Huge NEA grant
Organizations may apply for creative placemaking projects that
contribute to the livability of communities and place the arts at their
core. An organization may request a grant amount from $25,000 to
$200,000. Deadline: January 14
http://www.nea.gov/Grants/apply/OurTown/index.html
Sunday, May 12, 2013
Friday, May 10, 2013
Final packet
ARTS AND SOCIAL ACTION PROGRAM
UNIVERSITY OF NEW MEXICO
DRAFT PROPOSAL
MAY, 7, 2013
Submitted by: Arts and Social Action Practicum ( Prof. Molly
Sturges). Student program architects:
Irene Loi, Noel Chilton….( all names)
All over the country,
Artists are coming out of their studios.
Playwrights are leaving their theatres.
Architects are stepping away from their drafting tables.
Artists of all kinds are engaging their communities, asking
the hard questions,
and seeing how their
chosen art forms can make a positive social
impact.
Mission
The UNM Arts and Social Action Program (ASAP) is an
interdisciplinary program that cultivates students from a variety of fields
with the tools, frameworks and experience they need to engage in meaningful
creative social action. Through academic research, partnerships with
professional practitioners, and hands-on experimentation, participants will
create symbiotic, sustainable community projects of social benefit. ASAP
participants form a critical component of a local and regional network of
practitioners who forge vital community partnerships, and contribute to and
evolving body of research and knowledge, and participate in annual convenings
towards lasting and significant arts-based social change.
Guiding Principles
·
We believe that art has the power to transform
communities and create significant social change.
·
We create an environment of inclusivity, respect
and compassion in which we welcome diverse voices and perspectives.
·
We acknowledge the value of individual and
collective agency, and thus foment reciprocal empowerment.
·
We strive for high standards of artistic merit
and seek to express deeply resonating concepts that reach beyond the
limitations of verbal languages.
·
We insist on positive, ongoing relationships
with practitioners, community groups, supporters, and individuals.
INDEX OF PROGRAM COMPONENTS:
Freshman Learning Community General Education Course
ASAP Professional Certificate Program (Non-Degree)
ASAP Fellowship
ASAP Social Media Network
ASAP Annual Convening
ASAP Research Journal ( with ALL)
ASAP Research Fellowship
Freshman Learning Community General Education Course
The objective of the course is to embark students on a
journey that exposes them to an applied practice of collaborative social action
and creative cultural leadership. Along the way, professors, professional
practitioners, and peers provide insights from collaboration and facilitation
theory and practical application, capacitating students to become powerful agents
of cultural change.
Course Description:
Students gain exposure to collaborative arts leadership
skills, preparing them to gain and appreciation, understand and implementation
knowledge of arts and social action
projects within the UNM community and beyond.
Each semester, an ASAP professor, an experienced
practitioner, and four ASAP
graduate teaching assistants and/or graduate fellows lead teams
of 60 students (3 groups of twenty), providing guest lectures and serving as
mentors for student groups.
Potential practitioner co-facilitators include: Michelle
Otero, Molly Sturges, Daniel Banks, Valerie Martinez, Chris Jonas, David
Gallegos, Henry Rael, Chrissie Orr,
Edie Tsong. Elsa Mendez, Mindy Grossenberg and many more.
Sections of Intro to ASAP may be paired with a complimentary
course as a
Freshman Learning Community or may affiliate with existing
UNM Charter
Organizations.
Possible Learning Community pairings:
180 AMST Intro to American Studies
183 AMST Intro to Gender Studies
185 AMST Intro to Race, Class and Ethnicity
115 AFST Communication Across Cultures
115 CJ Communication Across Cultures
Potential partnerships with UNM Charter Organizations: https://unm-community.symplicity.com/index.php?s=student_group&au=&ck=
Presentations and readings will explore the essential role
that art plays in societies. Art has been long been and will continue to
be an increasingly powerful medium for facilitating significant change by
raising awareness of specific issues and by addressing them through creative
social action and creating new and remembered ways of being together that
supports healthy and inclusive communities. The diversity of backgrounds
and disciplines ASAP students bring to the table will provide fertile ground
for discussions and writings on developing strategies for applying community engagement
skills to other fields of study, articulating lessons learned from practical
experience, and formulating personal theories of creating change.
Professional Certificate Program (Non-Degree)
The objective of the certificate program is to train both
UNM students and working professionals in core capacities necessary to engage
communities successfully in creative projects. These projects are as diverse as
the program’s participants and span theatre, dance, architecture, graphic
design, painting, murals, pottery, printmaking, quilt-making—virtually any art
form. Insert information here about multidisciplinarity nature of program
(sciences, law, medicine, etc.) Their unifying factor is participatory
art-making based on the convictions that everyone has the capability to
collaborate in art-making, and that engaging in this process has the power to
transform individuals and communities.Through learning how to facilitate this
process effectively, graduates
will become social change leaders in their communities by
employing the
arts.
PROGRAM DESCRIPTION:
The ASAP Certificate is a modular program which allows for
flexibility in choosing options for completion. Courses may be taken for
undergraduate or graduate credit through UNM, and workshops can be completed
individually or in groups of three, which go toward completion of the
certificate program (please see costs of certificate for more information). The
aim of the program is the integration of research and
practicum, as evidenced by the following program design.
Part I: 4 UNM Courses
12 Credit Hours—Can be taken for undergraduate or graduate
credit*
1. Community Arts Leadership Core Course (CALE 101)
2. Art Practices I or II (ARTS 125, ARTS 126)
3.
