had in mind. Because of illness, she never had the opportunity to complete her plans in detail. It was left up to the peo-ple who supervise the Ewald Foundation to put her dreams into practice.

George Newman, a loyal friend during her life-time, gave form to her hopes after her death. He agreed to become chairman of the Ewald Founda-tion. Under his leadership and that of the Board of Trustees, the Ewald Foundation has done much to encourage elementary school children to realize their own dreams and aspirations.

Since its founding, the Foundation has spon-sored musical contest awards in each of San Fran-cisco’s public elementary schools. The deserving winners have been loaned “Ewald Musical Instru-ments” for a year in order to develop their talents.

Thousands of clarinets, violins, flutes, trumpets and CD players have been awarded. The schools have provided the instruction. The Foundation’s support has filled a desperately needed gap in the school district’s music program. To promote interest in mu-sic and participation in the contests, the Foundation provides the school district every year with one song flute for every student in the third and fourth grades.

The purpose of the Ewald Foundation Awards publication is to honor the young people in San Fran-cisco’s public school system who have participated in the Ewald Foundation program in instrumental mu-sic, art and writing and to recognize the San Fran-cisco Unified School District. We have combined our private and public resources in a joint venture for the benefit of the young people in our City.

— alan h. nicholS, Jd, dS (hon), Editor

The Ewald Visual Art CompetitionThe Ewald Foundation sponsors awards for

drawing and painting and now digital photogra-phy and video. Annually, at the same time as the literary awards, student art work from Kindergarten through Fifth grades are submitted and pre-judged by a School District Panel. The finalists’ artwork are then presented to a qualified, special awards panel who select three first place winners and one honor-able mentions.

These works are then showcased at the School District Arts Festival at the Asian Art Museum.

The Ewald Literary CompetitionThe Ewald Foundation also sponsors literary

awards for short prose and poetry by youngsters in the fourth and fifth grades of the San Francisco Uni-fied School District. Teachers are asked to choose from work done by their students for the core cur-riculum that they feel represents a high level of ac-complishment, creativity and originality deserving of acknowledgement.

A curatorial committee selected by the District screens the entries, and a panel of highly qualified judges, selected by the Ewald Foundation, then se-lects the best works.

Who was Gloria Ewald and Why The Ewald Foundation?


Judges for the Ewald Art & Literature

Competitions 2016

Sofia FojasTeach on Special Assignment

Visual and Performing Arts Department

Herb GoldNovelist

William HackSupervisor, Visual & Performing Arts

SFUSD

Lincoln HowellPresident KTSF TV (Channel 26)

David JerrettFilmmaker

SFUSD

Njambi MungaiEntrepreneur

Shan NicholsMedia Director

Sally RyanArts Coordinator (Retired)

SFUSD

Becky RyghRealtor, Publisher

Antigone TrimisEducation Master Plan Implementation Manager,

SFUSD

mark WEimanPublisher, Regent Press

SfUSd Staff

Rob Daniels Director,

Visual and Performing Arts Department

Catherine Theilen-Burke Coordinator

The Ewald Music CompetitionsThe Ewald Foundation has for many years also

sponsored annual awards for musically talented youngsters in the fourth and fifth grades of the San Francisco Unified School District. These awards ac-knowledge the creative achievements of students just beginning their music instruction.

Each year, music teachers in the SFUSD Elemen-tary Music Program select Ewald participants from the schools where they teach. These selections are based on interest and potential talent as well as broadly defined need. Each participant is provided an instrument for use for one year. The Ewald Foun-dation purchases the instruments and pays for their maintenance. A District music instructor then teaches the student how to play that instrument for a school year. Annually, in another contest, interested and tal-ented elementary students may compete as soloists. They are judged by a special panel of musicians and instructors and many are invited to participate in the Youth Arts Festival at the deYoung Museum in May.

The Ewald Music Solo CompetitionsAnnually, in another contest, interested and tal-

ented elementary students may compete as soloists. They are judged by a special panel of musicians and instructors and many are invited to participate in the SFUSD Arts Festival at the Asian Art Museum in San Francisco

The Ewald Music FestivalThe Ewald Elementary Music Festival happens

every Spring for the San Francisco Unified Public El-ementary Schools. This festival highlights the accom-plishments of nearly 1,000 music students throughout San Francisco. Elementary School music teachers or-ganize, motivate and rehearse their students for this event. The featured instruments include violin, trum-pet, clarinet and flute. Both 1st and 2nd year stu-dents perform on these instruments. The teachers and students gather on a Saturday to rehearse this event

The Annual Ewald Awards MagazineEach year, following the conclusion of the music

competition, The Ewald Foundation has published an Awards Magazine listing the winners of the various competitions and showcasing the visual and written submissions


LINCOLN HOWELL, Board Chair and President, is the owner and president of KTSF in San Francisco, California. KTSF is the nation’s leading Asian lan-guage broadcaster and is the only station in the United States broadcasting nightly live local and in-ternational news in both Cantonese and Mandarin.

NJAMBI G. MUNGAI, Board Vice Chair and Chief Financial Officer, is currently President and Chief Executive Officer of JR Lester & Associates, Ltd and Trinational Corporation. As an entrepreneur with of-fices based in Oakland, CA, Ms. Mungai has oper-ated businesses in the Oakland International Airport and San Francisco. She is also a partner in ten retail stores in the Mineta-San Jose Airport. Njambi was awarded a Master’s of Science degree, has a work history in business and education, and is a certified life coach. She also completed an entrepreneurial training program at UC Berkeley’s Haas School of Business. In addition, she is or has been a member of a number of groups and organizations associat-ed with the community, education, the environment, health, the arts, and literacy.

MARK WEIMAN, Board Secretary, is a publisher and the owner of Regent Press Publisher’s and Print-ers. He is a graduate of the University of Pennsylva-nia and worked as an acquisitions and managing editor for Norwood Editions, a scholarly publishing house and rare book dealer in Philadelphia, be-fore coming to Berkeley and starting Regent Press. Regent published the historic San Francisco Oracle Facsimile Edition as well as numerous other award winning titles, including The African American Quiz Book for All Americans; An Eye for and Eye Makes the Whole World Blind (Poets on 9/11); and The Storied Ice: Exploration, Discovery, and Adventure in Antarctica’s Peninsula Region. Mark is also a bib-liographer, book designer, musician, and consul-tant, offering guidance on the changing landscape of contemporary publishing to authors and entre-preneurs.

