2. Framing The ConversationFraming The Conversation
Why is this conversation important at this particularWhy is this conversation important at this particular
time and place?time and place?
• Increase in interest among arts education practitioners, artsIncrease in interest among arts education practitioners, arts
administrators funders and scholars in out-of-schools timeadministrators funders and scholars in out-of-schools time
learninglearning
•The interdisciplinary nature of art in community setting isThe interdisciplinary nature of art in community setting is
beginning to inform theory and practice inside and outside thebeginning to inform theory and practice inside and outside the
classroom.classroom.
•Emerging research in the field suggests community arts isEmerging research in the field suggests community arts is
playing an increasing role in community development, youthplaying an increasing role in community development, youth
development, and social activism.development, and social activism.
3. Call for ProposalsCall for Proposals
The Call for Proposals served multiple purposesThe Call for Proposals served multiple purposes
It served as a way to…It served as a way to…
• Involve diverse communities in the conferenceInvolve diverse communities in the conference
• Engage multiple departments and programs within theEngage multiple departments and programs within the
Teachers College and Columbia University communityTeachers College and Columbia University community
• Create an authentic mechanism to identify content andCreate an authentic mechanism to identify content and
themes for plenary sessions, roundtables, gallery exhibitionthemes for plenary sessions, roundtables, gallery exhibition
and performances.and performances.
4. A Closer Look:A Closer Look:
Plenary Speakers & PerformersPlenary Speakers & Performers
• Judith BurtonJudith Burton
• Ed GordonEd Gordon
• Linda Frye BurnhamLinda Frye Burnham
• Ihsan MuhammadIhsan Muhammad
• Cathleen Kiebert-GruenCathleen Kiebert-Gruen
• Laura VuralLaura Vural
• Janine Simon & Urban WordJanine Simon & Urban Word
• Geoffrey CanadaGeoffrey Canada
• Shirley Brice HeathShirley Brice Heath
• Maxine GreeneMaxine Greene
• Gregorio MalenaGregorio Malena
• Liz Lerman Dance ExchangeLiz Lerman Dance Exchange
• Raphael Montañez OrtizRaphael Montañez Ortiz
• Helena VidalHelena Vidal
• Joan JeffriJoan Jeffri
11. Exhibition & PerformanceExhibition & Performance
Raphael Montañez Ortiz - ArtistRaphael Montañez Ortiz - Artist
Founder El Museo del BarrioFounder El Museo del Barrio
12. Exhibition & PerformanceExhibition & Performance
Fernando Salicrup - Artist and Director of Taller BoricuaFernando Salicrup - Artist and Director of Taller Boricua
17. Key Questions Raised in ConversationKey Questions Raised in Conversation
What is community?What is community?
Quote from studentQuote from student
After attending the conference several items are clear to me:After attending the conference several items are clear to me:
the deceptively simple termthe deceptively simple term ““communitycommunity”” proves itself quiteproves itself quite
difficult to define in actuality as communities are formed,difficult to define in actuality as communities are formed,
exist and evolve in myriad ways; the role of museums, asexist and evolve in myriad ways; the role of museums, as
partners of community arts, operate in has changed a greatpartners of community arts, operate in has changed a great
deal in recent years, and that art – whether purely for artdeal in recent years, and that art – whether purely for art ’’ss
sake or for a social or educational agenda – is still a powerfulsake or for a social or educational agenda – is still a powerful
means of self expression and achieve. (MT, 2007)means of self expression and achieve. (MT, 2007)
18. Key Questions Raised inKey Questions Raised in
ConversationConversation
What role can arts and culture play inWhat role can arts and culture play in
neighborhood change?neighborhood change?
Quote from studentQuote from student
On Day 2 we began an exploration of the impact of the artsOn Day 2 we began an exploration of the impact of the arts
on a person as a social being, and as a cultural and historicalon a person as a social being, and as a cultural and historical
entity within the context of community. Raphael Ortizentity within the context of community. Raphael Ortiz
challenged us to think about these complex inter-challenged us to think about these complex inter-
relationships from the point of view of cultural as well asrelationships from the point of view of cultural as well as
community/place based contexts. He stated that,community/place based contexts. He stated that, ““Culture andCulture and
art as experienced by society affects cognition so radicallyart as experienced by society affects cognition so radically
that it impacts on our sense of who we are and how we seethat it impacts on our sense of who we are and how we see
ourselves.ourselves.”” If a person is so powerfully shaped by images andIf a person is so powerfully shaped by images and
objects from sources outside of self, what sort of personalobjects from sources outside of self, what sort of personal
powers may then may then be engaged or generated throughpowers may then may then be engaged or generated through
19. Key Questions Raised inKey Questions Raised in
ConversationConversation
What role can arts and culture play inWhat role can arts and culture play in
neighborhood change?neighborhood change?
Quote from studentQuote from student
The work of art collectives like TRUCE and Taller BoriquaThe work of art collectives like TRUCE and Taller Boriqua
recalled in my mind the rich, collaborative and subversiverecalled in my mind the rich, collaborative and subversive
history of muralism. I thought of the Wall of respect inhistory of muralism. I thought of the Wall of respect in
Chicago of 1969 created by artists involved in the civil rightsChicago of 1969 created by artists involved in the civil rights
movement, how the mural involved issues of both aestheticsmovement, how the mural involved issues of both aesthetics
and politics, providing a moment of art education andand politics, providing a moment of art education and
simultaneously resistance and liberation. As Maxine Greenesimultaneously resistance and liberation. As Maxine Greene
argues in Releasing the Imagination, emancipation andargues in Releasing the Imagination, emancipation and
visualization are necessary to creative activity, which in turnvisualization are necessary to creative activity, which in turn
justifies its importance to the ongoing process of selfjustifies its importance to the ongoing process of self
actualization for the individual and, I would argue, for theactualization for the individual and, I would argue, for the
20. Key Questions Raised inKey Questions Raised in
ConversationConversation
Can the interdisciplinary nature ofCan the interdisciplinary nature of
community-based and youth centeredcommunity-based and youth centered
learning provide models for in-schoollearning provide models for in-school
arts learning?arts learning?
