art/vision/voice - Maryland Institute College of Art

provide critical constituencies, for which programs have been
developed—and there the challenge has been to institute within the art
college curriculum opportunities for service learning and
community research necessary to prepare students for their work in the
community. As a result of cap activities and other historic commitments,
both colleges now offer masters programs in community arts.
The other participants, Xavier University of Louisiana and California
State University, Monterey Bay (csumb), are comprehensive universities,
one private and the other public, with strong ethnic communities as
constituents, and a social justice emphasis in respect to service and
community. These two cap programs arose out of art programs (in
csumb’s case an art and music department collaboration) and included
ongoing engagement with students and community groups who are
racially and ethnically diverse.
These settings have much in common. Each school attempts to
provide relevant learning experiences for their students through
programs which also serve their communities. They offer their programming
in a variety of formats—through after-school programs, through courses
within the fine arts curriculum, with visiting artists and youth/university
student collaborations, through direct programming with community
organizations. Each cap has had to revise its programming model in
response to the needs of community and students.
In all the participating schools, the cap programs have helped to expand
existing models of community involvement. These partnerships have been
met with varying degrees of institutional resistance or support. Within
these institutions, the breadth of studio and academic courses offered and
the depth of focus on the development of the individual artist provide a rich
artistic environment that does not always include community-art-making
traditions or values.
the value of case-based learning
conclusion: la resolana 97
It seems important to describe here how cases operate and their value in
reflecting the work we have done. Cases are stories or narratives of events
from the professional experience of the individual. They are factually
based, complex problems written to stimulate classroom discussion and
collaborative analysis. Case-based teaching involves the interactive, studentcentered
exploration of realistic and specific situations. As students
consider problems from a perspective that requires analysis, they strive
to resolve questions that have no single right answer.
The idea of using cases as a teacher development tool was brought to
the forefront by Lee Shulman in 1986 and has gained considerable support