The Ewald Foundation Trustees

ALAN NICHOLS, Advisor to the Board, an attor-ney in private practice, has been President of the Board of the San Francisco Unified School District, and as such organized and chaired that District’s unique all encompassing Master Curriculum Proj-ect. He also initiated curriculum developments on the governance level as President of the Board of Trustees of the San Francisco Community College and as a governing board member of Prescott Col-lege, Cathedral School (Elementary), Webb School (High School), and the California College (a grad-uate program). He has lectured and taught at all academic levels for the University of California Ex-tension, Continuing Education of the Bar, and the California College. Dr. Nichols is the author of over 36 publications including books and articles. His education includes a Bachelor of Arts and Doctor-ate of Jurisprudence from Stanford University and a Doctor of Science from the California College. He retired last year as the president of the world wide Explorers Club headquartered in NY City. For the last 25 years he has directed the Ewald Founda-tion’s support for the arts in San Francisco’s public elementary schools.


Forget Art Education?No way! And here’s why.In many elementary school districts the Arts

have become marginalized. They have become the stepchildren of education. In the meantime the State and now San Francisco have mandated art educa-tion as demonstrated in the San Francisco standards to which each art and music lesson refers.

But the leap from executive and even legislative mandates to actual teaching and learning is enor-mous. The legislators and education administrators proclaim their politically correct positions and lib-erality and even their illusionary accomplishments, often without allocating the resources to accomplish their lofty goals. It has been and still is true here in San Francisco. But the School District is committed to these goals now.

The first step towards accomplishment is to give the teachers in the elementary schools the tools to teach the arts to their young charges. And that be-gins with this guide. The effort can be enhanced with in-service workshops.

In spite of all the research, art education espe-cially at the elementary level has been ignored in modern times. The State Superintendent of Public Education in California proclaimed, “The lack of at-tention to arts education has been the silent crisis in California schools for too long.”

While everyone agrees that art education en-riches the entire educational process, stimulates, inspires, and develops the imagination and creativ-ity, and promotes the experience of appreciation of joy and beauty, there are often not enough properly trained art teachers to provide instruction.

The benefits of art education are of value to all students, not just the talented. Art education exists as soon as it is provided in the classroom. (Cali-fornia ranks the 50th state in the nation in ratio of music teachers to students). When the teachers are motivated, equipped, and supported by their super-visors, it can happen. On the elementary level, the

Curriculum Guide for the Artsonly equipment and support needed is the time and the confidence to teach the arts.

To address the need for more art education, the Ewald Foundation has published the Ewald Curricu-lum Guide for the Arts. This teacher-friendly guide is designed to bring the joy and beauty of art and music to the classroom and to motivate students to participate more fully in the programs and contests sponsored by the Foundation. Ms. Ewald Presents is a venture in education motivation for the Ewald Foundation.

The Ewald Curriculum Guide for the Arts is a guide for elementary school teachers to enable them to introduce students to music and art. It is designed to be a starting point for classroom teach-ers with little or no experience in the arts. The guide contains model activities adapted from lessons de-veloped and taught in our schools by artist-teachers. Each lesson is presented with a discussion and in-troduced to the class with clear, simple, step-by-step directions so that teachers and students develop an interest and appreciation for art and music. Hope-fully teachers and students will explore the arts more deeply after this guide.

The guide was underwritten by the Foundation and prepared by an outstanding team of educators. We at the Ewald Foundation are proud to support this guide and our contests and activities. We’d rather do a little than cry a lot about the dismal state of the arts in schools. The research is clear. There is no education without art education.

Knowledge, skill, and understanding are the first requirement of creativity and accomplishment in the Arts. The Foundation believes that this course guide is a basic building block to participation in the Arts. Inspiration, joy, and self-esteem will follow for San Francisco elementary school students.

Teachers wanting a printed copy of the guide, please download from the Ewald Foundation’s web site: www.ewaldfoundation .com

— Alan Nichols, Editor


Alexsha A.3rd GradeSELF PORTRAITmixed mediamiSSion EdUcation cEntErTeacher: Susanna Morgan

Marco Andredi5th GradeTHE RAVENmixed medialafayEttE ElEmEntary SchoolTeacher: Janet Welsh Marina Bahamonde-Pantia4th GradeYEAR OF THE MONKEY???Teacher: Janet Welsh

Aailyah Bernal Barthol5th GradeTATTOO HEARTglue, chalk pastel, black paperBryant ElEmEntary SchoolTeacher: Caroline Tremblay

Christopher Carranza5th GradeUNTITLEDcESar chavEz ElEmEntary SchoolTeacher: Caroline Tremblay

Rosa Milan Castro5th GradeTATTOO HEARTmixed mediaBryant ElEmEntary SchoolTeacher: Caroline Tremblay

Ellen Cohen4th GradeOWLpastels on papermiSSion EdUcation cEntErTeacher: Susanna Morgan

Mildred Coot Canul5th GradeMULTIMEDIA SELF PORTRAITmixed mediacESar chavEz ElEmEntary SchoolTeacher: Caroline Tremblay

Delney de Leon3rd GradeCOWmixed mediamiSSion EdUcation cEntErTeacher: Susanna Morgan

Samantha Hunt4th GradeHALLOWEENgouache on paperlafayEttE ElEmEntary SchoolTeacher: Chelsea Roberts

Deven Juanson4th GradeUNTITLEDgouache on paperlafayEttE ElEmEntary SchoolTeacher: Chelsea Roberts

Charlotte KhimKindergartenPORTRAITmixed medialafayEttE ElEmEntary SchoolTeacher: Candyce Hubbel

Jasmine Lee2nd GradeGOLDEN GATE BRIDGEwatercolors and pastelslafayEttE ElEmEntary SchoolTeacher: Mary McClain

Kayla Liang4th GradeUNTITLEDgouache on paperlafayEttE ElEmEntary SchoolTeacher: Chelsea Roberts

Art Contest Finalists 2015


Emily Lin4th GradePOSITIVE & NEGATIVE SHAPEScollageUlloa ElEmEntary SchoolTeacher: Karen Ya

Victor Lowie4th GradeUNTITLEDpastels on paperlafayEttE ElEmEntary SchoolTeacher: Chelsea Roberts

Brendan Luna3rd GradeBIRDmixed mediamiSSion EdUcation cEntErTeacher: Susanna Morgan

Jesus Moreno3rd GradeGLUE CALAVERAmixed mediaBryant ElEmEntary SchoolTeacher: Caroline Tremblay

Jude Moreno4th GradeOWLpastels, pencil on paperlafayEttE ElEmEntary SchoolTeacher: Lori Brook

Amanda Nguyen3rd GradeMY SEA WORLDblack inkUlloa ElEmEntary SchoolTeacher: Edna Kwan

