art/vision/voice - Maryland Institute College of Art

116 art / vision / voice
Visiting an Artist’s Studio
While project staff had other intentions when
designing the activity—introducing the
notion of going to college by visiting one cap
leader’s studio on mica’s campus—a visit to
an artist’s studio proved seductive and
fascinating in and of itself. Demonstrations
with new materials and the opportunity to
experiment with them caught attention,
stimulated dialogue, and provided stimulus
for the final project.
Creating Community through Art
In what is reported here as “the best project,”
participants had the opportunity to do
something as an individual and also to
collaborate with others. The theme also appears
to build on previous conversations about
making parks safe and on the creation of
superheroes. Here, a box city was created.
Internal motivation seems to have been engaged
once again. Kids had the power to create a world
they would like for themselves. Metaphorically,
in making art, they were creating community.
Taking Ownership: From the Art Club to
“Our Club”
Perhaps it does not get better than this: The
last project empowered everyone—
individuals and the group—so much so that
the group really bonded. They felt the club
belonged to them, they celebrated together in
sharing their collective work with their
families, and they were sad to have it end.
So what did this art club accomplish?
Commentary suggests it gave kids an activity
they looked forward to. New relationships
were formed among participants from
different streets. Some kids modified their
typical street behaviors in front of adults who
had earned their trust. Some even discovered
that pleasure, and possibly a future career,
could come from art. One cap member
continued for a second year as a solo cap team
leader at Banner. Another led a supplemental
summer program, provided leadership for
others in a year-long project, and may
possibly continue as a club coordinator for
Banner Neighborhoods.
Thus, in spite of initial reservations and
challenges, some lives seemed to have been
changed for the better as a result of this project.
Kids who were initially concerned about not
being able to draw and were concerned about
associating with strangers found new friends
and new empowerment through art. mica
students who initially were concerned about
working with kids from a neighborhood very
different from their own experience learned
they could function well in that setting if they
really tuned in to the kids. As well, Banner
Neighborhoods appears to be so inspired that
it may maintain this program independently.
Learning How to Deliver On Its Vision
The mica cap program embraces several
tenets. These include being responsive to
community needs and contexts, fostering a
sense that all participants, staff included, are
teachers and learners, lifting up individual
and collective “voices,” and facilitating new
and positive relationships and perspectives.
Accomplishing this presents many challenges.
As a case in point, this project at Banner
Neighborhoods is instructive. Specifically, the
following emerge as factors that appear to
increase the odds of success.
v Multiple players have to be involved to
make such a program successful. Here the
community self-identified its own needs,
artists and staff members experienced in
running such programs got involved, and
community participants were recruited
with local help.