Amber Lemser
4/13/14
Annoted Bibliographies
1. Ulbricht, J. (2005). What is community-based art education? Art Education, 58(2), 6-12.
Dr. Jarvis Ulbricht is a professor at the University of Texas in Austin in the art education department. Ulbricht topics of influences are visual culture, and community based learning among other educational outlets. Ulbricht also shows interest in cross curriculum activities in educational fields.
Ulbricht’s article focuses on what the definition of community-based art education can be for educators and members of society. Ulbricht emphasizes the avenues of defining community based art education. Ulbricht organizes community art programs into six categories: the categories consist of support or reform art education programs, to entice evolvement figures, citizens trying to get rid of art programs in schools, getting students involved in everyday real world situations, and confronting social issues. The article examines goals, definitions, and rationales of community based art education. Examples of definitions of community based art education are informal teaching, which takes places outside of schools or educational facilities, organized community teaching, which are art projects put on by the community, such as the Outdoor Art Movement in 1899, formal community based art education, such as afterschool art programs for students, and outreach programs designed to empower and promote art. Ulbricht ends with the fact that there many definitions of community art education for art educators to practice. The definitions can lead to community programs produced based on those ideas or subjects as well.
2. Lafayette College. (2008, June 8). Community based teaching program [Community involvement with local students]. Retrieved from https://www.youtube.com/watch?v=91HOZDHHRio
The Lafayette College is a liberal arts college located in Pennsylvania. The college was established in 1828. It is host to the Williams Visual Arts building that has established a community based art education program for high school students and the community.
They Visual Arts department designed a video displaying and discussion the program. The program consist of local regional high school art educators bringing students in to collaborate will empowering professional artist on campus. Ed kerns is a professor of the program and the director of the Williams Visual Arts Building who works with other professional art educators, such as Jim Toia a designer of the community based teaching program at Lafayette College. The program hopes to enhance traditional art skills while empowering students to be ready and motivated for a college experience in their futures.
3. The Repurpose Project. (n.d). In The Repurpose Project. Retrieved from http://www.repurposeproject.org/
Mike Myers and Sarah Goff are founders of the website named the Repurpose Project, and the actual store in Gainesville, Florida. Mike has been making art for forty years and has turned his attention on educating future generations about how to rethink what they throw away. Sarah has a bachelor’s degree in Natural Science and Fine arts and loves the idea of reuse of materials.
Mike and Sarah started the Repurpose project in 2012. The Repurpose Project website is a nonprofit program for recycling and reusing materials. Mike and Sarah have designed a site where students and art educators and purchase gently used materials for school. The website also gives information about the actual store, such as hours, location, and items for purchase. They also have creative community tables on site. The tables are a place for the community to come and make art out of junk. The website is also home to reused art exhibits, and events in the community based on reusable materials. The sites helps maintain and create art communities among educational sites and local venues.
4. Clark G., & Zimmerman E. (2000). Greater understanding of local community: A community- based art program for rural schools. Art Education, 53(2), 33-39.
Gilbert Clark and Enid Zimmerman are two art educators. They have worked together on many projects. In this specific article, the two discuss the community based program called ProjectARTS.
Clark and Zimmerman designed a three year art program that focused on arts in rural communities. They state, “There is a need for community involvement in school art programs, and families unique cultural background should be taken into account when producing these programs” (p.33). ProjectARTS was established in Indiana, South Carolina, and New Mexico in rural populated areas. The curriculum development in the program involved parents, and the community in creating lesson for the students. The lessons created allowed for students study their community’s art background. Photography was used to document communities by students. Local artist would come do art talks and demonstrations for students as well. The students were also asked to study their family’s history too. The assessment of this program was for students to develop understanding of art, its skills, and art techniques. The idea was to balance the interest of students and educators, and take that into consideration when establishing units of study. The assessments were also videotaped, and teachers and students were to keep reflective journals and portfolios in the project.
All in all, the programs goal was to get rural area students involved in the community by using art programs. It was a success. The students found they were a lot alike even though they lived far apart. The authors encourage art educators to use the ideas from this program, and incorporate them into their own programs at schools to create better community learning.
5. Cohen, R. (2013)10 Reasons to support the arts. Americans for the Arts. Retrieved from http://www.partnershipmovement.org/news/p/10-reasons-to-support-the-arts-in-2013/
Randy Cohen is an art activist. He helps art program funding, policy, and use within a community. He is also the Vice President of Research and Policy for the American for Arts.