Karina PerezKindergartenUNTITLEDmixed medialafayEttE ElEmEntary SchoolTeacher: Candyce Hubbel

Leyna Phan3rd GradeWINDOWcollageUlloa ElEmEntary SchoolTeacher Stefanie Wong

Geraldo Polanco3rd GradeBIRDmixed mediamiSSion EdUcation cEntErTeacher: Susanna Morgan

Elise Priesman4th GradeOWL AT NIGHTpastels, crayons on paperlafayEttE ElEmEntary SchoolTeacher: Lori Brook

Phoebe QuigleyKindergartenUNTITLEDmixed medialafayEttE ElEmEntary SchoolTeacher: Candyce Hubbel

Laisha Ramirez4th GradeTATTOO HEARTglue, chalk pastel, black paperBryant ElEmEntary SchoolTeacher: Caroline Tremblay

Maya RobisonKindergartenUNTITLEDwatercolor, sharpielafayEttE ElEmEntary SchoolTeacher: Candyce Hubbell

Dancela Ruiz Tun3rd GradeGLUE CALAVERAmixed mediaBryant ElEmEntary SchoolTeacher: Caroline Tremblay


Catherine Sachi3rd GradeCOWmixed mediamiSSion EdUcation cEntErTeacher: Susanna Mogan

Karla Tejada1st GradeMULTIMEDIA SELF PORTRAITmixed mediaBryant ElEmEntary SchoolTeacher: Caroline Tremblay

Gabriel Zaragoza3rd GradeMULTIMEDIA SELF PORTRAITmixed mediacESar chavEz ElEmEntary SchoolTeacher: Caroline Tremblay

Lester 3rd GradeSELF PORTRAITblack sharpie and watercolorUlloa ElEmEntary SchoolTeacher: Marina Wang

Eunice3rd GradeCALIFORNIA POPPIES & QUAILSblack sharpie and crayon with watercolorUlloa ElEmEntary SchoolTeacher: Marina Wang

Vincent3rd GradeCALIFORNIA POPPIES & QUAINSblack sharpie and crayon with watercolorUlloa ElEmEntary SchoolTeacher: Marina Wang

Osiel3rd GradePENGUINpastels, sharpiemiSSion EdUcation cEntErTeacher: Susanna Morgan

Jonathan3rd GradeePENGUINpastels and sharpiemiSSion EdUcation cEntErTeacher: Susanna Morgan

11

Alexsha A.Third Grade

SELF PORTRAITmixed media

miSSion EdUcation cEntErTeacher: Susanna Morgan

Marco AndrediFifth GradeTHE RAVENmixed media

lafayEttE ElEmEntary SchoolTeacher: Janet Wels

Marina Bahamonde-PantiaFourth Grade

YEAR OF THE MONKEYTeacher: Janet Welsh

Aailyah Bernal BartholFifth Grade

TATTOO HEARTglue, chalk pastel, black paper

Bryant ElEmEntary SchoolTeacher: Caroline Tremblay

12

Christopher CarranzaFifth GradeUNTITLED

cESar chavEz ElEmEntary SchoolTeacher: Caroline Tremblay

Rosa Milan CastroFifth Grade

TATTOO HEARTmixed media


Ellen CohenFourth Grade

OWLpastels on paper


Fifth GradeMULTIMEDIA SELF PORTRAIT

mixed mediacESar chavEz ElEmEntary School

Teacher: Caroline Tremblay

13

Delney de LeonThird Grade

COWmixed media

miSSion EdUcation cEntErTeacher: Susanna MorgaN

Samantha HuntFourth GradeHALLOWEEN

gouache on paperlafayEttE ElEmEntary SchoolTeacher: Chelsea Roberts

Deven JuansonFourth Grade

UNTITLEDgouache on paper

lafayEttE ElEmEntary SchoolTeacher: Chelsea Roberts

Charlotte KhimKindergarten

PORTRAITmixed media

lafayEttE ElEmEntary SchoolTeacher: Candyce Hubbel

14

Jasmine LeeSecond Grade

GOLDEN GATE BRIDGEwatercolors and pastels

lafayEttE ElEmEntary SchoolTeacher: Mary McClain

Kayla LiangFourth Grade

UNTITLEDgouache on paper


Victor LowieFourth Grade

UNTITLEDpastels on paper


Emily LinFourth Grade

POSITIVE & NEGATIVE SHAPEScollage

Ulloa ElEmEntary SchoolTeacher: Karen Ya

HONORABLE MENTION

15

Brendan LunaThird Grade

BIRDmixed media


Jesus MorenoThird Grade

GLUE CALAVERAmixed media


Jude MorenoFourth Grade

OWLpastels, pencil on paper

lafayEttE ElEmEntary SchoolTeacher: Lori Brook

Amanda NguyenThird Grade

MY SEA WORLDblack ink

Ulloa ElEmEntary SchoolTeacher: Edna Kwan

SECOND PLACE

16

Karina PerezKindergarten

UNTITLEDmixed media


Leyna PhanThird GradeWINDOW

collageUlloa ElEmEntary SchoolTeacher Stefanie Wong

Elise PriesmanFourth Grade

OWL AT NIGHTpastels, crayons on paperlafayEttE ElEmEntary School

Teacher: Lori Brook

Geraldo PolancoThird Grade

BIRDmixed media


17

Phoebe QuigleyKindergarten

UNTITLEDmixed media


Laisha RamirezFourth Grade

TATTOO HEARTglue, chalk pastel, black paper


Maya RobisonKindergarten

UNTITLEDwatercolor, sharpie

lafayEttE ElEmEntary SchoolTeacher: Candyce Hubbell

Dancela Ruiz TunThird Grade

GLUE CALAVERAmixed media


18

Catherine SachiThird Grade

COWmixed media

miSSion EdUcation cEntErTeacher: Susanna Mogan

Karla TejadaFirst Grade

MULTIMEDIA SELF PORTRAITmixed media


LesterThird Grade

SELF PORTRAITblack sharpie and watercolor

Ulloa ElEmEntary SchoolTeacher: Marina Wang

Gabriel ZaragozaThird Grade

MULTIMEDIA SELF PORTRAITmixed media

cESar chavEz ElEmEntary SchoolTeacher: Caroline Tremblay

FIRST PLACE

THIRD PLACE

19

EuniceThird Grade

CALIFORNIA POPPIES & QUAILSblack sharpie and crayon with watercolor


VincentThird Grade

CALIFORNIA POPPIES & QUAINSblack sharpie and crayon with watercolor


OsielThird GradePENGUIN

pastels, sharpiemiSSion EdUcation cEntEr

Teacher: Susanna Morgan

JonathanThird GradePENGUIN

pastels and sharpiemiSSion EdUcation cEntEr

Teacher: Susanna Morgan


Essay Contest Finalists

Poetry Contest Finalists

Anthony AlailesuluONE DAY4th GradeG. W. carvEr ElEmEntary School

Teacher: Mr. Proctor

Keyara CampbellSUMMER BUMMER4th GradeG. W. carvEr ElEmEntary School


Terrence HuntMY AUTOBIOGRAPHY4th GradeG. W. carvEr ElEmEntary School


Jairah LeapagoAUTOBIOGRAPHY4th GradeG. W. carvEr ElEmEntary School


Je’vayla LemmonsMY AUTOBIOGRAPH4th GradeG. W. carvEr ElEmEntary School

tEachEr: mr. Proctor

Raquel Isabel Dela Cruz MontezMY KARATE LIFE4th GradeG. W. carvEr ElEmEntary School