Quote from studentQuote from student
It is interesting to me that we view school and community asIt is interesting to me that we view school and community as
separate spheres, if not in adversity. Obviously, that isseparate spheres, if not in adversity. Obviously, that is
something known and felt at many attending and working insomething known and felt at many attending and working in
public schools right now. However, I am concerned that wepublic schools right now. However, I am concerned that we
take this reality for granted. I was at first confused and thentake this reality for granted. I was at first confused and then
troubled over the course of the week end that there was verytroubled over the course of the week end that there was very
little discussion over how school and community can be notlittle discussion over how school and community can be not
just in communication and collaboration but how the two canjust in communication and collaboration but how the two can
be interwoven so that Deweybe interwoven so that Dewey ’’s continuum of experience mights continuum of experience might
21. Key Questions Raised inKey Questions Raised in
ConversationConversation
Can the interdisciplinary nature ofCan the interdisciplinary nature of
community-based and youth centeredcommunity-based and youth centered
learning provide models for in-schoollearning provide models for in-school
arts learning?arts learning?
Quote from studentQuote from student
One thing I noticed over and over again during theOne thing I noticed over and over again during the
conference was the way community organizations utilizeconference was the way community organizations utilize
interdisciplinary approaches in their education the youth andinterdisciplinary approaches in their education the youth and
their programs. I personally believe that art classes in and outtheir programs. I personally believe that art classes in and out
of their selves are powerful for youth to take part in andof their selves are powerful for youth to take part in and
belong to a serious discipline in education in general.belong to a serious discipline in education in general.
However, I also recognize it is important for us to see how weHowever, I also recognize it is important for us to see how we
can integrate arts learning in and through different academic,can integrate arts learning in and through different academic,
as well as socio-cultural learning experiences. (JR, 2007)as well as socio-cultural learning experiences. (JR, 2007)
22. Conference – RoundtableConference – Roundtable
Roundtable #1: Best PracticesRoundtable #1: Best Practices
in Developing Effectivein Developing Effective
Community Arts EducatorsCommunity Arts Educators
Roundtable #2: Art, CulturalRoundtable #2: Art, Cultural
Responsibility and SocialResponsibility and Social
JusticeJustice
Roundtable #3: Collaboration:Roundtable #3: Collaboration:
The Institution, the Artists andThe Institution, the Artists and
the Communitythe Community
Roundtable #4: CommunityRoundtable #4: Community
Artists as MentorsArtists as Mentors
Roundtable #5: Exploring theRoundtable #5: Exploring the
Relationship between Art,Relationship between Art,
Philosophy and CommunityPhilosophy and Community
Roundtable #6: EngagingRoundtable #6: Engaging
Families In and Through theFamilies In and Through the
ArtsArts
23. What We Learned For Next TimeWhat We Learned For Next Time
• Allow more time for audience to dialogue, both withAllow more time for audience to dialogue, both with
Plenary sessions and in Roundtables.Plenary sessions and in Roundtables.
• A panel on the politics, ideology and philosophy on modelA panel on the politics, ideology and philosophy on model
community arts programs was one we agree with. Therecommunity arts programs was one we agree with. There
was a tendency to describe programs generally and not in aswas a tendency to describe programs generally and not in as
scholarly tone as we had hoped. This was largely an issuescholarly tone as we had hoped. This was largely an issue
of time.of time.
• The report back from Roundtable Six, resulted in a heatedThe report back from Roundtable Six, resulted in a heated
debate about the impact of gentrification on East Harlemdebate about the impact of gentrification on East Harlem
and El Museo del Barrio. Everyone felt the complexity andand El Museo del Barrio. Everyone felt the complexity and
integrity of trying to define what community means and theintegrity of trying to define what community means and the
role that the arts play in that quest.role that the arts play in that quest.
• Allow more time for audience to dialogue, both withAllow more time for audience to dialogue, both with
Plenary sessions and in Roundtables.Plenary sessions and in Roundtables.
• A panel on the politics, ideology and philosophy on modelA panel on the politics, ideology and philosophy on model
community arts programs was one we agree with. Therecommunity arts programs was one we agree with. There
was a tendency to describe programs generally and not in aswas a tendency to describe programs generally and not in as
scholarly tone as we had hoped. This was largely an issuescholarly tone as we had hoped. This was largely an issue
of time.of time.
• The report back from Roundtable Six, resulted in a heatedThe report back from Roundtable Six, resulted in a heated
debate about the impact of gentrification on East Harlemdebate about the impact of gentrification on East Harlem
and El Museo del Barrio. Everyone felt the complexity andand El Museo del Barrio. Everyone felt the complexity and
integrity of trying to define what community means and theintegrity of trying to define what community means and the
role that the arts play in that quest.role that the arts play in that quest.
24. Conference ResultsConference Results
• Attendance OverflowAttendance Overflow
• Data gathered on key issues to explore,Data gathered on key issues to explore,
possibilities for activating community artspossibilities for activating community arts
today, and acknowledgement of the historytoday, and acknowledgement of the history
of community arts from participants,of community arts from participants,
students and scholarsstudents and scholars
• Requests for another conference inRequests for another conference in
assessment forms to continue share theassessment forms to continue share the
conversationconversation