His article is very short but to the point. The article identifies ten reasons why people should support the arts in the United States in the year 2013. The reasons are true prosperity, improved academic performance, arts are an industry, arts are good for local merchants, arts are the cornerstone of tourism, arts are an export industry, art builds the 21st century work force, healthcare, stronger communities, and creative industry. The reasons listed all have strong holding as to why art should be supported. The arts help produce creativity, and to express our values. It bridges gaps between cultures and brings us together. It encourages students to stay in school and become good community servants. The arts promote tourism and bring in money for local businesses. The arts produce much revenue on exports like jewelry, paintings, and movies. The arts programs produce a sense of wellbeing and help people cope when ill or faced with tragedy. The arts build up a community, allowing for young people to become a part of their society and have pride for them. The arts also are used in means of hiring creative thinking people for jobs. All in all the arts are good for the United States and should be supported strongly.
6. Gude, O. (1989). An aesthetics of Collaboration. Art Journal, 48(4), 321-323.
Olivia Gude is a Chicago based muralist. She teachers at the University of Chicago. She is also a member of many art based groups locally and internationally.
Gude’s article is about a Community mural she created with another artist. The mural was for the Co-op of Mifflin in the 1980’s. Gude talks of the history of the area as depicted by the paints of billboards around the co-op. The billboards told stories of the effort to reflect basic attitudes of artist and people in relationship to community public arts events (p. 321). She also describes how a previous painter flatly painted a mural of food production and everyday farming that didn’t to hold up against the weather and time in the mural space. Gude also discusses the making of the community mural. She was very inspired by the goal of the Co-op to educate people about political- social implications of food. Gude and the other artist would setup meetings with other community co-op members for designing the mural. The group worked together many times before coming up with a cohesive design that everyone agreed upon. The project became a community public project that had multiple viewpoints arranged in it, and was a great chance for the community to be involved and create something for present day society.
7. Zimmerman, E. (2012) Connecting ideas across disciplines. Advocacy White Papers for National Arts Education. Reston, VA: National Arts Association. Retrieved from http://www.arteducators.org/advocacy/NAEA_WhitePapers_4.pdf
Enid Zimmerman is a professor at Indiana University. Zimmerman is head of the Gifted and Talented educational Program at the University. Zimmerman also creates projects and research on cross cultural learning environments.
Zimmerman’s article discusses the integration of art into multiple learning environments. The environments include curricula that is related to student’s lives and real world events or issues, and concept based ideas that focus on issues of the world from an art viewpoint. Zimmerman’s studies suggest that an intercultural approach allows for integrated learning environments to grow, and increate student involvement in activities. The article also emphasis that art is a core element in bridging gaps to other subject matter, and is linked to academic achievement. Some examples of connecting arts into other environments are community based programs, where communities come together to create art or make art together, visual arts and language arts connections which allows for cross curricular engagement, and integration of international programs, where students connect with other students with a different background then themselves. These forms of learning create a strong backbone for students to be engaged in their community and real world issues of the future.
8. Landon, P. (2012). Infusing the arts into community-based learning environments. Advocacy White Papers for National Arts Education. Reston, VA: National Arts Association. Retrieved from http://www.arteducators.org/advocacy/NAEA_WhitePapers_4.pdf
Peter Landon is the Chancellor and Professor Emeritus at University of Massachusetts Dartmouth. He is in engaged in the idea of creating art based community. Landon wrote the book Step Outside: A Community- Based Art Education which focuses on art advocated in the community.
Landon’s article is to help create informed decision making on all levels, let those levels small group, big group, or everyone involved. The article takes a reader on a visual tour of an at risk teen center and describes all the ways the students are creating art for the community. Examples of those ways are creating a mural for a local school, putting on plays with the elderly, and photo exhibits that display the meaning behind the at risk center. Landon, then emphasizes the need for an art educator for a community based project to work cohesively. Landon points out that teachers help engage and encourage participants in community projects to work towards and establish their self-goals. Landon states, “A client- centered holistic approach works best for community project and serves most clients” (n.d).
Landon’s article on community based learning emphasizes the need to cater to a wide variety of people coming to the project with many ideas, skills, and reasons. The article defines all of these people as making artistic choices not just making art, and uses artistic as a connotation to explain community based art projects. Artistic means, in this article, being creative and imaginative in thinking, doing things like a craftsman wood, and being concerned with the quality of artwork being created. All in all, Community based art programs have a long history and help people shape their ideas, and feelings, plus allows them to interact with other people to create something beautiful.