Wesley Yu ME AND THE HORRIFYING MAMMOTH LONG-HAIRED CREATURE5th GradelafayEttE ElEmEntaryTeacher: Janet Welsh

Tasia AllenTHE SUN IS SO QUIETG. W. Carver Elementary SchoolTeacher: Mr. Proctor

Caleb ChuangTHE FLAMING ROCK5th GradeLafayette Elementary SchoolTeacher: Janet Welsh

Isabella HerrmannLOVELY LUNA5th GradeLafayette ElementaryTeacher: Janet Welsh

Sofia PerezA DROP OF RAIN5th GradeLafayette ElementaryTeacher: Janet Welsh

Ryo RayMORNING/NIGHT

Andrei StolyarovSELF-PORTRAIT POEM

Nadirah VanderLindenONE BY ONE5th GradeLafayette Elementary SchoolTeacher: Janet Welsh

My YanSPRING IS HEAR


THIRD PLACEONE DAYby Anthony Alailesulu

One day a boy and his brother were in the forest. But a few minutes later the little boys brother said, “Let’s go and find some berries to collect for dinner.” One hour later they did not find berries but they ended up at a basketball stadium and Stephen Curry came out of the stadium and taught them how to shoot and how to play basketball. But as no food or berries were found the two boys were starving to eat and they cried and cried because no food or water and suddenly a witch came out and had a bottle of poison and the two boys ran and ran and the witch vanished and in the shadows the two boys saw something they didn’t want to see. It was Dracula. Dracula ran after the two boys and Dracula vanished and the two boys were never heard of but on a full moon the two boys might be running in the forest making noise but every day on the anniversary of their death they come back to life and turn into humans and look for blood. Also the two boys found their way home and never forgot it and when they got home the two boys realized they were dreaming and one of the boys said, “Ah man I never got to see Stephen Curry.”

FIRST PLACESUMMER BUMMERby Keyaya Campbell

My name is Samantha “Sam” Moore. I am an eleven year old girl. I just moved from San Francisco to Fairfield today. Ugh, worst day ever! I wasn’t too excited about leaving my old friends and school, but I told myself, “Sam, it will be OK.” I took a slow, deep breath and watched some KC Undercover. Summer school started the day after we moved in.

My new school wasn’t that bad. I made two new friends named Sera and Mayah. They were both in my class. My teacher, Mr. Wellen, was bossy but nice. I really adore him. Some of the kids were not so nice like Eddwerd, Alex, and Ian. They would tease us at recess by pointing and saying things like, ”Pretty little looooosers.” One day, Mayah thought of this crazy plan to get back at him and I didn’t like it.

Mayah thought of playing a prank on Eddwerd. “Uh, I don’t think so,” I said. Maya interrupted, “That’s what you think, Sam.” Mayah turned to Sera, “Go get those ten cans of toy slime and that bucket next to it, put the slime in the bucket and


bring it to me.” I thought, “Did she just say slime?!” I watched as they got ready. When Eddwerd came by the door, Mayah pulled the string and suddenly ... CREEEEEEEEAK! The slime was about to fall on the worst kid at school! I screamed “NOOOOOOOOOO!” and pushed Eddwerd out of the way and got the slime on me! Just then, Mr. Wellen walked in. “WHAT IS GOING ON HERE?!” He shouted and sent each of us to the Principal’s office. I told the truth and we all got detention for the rest of the summer!

And that’s when my summer break went from Summer Hit to Summer Bummer.

MY AUTOBIOGRAPHYby Terrence Hunt

My name is Terrence Hunt. I was born December 30, 2005 in California. When I was born I had two parents. I grew up in loving my mom. My relatives and my experiences with basketball are what turned me into a basketball lover! I love basketball.

I was 6 when I walked into the back-yard and all I saw was a court. Later that week I called my brother and said, “Ask if you can come over here. Dad has a basketball court.” That was the start of my basketball life. Basketball is fun.

I was eight years when I walked into the gym and all I saw was a lot of people. There must of been over 100 people in the gym. Five minutes before my game, because it was my first game, I was so scared. At the end of the game the score was 39 to 26. I was so happy I want to make it to the NBA because I had so much fun playing.

I really hope that I can make it to the NBA with my talent. The reason I keep playing is because I like it.

MY AUTOBIOGRAPHYby Jevayla Lemmons

Hi, my name is Jevayla and I was born July 27, 2006. I live in San Francisco. I have one sister. I live with my mom too. I am smart and I get it from my family. I saw my dad when I was born.

A few months later my dad started not to be around and I was feeling sad and kept asking about him. “When can I see my dad?” I said. My mom said, “I do not know.” I started to get


sad but I said, “I am not the. only one. My sister has to deal with this too.”

.A few years later my dad started to take me places. One day he took me to my gram’s house. I hadn’t seen her in three and a half years and it was my first time. I rushed to meet her. I introduced myself to her and it was fun for me. We gave hugs and kisses. Then we went to Sizzlers.

I learned a lesson from all this. Always love your family no matter what. That’s what I learned

from my family. My mom loves me and my family loves me and I love them.I guess that’s what families do.

MY KARATE LIFEby Raquel Isabel Dela Cruz Montez

My name is Raquel Isabel Dela Cruz Montes, I was born on October 27, 2006 in San Francisco, California General hospital. I was born with my two parents and I had four older brothers and two older sisters so I was the smallest. It was seven kids that my mom had.

My brothers’ and sister’ history with karate is what makes me almost a karate expert today. When I was five my mom had signed me up to karate class with my brother and my nephew. At first I didn’t wont to go to karate but then after a week I started to like it.

But my brother didn’t like it at all. Maybe because I was a higher rank and he was older then me. But that wasn’t why. It was because they were strict and they made you do a lot of pushups.

