Abstract
This doctoral essay outlines the framework for a year-long teaching artist curriculum and its theoretical underpinnings designed to disrupt gender bias in elementary school classrooms by tackling the issue of gender inequality at its core: the education of young listeners. Aligning the frameworks of anti-bias education, liberatory pedagogy, arts integration, and intersectional feminism, the proposed curriculum engages students in topics of identity, diversity, justice, and activism through storytelling and narrative intervention while learning content standards from earth and space sciences through the lens of literary, visual, and performing arts. An invitation to disrupt dominant narratives, this document demonstrates an action framework for how performing artists and educators can become better advocates for their students and communities.