9. Taylor, A. (2005). Measuring the creative community. Arts Journal Blogs: The Artful Manager Retrieved from http://www.artsjournal.com/artfulmanager/main/measuring_the_creative_communi.php
Andrew Taylor is a member of the American Universities Arts Management in Washington, D.C. Taylor is well infused into the arts management and consultant issues. Taylor, also is the past president of the Association of Arts Administration Educators.
Taylor’s journal blog focuses on the measurement of a healthy creative community. Taylor starts by asking a question. What does a healthy cultural ecology look like? Taylor establishes that there should be three elements that make a healthy creative community, and all of those elements contain art forms. The first way is for a community to have cultural literacy. Cultural literacy is when people are fluent in traditions, customs, and languages that are acquired from families, and community historians. The second way is through participatory cultural practice. Participatory cultural practice is the engagement of people in the community in cultural activities, such as drawing, garage rock bands, or public dance that are nonprofessionally formed. The third is professional cultural goods and services. Professional cultural goods are made by individuals in the community for society. Examples of these goods are video games and computer graphics designed by local artist. All in all, these are three major elements of a healthy creative community.
10. Strauss, V. (2013). Top 10 skills children learn from the arts. Blog: The Answer Sheet. Washington Post: Retrieved from http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/01/22/top-10-skills-children-learn-from-the-arts/
The blog focuses on ten skills children learn and can use from arts programs. Lisa Phillips, a leadership educator, author, and business owner gives us this list of ten skills. One is creativity allowing students to stand out by using skills to create something unique or problem solve until they have a brilliant idea. Two is confidence, which the arts train students, especially in theater, to take command and build leadership skills. Three is problem-solving. The arts allow students to use different forms of problem-solving that allow students to come up with their own solution of a concept. Four is perseverance, which the arts teach children skills to not give up and keep going to achieve success. Five is focus. Recent studies show that students involved in the arts have better ability to concentrate and focus on issues in everyday life. Six is nonverbal communication that the arts use to break down body language, and have students study body language to better understand and use it everyday life. Seven is receiving constructive feedback, which art educators use as a learning tool. Eight is collaboration, which teaches students to work together for a common goal. Nine is dedication, the arts establishes this by having students work hard to finish a piece, so they can feel proud of it. Ten is accountability, which makes students aware of their actions in a group, and how it affects those around them. It makes students take responsibility for their actions, correct them, and move on. All of these skills are taught in the arts and can be used in cross curricular settings.
4/13/14
Annoted Bibliographies
1. Ulbricht, J. (2005). What is community-based art education? Art Education, 58(2), 6-12.
Dr. Jarvis Ulbricht is a professor at the University of Texas in Austin in the art education department. Ulbricht topics of influences are visual culture, and community based learning among other educational outlets. Ulbricht also shows interest in cross curriculum activities in educational fields.
Ulbricht’s article focuses on what the definition of community-based art education can be for educators and members of society. Ulbricht emphasizes the avenues of defining community based art education. Ulbricht organizes community art programs into six categories: the categories consist of support or reform art education programs, to entice evolvement figures, citizens trying to get rid of art programs in schools, getting students involved in everyday real world situations, and confronting social issues. The article examines goals, definitions, and rationales of community based art education. Examples of definitions of community based art education are informal teaching, which takes places outside of schools or educational facilities, organized community teaching, which are art projects put on by the community, such as the Outdoor Art Movement in 1899, formal community based art education, such as afterschool art programs for students, and outreach programs designed to empower and promote art. Ulbricht ends with the fact that there many definitions of community art education for art educators to practice. The definitions can lead to community programs produced based on those ideas or subjects as well.
2. Lafayette College. (2008, June 8). Community based teaching program [Community involvement with local students]. Retrieved from https://www.youtube.com/watch?v=91HOZDHHRio
The Lafayette College is a liberal arts college located in Pennsylvania. The college was established in 1828. It is host to the Williams Visual Arts building that has established a community based art education program for high school students and the community.
They Visual Arts department designed a video displaying and discussion the program. The program consist of local regional high school art educators bringing students in to collaborate will empowering professional artist on campus. Ed kerns is a professor of the program and the director of the Williams Visual Arts Building who works with other professional art educators, such as Jim Toia a designer of the community based teaching program at Lafayette College. The program hopes to enhance traditional art skills while empowering students to be ready and motivated for a college experience in their futures.
3. The Repurpose Project. (n.d). In The Repurpose Project. Retrieved from http://www.repurposeproject.org/
Mike Myers and Sarah Goff are founders of the website named the Repurpose Project, and the actual store in Gainesville, Florida. Mike has been making art for forty years and has turned his attention on educating future generations about how to rethink what they throw away. Sarah has a bachelor’s degree in Natural Science and Fine arts and loves the idea of reuse of materials.