When I was six my instructor told me that me and my· brother and my nephew could go up for my test. Me and my brother were excited that we could change rank after the white belt. My brother was happy. However he still didn’t like karate that much.

When it was the time for the test I was so nervous I was shaking because my parents and all the kids in my class were there and this was my first test. When I walked up after the test, me and my brother had passed, but my nephew had skipped rank. I was pretty mad but I was still happy that I had passed my test for the first time and I was only five years old.

After two years I was a green belt and my instructor told me I could go up for my purple belt next week. Since I had done so many more tests I wasn’t so nervous. But then my instructor said I had to take a test with another person I was so scared. One,


because I had to take a test with somebody else, and two, I had to do the commands in Korean because I was a green belt and that was the language that we had to learn.

When it was time for my test I was a little nervous, but my instructor was so nice to me that we practiced the Korean language before the test. They set up the gym for us so that after we could take the test. I was so happy that the test was over and I was even happier that I passed. But the person who was taking the test with me skipped. I was happy for him and I said, “Good job.”

Three months later my instructor thought that I had taken my test and just gave me a brown belt. I was happy because I only needed three more belts until my black belt! I was so happy that I am close to a black belt that I was smiling so hard my teeth hurt.

When I get older I want to become a black belt so I can teach a class and show them all about the karate style.

HONORABLE MENTIONAUTOBIOGRAPHYby Jairah Leapago

My name is Jairah. I was born July 8, 2006 in San Francisco, California. I have two little sisters and one little brother.

NEW SURPRISE / When I was seven, I had come home after school and my mom had a surprise for me in my room. When she showed me it I was so excited. I started to play football everyday with my brother after school and I think that was how I grew to love football.

NEW TEAM / One morning I thought to my myself, “I want to be on a football team.” Later that day I told my mom I want to be on a football team. The next weekend my mom told me a surprise — that I was signed up for a football team and I said, “Thank you so much mom!” I yelled.

When I met the coach and the team I got so excited. The coach told me what position I was to play and told me all the rules and all the things I didn’t know about football. The position I played was wide receiver and I got to meet all the players on my team.

NEW CHAMPS / We were in the biggest game of our life when the other team kicked the ball to my teammate. He rushed to the left and got down to the ten yard line. When we huddled the QB said, “Let’s make a touchdown.” His plan was a Hail


Mary and he was going to pass it to me while I was in the end zone. Then the QB said, “Hike.” I ran so fast to the end zone and I caught the ball. Then in fourth quarter we were going to do the Hail Mary play again and he was going to pass it to me. When he threw it to me I thought I wasn’t going to catch it but I did and we won the football game 23 points and it was so fun that I still want to play football.

SECOND PLACEME AND THE HORRIFYING MAMMOTH LONG-HAIRED CREATUREby Wesley Yu

I had just woken up and everything seemed okay. My room was neat and tidy. I could smell the aroma of Mom’s pancakes wafting through the air. My sister was still sleeping.

“Ahhh!” I screamed. I fearfully fixed my eyes on a horrifying mammoth long-haired dark spider in the corner of my room. It was slowly, terrifyingly creeping down the wall. I am terrified of spiders. My fear all started on a bright and hot morning. I accidentally hit a tree in my backyard and suddenly spiders of all shape and size came raining down from the tree. Ever since that incident I have been terrified of spiders.

I decided that I had to do something. I couldn’t ask for help because everyone else was busy, sleeping or cooking breakfast, so I had to deal with the spider myself. I gathered all of my courage and thought of a clever way to remove the spider from my room. I desperately scanned my room for a toy to trap the terrifying creature, grabbed a small toy jar and quickly placed it over the spider. I had trapped him. I felt so relieved that the spider was finally trapped.

At breakfast I showed my family the spider. They were surprised because they knew of my fear. They asked me how I overcame my terrible fear. I told my family I was tired of running from my fear, so I chose to face it head on. In the jar, the horrifying creature looked a lot less horrifying. I realized something at breakfast. I realized that spiders really aren’t that scary. Maybe next time I should let the little, but evil, monsters live.


SECOND PLACETHE SUN IS SO QUIET by Tasia Allen

The sun is so quiet and peacefulits light shines on the ground, dogs howl and sometimes that’s the only soundI hear waves and birds chirping then people wake upthey have to get ready to start working when they get their child readyits really hard because the child had nightmares from watching freddythe child says i’m starvingthey go grab something to eat and the child takes a seat finally the child gets to school and she says do I look cool?finally the mother can go to work and the boss says you’re latethe mother says how long did I take?the boss asks, “you had to take you child to school?”the mother says yesthis is how it is in san francisco bay And then the sun was so quiet all day

I was inspired to write his poem because I saw the title in another book and I was thinking maybe I should make it based on my life but with a little changes. This poem is about my life me and my mother getting ready for school and work.


THE FLAMING ROCK by Caleb Chuang

It was a frosty and lonely moment.When suddenly, it happened, I was born.

I saw bright and gleaming stars.The sun and moon shone brightly and the cool wind cheered happily.

My father burned strongly and gives me light as he is the mighty Sun.My mother shone brightly and takes care of me as she is the sweet Moon.

My brothers and sisters are active asteroids in the Asteroid Belt, who play with me as I dance around them.

I used to be playful asteroid in the Asteroid Belt, but I drifted out of the orbit and

grew fiery flames as I flew around lonely space.Now,

I am a flaming and fast meteorite, who explores the great

and mysterious universe.

HONORABLE MENTIONLOVELY LUNA by Isabella Herrmann

It was a cold, misty, pitch black night.I could see only dark shadows around me. Finally, I saw a bright and guiding light.

It struck me andI was born into the world.

My bold father is the fiery sun. He heats me up, day and night.

My helpful mother is planet Earth.She is always there if I fall.

My gleaming brother is a shining star, who keeps a smile on my face, as he plays.

If the world did not have me,there would be no pearl light glistening at night.

I am the gentle moon,who glimmers hopefully

in the night sky.


A DROP OF RAIN by Sofia Perez

The night I was created was chilly and so windy, as I fell through the dark ink like clouds.I heard the leaves rustle in the wind, as it whipped them round and round.I felt fresh and happy as I fell from my gentle mother, a fluffy cotton cloud,to my father, a great field of bright green grass, who spreads over the landscape.My brother is the gentle, but stubborn wind, who guided me to my father.I slip onto the gentle, but fun, blades of emerald grass.I am a liquidy raindrop.I feed gardens and fields.I give youthe water of life.

THIRD PLACEMORNING/NIGHT by Ryo Ray

Waking up in the morningin my silky smooth favorite sheets.

At night the dazzling sky is black as the shadow of white.

In the morning glide Swingingswayingbeing lifted by the thought of morning with the golden blue skybeaming through the glass windows.

Music of the night playing from the moonMysterious surprising wind blows to your dreamland.


SELF-PORTRAIT POEM by Andrei Stolyarov

My tongue is as big as an airplane.My legs are as long as spaghetti. My eyes are clothing dryers.My heart holds happiness that is asgreen as spring growth.I live in a clock and eat time..

FIRST PLACEONE BY ONE Nadirah VanderLinden

I was born.I heard the waves pull back and slap down,the foam sounded like little sparklers,The blue moonlight glistened down on my brave mother, a pebble. She sacrificed herself for me.My sweet father, the current, crashed on top of my mother with one more slap of shining aquamarine water.I was born into my brothers and sisters waiting hands.My powerful father created a swift current that pulled me in.I am buried beneath and then I worked my way to the surface. The wind blows me to the end of the boundless beach.I hear the waves, but they sound much quieter then when I was closer. The harsh wind blows again and makes a sand dune.I am blown to the top of my gentle cousins.We see the glimmering stars beam against the teal blue water andthe creamy crescent moon looks so lively and bright, liked a prized shining pearl. Without us your sand castle falls apart.A bug pops up under me and I roll down to the bottom of the dune.I lay there.I am timeless.I am a grain of sand.

HONORABLE MENTIONSPRING IS HEAR by My Yan

Raindrops drop like tunes.Pink blossoms blow away too.Oh, how I love Spring.


thE viSUal and PErforminG artS dEPartmEnt of thE San franciSco UnifiEd School diStrict

WaS PlEaSEd to PrESEnt thE 26th annUal

ElE m E nta ry music FE stiva l

SatUrday, aPril 25, 2016Ba lB oa HigH scHool

San franciSco

2016


FIRST CONCERT PROGRAM — 1:00 PM

BE ginning violinsallEGro . . . . . . . . . . Shinichi SUzUki

crEScEnt moon . . . . . . . . chinESE traditionallonG, lonG aGo . . . . . . . . Shinichi SUzUki

BE ginning trum p E tstrollEy SonG . . . . . . . . JUdy Garland

WhEn thE SaintS Go marchinG in . . . . . . . amErican GoSPEl hymn

BE ginning cla rinE tsmorninG mood . . . . . . . Edvard GriEGBillBoard march . . . . . . . John klohr

BE ginning FlutE skUmBaya . . . . . . . amErican traditional

odE toJoy . . . . . . . lUdWiG van BEEthovEn

all BE ginning trum p E ts, cla rinE ts, FlutE slovEly EvEninG roUnd . . . . . . . traditional GErman roUnd

SECOND CONCERT PROGRAM - 3:15 PM

rE cord E r EnsE m B lEit’S mE . . . . . . . nEGro SPiritUal

WatEr iS WidE . . . . . . . ScottiSh traditionalcUnario . . . . . . . Joachim von dEr hofE

FE stiva l orcHE stradraGon hUntEr . . . . . . . richard mEyEr

‘larGo’ from NEw wORLD SyMPHONy . . . . . . . antonin dvorakcirclE dancE . . . . . . . BUlGarian folk dancE

pE rcussion EnsE m B lEfanGa alafia . . . . . . . liBErian WElcomE SonG

littlE liza JanE . . . . . . . nEW orlEanS Jazz traditionalfinalE . . . . . . . ami molinElli and nathan EBy

FE stiva l Ba ndlinUS and lUcy . . . . . . . vincE GUaraldi

“thEmE” from FIREBIRD . . . . . . . IgOR STRAvINSkyLET’S gO BAND . . . . . . . ANDREw BALENT


Dear Parents, Family, and Friends; Thank you for your ongoing support of music education and for your efforts

and time in making this concert possible through your child’s practice, attendance, and participation We have immensely enjoyed working with all the participating students and preparing for this event.

We would like to recognize our additional support staff for contributing their time and talents: Master of Ceremonies Anna Karney (Choir Director: George Washington High School and Presidio Middle School), Ami Molinelli, Percussion Ensemble Coordinator, and the Association of Instructors of Music (AIM) volunteers.

Also, a huge thanks to our Balboa hosts: George Pascoe,Balboa Band Director, Susan Ritter, Principal and Freedom Siyam, Assistant Principal; the Balboa Security Team (Sierra Laiafa, Daniel Perez, Nazario Romero, Preston Worthy) and the Balboa student volunteers.

Yours Sincerely, The Elementary Music Teachers and Staff Rob Daniels-Director, Visual and Performing Arts John Calloway-Supervisor, Visual and Performing Arts Program

Don Armistead Michael Arnold

Djuna Babiera Steve Bell

Ariana Cortes Adrianne De Landa Sofia

Fojas Richard Frazier

Peter Govorchin Monica Ho-Leung Kyoko Kimura

Carla Lehman John Mansfield

Winona Mansfield Ronna McMurray

Alice Mosley Monica Perry Scott Perry

Hal Richards Jonathan Rojo Aolp Sakura

Robin Saunders Shawn Smith

Noell Toso Flora Wong

Albert Yamanaha


WHY WE MUST FUND MUSIC EDUCATIONBy tE d Ba ronE , princip a l, alB a ny HigH scHool

(Reprinted with permission of the author.)

We must fund music education.The budget straits the State of California

is facing are forcing our leaders to make a series of pernicious choices with legacy implications. One such choice is whether to fund music programming or refocus our funding priorities to the “core academics” (which happen to be those subjects tested in the statewide testing system).

I propose that we really don’t have a choice. We must fund music.

From the rhythm of our breathing as infants and the comforting lullabies, that helped us sleep, to the cacophony of song and sound that envelops our modem ev-eryday lives, music is an essential factor in what defines us as human. Music is a messenger that carries the history and col-lective experience of a people across time and space.

Music also helps develop our brains in a way that will increase our ability to address and solve the extraordinary chal-lenges that lie ahead of us as a people. The musical key is the proverbial key. In other words, the structure and organiza-tion of music is exactly what makes it so important for brain development. From the notes, chords are built. Chords determine keys, within which a skillful musician cre-ates an experience, a message, a move-ment. Mix in rhythm and a new order of time emerges.

Music is all about creating neural

networks and expanding the speed and capacity of the pathways that determine skill and memory. A key finding from brain research is that once a neural pathway is established, and the more that pathway is used, especially with passion and emotion, the greater the “bandwidth” and strength of the connection. Memory is improved, processing speed is increased, and better, more sophisticated decisions are a result.,

Music is all about the structural connec-tions that are used to support memory. It’s much easier to remember something that follows a familiar structure or pattern than something random and unfamiliar. These familiar structures serve as the foundation for building greater knowledge and even stronger and more extensive neural net-works that support learning of all kinds.