Mike and Sarah started the Repurpose project in 2012. The Repurpose Project website is a nonprofit program for recycling and reusing materials. Mike and Sarah have designed a site where students and art educators and purchase gently used materials for school. The website also gives information about the actual store, such as hours, location, and items for purchase. They also have creative community tables on site. The tables are a place for the community to come and make art out of junk. The website is also home to reused art exhibits, and events in the community based on reusable materials. The sites helps maintain and create art communities among educational sites and local venues.
4. Clark G., & Zimmerman E. (2000). Greater understanding of local community: A community- based art program for rural schools. Art Education, 53(2), 33-39.
Gilbert Clark and Enid Zimmerman are two art educators. They have worked together on many projects. In this specific article, the two discuss the community based program called ProjectARTS.
Clark and Zimmerman designed a three year art program that focused on arts in rural communities. They state, “There is a need for community involvement in school art programs, and families unique cultural background should be taken into account when producing these programs” (p.33). ProjectARTS was established in Indiana, South Carolina, and New Mexico in rural populated areas. The curriculum development in the program involved parents, and the community in creating lesson for the students. The lessons created allowed for students study their community’s art background. Photography was used to document communities by students. Local artist would come do art talks and demonstrations for students as well. The students were also asked to study their family’s history too. The assessment of this program was for students to develop understanding of art, its skills, and art techniques. The idea was to balance the interest of students and educators, and take that into consideration when establishing units of study. The assessments were also videotaped, and teachers and students were to keep reflective journals and portfolios in the project.
All in all, the programs goal was to get rural area students involved in the community by using art programs. It was a success. The students found they were a lot alike even though they lived far apart. The authors encourage art educators to use the ideas from this program, and incorporate them into their own programs at schools to create better community learning.
5. Cohen, R. (2013)10 Reasons to support the arts. Americans for the Arts. Retrieved from http://www.partnershipmovement.org/news/p/10-reasons-to-support-the-arts-in-2013/
Randy Cohen is an art activist. He helps art program funding, policy, and use within a community. He is also the Vice President of Research and Policy for the American for Arts.
His article is very short but to the point. The article identifies ten reasons why people should support the arts in the United States in the year 2013. The reasons are true prosperity, improved academic performance, arts are an industry, arts are good for local merchants, arts are the cornerstone of tourism, arts are an export industry, art builds the 21st century work force, healthcare, stronger communities, and creative industry. The reasons listed all have strong holding as to why art should be supported. The arts help produce creativity, and to express our values. It bridges gaps between cultures and brings us together. It encourages students to stay in school and become good community servants. The arts promote tourism and bring in money for local businesses. The arts produce much revenue on exports like jewelry, paintings, and movies. The arts programs produce a sense of wellbeing and help people cope when ill or faced with tragedy. The arts build up a community, allowing for young people to become a part of their society and have pride for them. The arts also are used in means of hiring creative thinking people for jobs. All in all the arts are good for the United States and should be supported strongly.
6. Gude, O. (1989). An aesthetics of Collaboration. Art Journal, 48(4), 321-323.
Olivia Gude is a Chicago based muralist. She teachers at the University of Chicago. She is also a member of many art based groups locally and internationally.
Gude’s article is about a Community mural she created with another artist. The mural was for the Co-op of Mifflin in the 1980’s. Gude talks of the history of the area as depicted by the paints of billboards around the co-op. The billboards told stories of the effort to reflect basic attitudes of artist and people in relationship to community public arts events (p. 321). She also describes how a previous painter flatly painted a mural of food production and everyday farming that didn’t to hold up against the weather and time in the mural space. Gude also discusses the making of the community mural. She was very inspired by the goal of the Co-op to educate people about political- social implications of food. Gude and the other artist would setup meetings with other community co-op members for designing the mural. The group worked together many times before coming up with a cohesive design that everyone agreed upon. The project became a community public project that had multiple viewpoints arranged in it, and was a great chance for the community to be involved and create something for present day society.
7. Zimmerman, E. (2012) Connecting ideas across disciplines. Advocacy White Papers for National Arts Education. Reston, VA: National Arts Association. Retrieved from http://www.arteducators.org/advocacy/NAEA_WhitePapers_4.pdf
Enid Zimmerman is a professor at Indiana University. Zimmerman is head of the Gifted and Talented educational Program at the University. Zimmerman also creates projects and research on cross cultural learning environments.