In a world of extraordinary complex-ity, a premium is placed on one’s ability to quickly process massive amounts of wildly varying types of information. Musical in-struction helps young people develop the brain capacity to process a lot of informa-tion and to organize and present it.

Playing music cultivates a mind that is prepared to process and make sense of the rush of information and problems that have come to characterize the 21st century. Mu-sic is a core subject. We can’t cut funding for music any more than we can cut fund-ing for math.


San Francisco Elementary Schools That Have Participated in the Ewald Art, Literature & Music Competitions

Alice Fong Yu Elementary 1541 12th Ave. — SF, CA 94122 (415) 759-2764

Alvarado Elementary 625 Douglass Street — SF, CA 9411 (415) 695-5695

Argonne Elementary 680 18th Ave. — SF, CA 94121 (415) 750-8460

Bryant Elementary 1050 York Street — SF, CA 94110 (415) 695-5780

George Washington Carver Elementary1360 Oakdale Avenue — SF, CA 94124(415) 330-1540

Clarendon Elementary 500 Clarendon Ave. — SF, CA 94131 (415) 759-2796

Cleveland Elementary 455 Athens Street — SF, CA 94112 (415) 469-4709

Commodore Sloat Elementary 50 Darien Way — SF, CA 94127 (415) 759-2807

Dianne Feinstein Elementary 2559 25th Avenue — SF, CA 94116 (415) 615-8460

Edward R. Taylor Elementary 423 Burrows Street — SF, CA 94134 (415) 330-1530

El Dorado Elementary 70 Delta Street — SF, CA 94134 (415) 330-1537Fairmont Elementary65 Chenery Street — SF, CA 94131 (415) 695-5669

Francis Scott Key Elementary 1530 43rd Ave. — SF, CA 94122 (415) 759-2811

Glen Park Elementary 151 Lippard Avenue — SF, CA 94131 (415) 469-4713

Gordon J. Lau Elementary 950 Clay Street – SF, CA 94108 (415) 291-7921

Guadalupe Elementary 859 Prague Street — SF, CA 94112 (415) 469-4718

Harvey Milk Civil Rights Academy 4235 19th Street — SF, CA 94114 (415) 241-6276

Jean Parker Elementary 840 Broadway — SF, CA 94133 (415) 291-7990

Jefferson Elementary 1725 Irving Street — SF, CA 94122 (415) 759-2821

Jose Ortega Elementary 400 Sargent Street — SF, CA 94132 (415) 469-4726


Lafayette Elementary 4545 Anza Street — SF, CA 94121 (415) 750-8483

Lakeshore Elementary 220 Middlefield Drive — SF, CA 94132 (415) 759-2825

Leonard R. Flynn Elementary 3125 Cesar Chavez — SF, CA 94110-4722 (415) (415) 695-5770

Claire Lilienthal Alternative School 3630 Divisadero Street — SF, CA (415) 749-3516

Longfellow Elementary 755 Morse Street — SF, CA 94112-4296 (415) 469-4730

Malcolm X Elementary 350 Harbor Road — SF, CA 94124 (415) 695-5950

Marshall Elementary 1575 15th Street — SF, CA 94103 (415) 241-6280

Miraloma Elementary 175 Omar Way — SF, CA 94127 (415) 469-4734

Mission Education Center 1670 Noe Street — SF, CA 94131 (415) 695-5313

Monroe Elementary 260 Madrid Street — SF, CA 94112(415) 469-4736

McKinley Elementary 1025 14th Street — SF, CA 94114 (415) 421-6300

New Traditions Elementary 2049 Grove Street — SF, CA 94115 (415) 750-8490

Paul Revere Elementary 555 Tompkins Avenue — SF, CA 94110 (415) 695-5656

R. L. Stevenson Elementary 2051 34th Ave. — SF, CA 94116 (415) 759-2837

Rooftop Alternative School 443 Burnett Avenue — SF, CA 94131 (415) 695-5692

Rosa Parks Elementary 1501 O’Farrell Street — SF, CA 94115 (415) 749-3519

Spring Valley Elementary 1451 Jackson Street — SF, CA 94109 (415) 749-3535

Sunnyside Elementary 250 Foerster Street — SF, CA 94112 (415) 469-4746

Sunset Elementary 1920 41st Avenue — SF, CA 94116 (415) 759-2760

Tenderloin Elementary 627 Turk Street — SF, CA 94102 (415) 749-35670

Ulloa Elementary 2650 42nd Avenue — SF, CA 94116 (415) 759-2841

West Portal Elementary 5 Lenox Way — SF, CA 94127 (415) 759-2846

THE EWALD FOUNDATION

VISUAL ART COMPETITIONCall For Entries For 2017 Contests

Your school or community arts group is invited to partici-pate in the annual Ewald Visual Art Contest. The works of students in San Francisco public schools kindergarten through fifth grade are eligible. The Ewald Visual Art Contest focuses on the traditional forms of painting and drawing. All entries must be original work and reflect the students’ individuality in style and content. These submis-sions are judged annually at the same time as the literary awards. The submissions are first prejudged and then, from these final submissions, three winners and one hon-orable mention are selected.

accEPtaBlE formatS. Painting: oil, acrylic, watercolor, gouache, casein, tempera on canvas, canvas board, paper, any flat surface. Painting must be completely dry. Drawing: pencil, ink, charcoal, pastel, crayon. Fixed with a suitable

fixative and mounted on rigid board. Use black or white mattes only. No frames, glass, plexiglass, or wood strips.

The first place, second place, and third place winners of the Visual Art Competition will receive a CHROMEBOOK. Teachers of winning students and the principals of winning schools will receive an AMAZON gift certificate. (One only per teacher.)

All entries must be original. Plagiarized work will be dis-qualified. Because of the number of entries, visual works cannot be critiqued or returned. All entries become the property of the Ewald Foundation. By participating in the contest, applicants and their parents or guardians grant the Ewald Foundation the right to publish all or part of any entry without compensation.

SUBMISSIONS: Deliver all visual art entries with the completed entry form to:Visual and Performing Arts Department • San Francisco Unified School District

750 25th Avenue • SF, CA 94121

For further information, call the VAPA office at (415) 379-7023 orEmail questions to: [email protected]

FINAL DATE FOR ENTRIES April 7, 2017

2017Grades

Kindergartenthru Fifth

ENTRY FORMPlease print or type. Complete this form and send it along with your visual submission.

Student’s name ____________________________________________________________________________________________________

Grade ____________________________________________ Age _____________________ Birthdate ___________________________

School Program ___________________________________________________________________________________________________

Teacher/Contact person _______________________________ E-mail _______________________________________________________

School address ____________________________________________________________________________________________________

Arts Organization _________________________________________________________________________________________________

Artist-in-residence __________________________________________________________________________________________________

Contact’s work phone _______________________ Fax ______________________ Home Phone _________________________________

Please Photocopy As Necessary. Also available online: www.ewaldfoundation.com 75


LITERARY COMPETITIONCall For Entries For 2017 Contests

ENTRY FORMPlease print or type. Complete this form and send it along with your writing submission.

Student’s name ____________________________________________________________________________________________________

Grade ________________________________________________ Age ______________________ Birthdate _______________________

School Program ___________________________________________________________________________________________________


School address ____________________________________________________________________________________________________

Contact’s work phone ____________________________ Fax ___________________ Home Phone _______________________________

Submission Checklist:• Double space each line of text.• Staple entry in left corner if using more than one sheet

of paper. Do not bind the entry or submit it in a folder.• At the top of each page, title the work and state the

student’s name. The school’s name should be separate.• Keep a copy of each manuscript submitted.

• Submissions may also now be scanned and submitted via google folder. See below

.All entries must be original. Plagiarized work will be dis-qualified. Because of the number of entries, manuscripts cannot be critiqued or returned. All entries become the property of the Ewald Foundation. By participating in the contest, applicants and their parents or guardians grant the Ewald Foundation the right to publish all or part of any entry without compensation.

SUBMISSIONS of Literary entries with the completed entry form: Hard copies may be mailed, delivered or faxed to the VAPAD office.Visual and Performing Arts Department • Curriculum and Instruction

SFUSD • 750 25th Avenue • SF, CA 94121 • 415-379-7023

Teachers, please note a new, easy way to enter. Just create a google folder with student entries and share with

Catherine Burke at [email protected]. No printing is necessary, simply create a folder for your students and share.

Please email Catherine Burke at [email protected] with any questions or if you would like to upload directly to the EWALD google folder.

FINAL DATE FOR ENTRIES April 7, 2017

2017Grades Fourth& Fifth

Fourth- and fifth-grade students in all San Francisco public schools are eligible to submit writing. This year we are again requesting that teachers choose a short narrative piece or poetic composition from their common core re-quirements that they feel is of an unusually high quality. [PLEASE NO BOOK REPORTS] All winners will be printed in the next Ewald Awards Magazine.

The first place, second place, and third place winners of the Literary Competition will receive a CHROMEBOOK. Teachers of winning students and the principals of winning schools will receive an AMAZON gift certificate. (One only per teacher.)

A curatorial committee selected by the district’s Visual and Performing Arts office will jury all entries choosing 20 to 30 finalists. A special panel of highly qualified judges selected by the Ewald Foundation then will select the best works.

Please Photocopy As Necessary. Also available on line: www.ewaldfoundation.com76


DIGITAL PHOTO & VIDEOCOMPETITION

Call For Entries For 2017 Contests

Your school or community arts group is invited to par-ticipate in a new annual Ewald Art Contest. The works of students in San Francisco public schools kindergarten through fifth grade are eligible. In keeping up with the times this new competition is accepting digital photo-graphs and short videos deemed by teachers to be worthy of attention and award. These submissions will first be pre-judged together and then, from these final submissions, three winners and one honorable mentions selected at the same time as the literary and other visual art awards.

accEPtaBlE formatS: JPGS, tiffS, PdfS, i-moviE, Etc.

The first place, second place, and third place winners of the Literary Competition will receive a CHROMEBOOK. Teachers of winning students and the principals of winning schools will receive an AMAZON gift certificate. (One only per teacher.) All entries must be original. Plagiarized work will be dis-qualified. Because of the number of entries, works cannot be critiqued or returned. All entries become the property of the Ewald Foundation. By participating in the contest, applicants and their parents or guardians grant the Ewald Foundation the right to publish all or part of any entry without compensation.

SUBMISSIONS:For this category the submissions should be electronic.

Please create a google folder with student entries and share with Catherine Burke at [email protected].

Please email Catherine Burke at [email protected] with any questions or if you would like to upload directly to the EWALD google folder.

For further information, call the VAPA office at (415) 379-7023 orEmail questions to: [email protected]

FINAL DATE FOR ENTRIES APRIL 7, 2017

2017Grades

Kindergartenthru Fifth

ENTRY FORMPlease print or type. Complete this form and send it along with your visual submission.

Student’s name ____________________________________________________________________________________________________

Grade ____________________________________________ Age _____________________ Birthdate ___________________________

School Program ___________________________________________________________________________________________________


School address ____________________________________________________________________________________________________

Arts Organization _________________________________________________________________________________________________

Artist-in-residence __________________________________________________________________________________________________

Contact’s work phone _______________________ Fax ______________________ Home Phone _________________________________

Please Photocopy As Necessary. Also available online: www.ewaldfoundation.com 75

BACK PAGE - LEFT BLANK FOR PRINTER’S INFORMATION

BACK COVER - LEFT BLANK

Call for EntriesTHE EWALD FOUNDATION COMPETITIONS 2017

San Francisco Elementary School teachers are urged to participate in the 2017 Ewald Foundation contests for Art, Music & Literature.

The Ewald Foundation’s aim is to encourage, by competition and awards, student participation in the arts, offering prizes for Visual Art, Instrumental Music Performance, Literary Composition and, new this year, Digital Photography and Short Videos. The Visual Art categories are open to students from kindergarten thru the 5th grades; the Music and Literary categories open to the 4th and 5th grades.

The Visual Art categories are free expression. For the Literary category we are requesting that teachers choose a short narrative piece

or poetic composition from their common core requirements that they feel is of an unusually high quality and deserving of publication and an award. (Please, No Book Reports.) The first place, second place, and third place winners of the various competitions will receive a CHROMEBOOK. Teachers and principals of winning students will receive an AMAZON gift certificate.

Deadline for submissions for all contests are: APRIL 7, 2017

Entry forms for the 2017 Art and Literary contests are on PAGES 38, 39 and 40.For the Literary Contest, teachers please note a new, easy way to enter. Just create a google folder with student entries and share with Catherine Burke at [email protected]. No printing is necessary, simply create a folder for your students and share. Please email Catherine Burke at [email protected] with any questions or if you would like to upload directly to the EWALD google folder.

For additional information PlEaSE contact

THE EWALD FOUNDATION c/o [email protected]

the ewald foundation awards 2016 · complishment, creativity and originality deserving of...

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