Zimmerman’s article discusses the integration of art into multiple learning environments. The environments include curricula that is related to student’s lives and real world events or issues, and concept based ideas that focus on issues of the world from an art viewpoint. Zimmerman’s studies suggest that an intercultural approach allows for integrated learning environments to grow, and increate student involvement in activities. The article also emphasis that art is a core element in bridging gaps to other subject matter, and is linked to academic achievement. Some examples of connecting arts into other environments are community based programs, where communities come together to create art or make art together, visual arts and language arts connections which allows for cross curricular engagement, and integration of international programs, where students connect with other students with a different background then themselves. These forms of learning create a strong backbone for students to be engaged in their community and real world issues of the future.
8. Landon, P. (2012). Infusing the arts into community-based learning environments. Advocacy White Papers for National Arts Education. Reston, VA: National Arts Association. Retrieved from http://www.arteducators.org/advocacy/NAEA_WhitePapers_4.pdf
Peter Landon is the Chancellor and Professor Emeritus at University of Massachusetts Dartmouth. He is in engaged in the idea of creating art based community. Landon wrote the book Step Outside: A Community- Based Art Education which focuses on art advocated in the community.
Landon’s article is to help create informed decision making on all levels, let those levels small group, big group, or everyone involved. The article takes a reader on a visual tour of an at risk teen center and describes all the ways the students are creating art for the community. Examples of those ways are creating a mural for a local school, putting on plays with the elderly, and photo exhibits that display the meaning behind the at risk center. Landon, then emphasizes the need for an art educator for a community based project to work cohesively. Landon points out that teachers help engage and encourage participants in community projects to work towards and establish their self-goals. Landon states, “A client- centered holistic approach works best for community project and serves most clients” (n.d).
Landon’s article on community based learning emphasizes the need to cater to a wide variety of people coming to the project with many ideas, skills, and reasons. The article defines all of these people as making artistic choices not just making art, and uses artistic as a connotation to explain community based art projects. Artistic means, in this article, being creative and imaginative in thinking, doing things like a craftsman wood, and being concerned with the quality of artwork being created. All in all, Community based art programs have a long history and help people shape their ideas, and feelings, plus allows them to interact with other people to create something beautiful.
9. Taylor, A. (2005). Measuring the creative community. Arts Journal Blogs: The Artful Manager Retrieved from http://www.artsjournal.com/artfulmanager/main/measuring_the_creative_communi.php
Andrew Taylor is a member of the American Universities Arts Management in Washington, D.C. Taylor is well infused into the arts management and consultant issues. Taylor, also is the past president of the Association of Arts Administration Educators.
Taylor’s journal blog focuses on the measurement of a healthy creative community. Taylor starts by asking a question. What does a healthy cultural ecology look like? Taylor establishes that there should be three elements that make a healthy creative community, and all of those elements contain art forms. The first way is for a community to have cultural literacy. Cultural literacy is when people are fluent in traditions, customs, and languages that are acquired from families, and community historians. The second way is through participatory cultural practice. Participatory cultural practice is the engagement of people in the community in cultural activities, such as drawing, garage rock bands, or public dance that are nonprofessionally formed. The third is professional cultural goods and services. Professional cultural goods are made by individuals in the community for society. Examples of these goods are video games and computer graphics designed by local artist. All in all, these are three major elements of a healthy creative community.
10. Strauss, V. (2013). Top 10 skills children learn from the arts. Blog: The Answer Sheet. Washington Post: Retrieved from http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/01/22/top-10-skills-children-learn-from-the-arts/
The blog focuses on ten skills children learn and can use from arts programs. Lisa Phillips, a leadership educator, author, and business owner gives us this list of ten skills. One is creativity allowing students to stand out by using skills to create something unique or problem solve until they have a brilliant idea. Two is confidence, which the arts train students, especially in theater, to take command and build leadership skills. Three is problem-solving. The arts allow students to use different forms of problem-solving that allow students to come up with their own solution of a concept. Four is perseverance, which the arts teach children skills to not give up and keep going to achieve success. Five is focus. Recent studies show that students involved in the arts have better ability to concentrate and focus on issues in everyday life. Six is nonverbal communication that the arts use to break down body language, and have students study body language to better understand and use it everyday life. Seven is receiving constructive feedback, which art educators use as a learning tool. Eight is collaboration, which teaches students to work together for a common goal. Nine is dedication, the arts establishes this by having students work hard to finish a piece, so they can feel proud of it. Ten is accountability, which makes students aware of their actions in a group, and how it affects those around them. It makes students take responsibility for their actions, correct them, and move on. All of these skills are taught in the arts and can be used in cross curricular settings.