Another Arts-Based
Course (Department of Theatre & Dance,
Department of Architecture, Department of Art and Art
History, Art &
Ecology Department,
Music, etc. – Please see College of Fine Arts
course offerings per semester)
4.
One Approved Core
Course from the following: (Economy, Ecology,
Business, Psychology, Humanities – Please Speak with CAL
coordinator for
approved list)
*These credit hours can be earned through other
institutions, if transcripts are provided.
Part II: 5 Weekend Workshops
Two mandatory* Weekend Workshops for all program
participants:
1. Creative Practice Toolkit
2. Community Dialogue Facilitation
Then choose 3 Weekend Workshops from the 9 elective
workshops offered:
1. Grant-Writing
2. Conflict Resolution
3. Learning from Failure
4. Forming Intentional Partnerships
5. Making Project Budgets and Timelines
6. Understanding the History and Context of Community Arts
Leadership
7. Understanding Community Arts Leadership in the American
Southwest
8. “Working with Diverse Communities” (an existing
Littleglobe workshop)
9. Technical/Online Resources and Skills (e.g., Electronic
Art, Social Media, etc.)
*The mandatory workshops will be offered annually.
Participation (at least) once in each is mandatory.
Part III: Professional Portfolio
For completion of the program, a Portfolio of documentation
of community
arts projects must be presented and approved by both a
university professor and a community arts practitioner. Therefore, work must
integrate research and practice and be sound from both perspectives. If
approved, graduates will complete the program not only with a strong portfolio
of field work but also with two letters of recommendation—one from each program
mentor (the university professor and the community arts practitioner).
Portfolios must include:
1. Documentation of Community Arts Projects
a. Original Artwork
b. Case Studies
c. Journal Entries
d. Photographs
e. Video
f. List of Active Community Partnerships
2. An Essay/Research Paper detailing what the participant
learned in the program and how he/she will use it in the real world.
The program must be completed in three years or less to be
eligible for the certificate.
*Students must achieve at least a 3.0 grade average or
higher from required and
approved classes to be eligible for completion of the
certificate.
Application Procedures
An application and interview is necessary for all who wish
to be accepted to this unique certificate program. Application is open to
University of New Mexico undergraduate students, graduate students,
post-graduate students from UNM and other accredited institutions, as well as
working professionals with a strong aptitude towards creative cultural change.
The application is required for enrollment regardless of current enrollment
within any
area of study at UNM.
UNM Undergraduate Students and Graduate Students:
Along with the formal application, currently enrolled UNM
students must provide an official transcript of classes while at UNM. A minimum
3.0 cumulative grade point average or
higher is recommended for consideration. Applicants may use existing credit
towards certificate from previous study, if credit earned contributes to a 3.0
or higher
from the four required classes for completion.
Post Graduate Students:
Students who have recently graduated from UNM, or any other
accredited
institution, may also apply for the certificate. Along with
the formal application, a student must provide proof of completion of degree
from his or her institution along with academic transcripts. A minimum 3.0
cumulative grade point average or higher is recommended for consideration.
Applicants must also provide two letters of
recommendation from a professor, instructor, or working
professional.
Working Professionals:
Individuals who are not currently enrolled in an institution
and who do not possess at least a bachelors degree, but are interested in
obtaining skills within a creative social context for their field of work, are
still encouraged to apply. Applicants must fill out a formal application along with
an essay of personal testament, commitment, and related work
towards a desire in the field of community arts leadership.
Two letters of recommendation are required from applicant’s field of work or
business for consideration.
Applications may be mailed to the Director of ASAP or
submitted electronically as long as all components are present. All
applications are required to submit a non-refundable $25 fee along with
required materials to be considered.
Certificate Program Costs
The cost of admittance is based on UNM class fees and
administration. A standard $2,500 certificate fee is to be paid at the
beginning of the certificate program. In addition to the certificate fee,
workshop fees are paid separately due to the nature of many workshops being off
campus. Participants can pay $1,500 up front (along with their flat rate fee)
to pay for all five workshops, or they may pay for them separately at the rate
of $400 per workshop over the course of the program, for a total of $2,000.
Financial aid may be available for students who qualify.
Actually,
we're going to go with a flat certificate fee
of $750 for all
participants
+ the course fees (at UNM or elsewhere) as determined by
the
educational institutions + the workshop fees (as above: $1,500 for all five up
front, or $400 for each workshop individually as they take place).
Staffing
A Program Director, a coordinator, and a community oversight
group consisting of community partners, practitioners and select students will
oversees all applicants and
ultimate completion of certificate by final evaluation of
portfolios. Along with these two leaders are professors, instructors, mentors,
and practitioners who are dedicated to the needs and projects of all
participants. Collaboration and teamwork are integral to completion of the
certificate, which includes collaboration with the teachers and leaders
of this unique
program. Therefore, the evaluation and letters of recommendation at the end of
the program are expected to grow organically from professional relationships
with mentors developed over the course of the program.
Critical Partnerships
Animating Democracy, NHCC, Community Voices, Littleglobe,
Art Street, Academy for the Love of Learning (Lifesongs), Working Classroom
(and more), Opportunity Agenda, Rockwood Leadership and many more to be
created.
Examples of Existing Programs
Regina's Music Institute at UNM
http://music.unm.edu/department_areas/music_ed/nm_kodaly_inst/2012_nmki_brochure.pdf
Socially Engaged Art
http://www.spontaneousinterventions.org/statement/socially-engaged-artis-a-mess-worth-making
Design for Good
http://www.aiga.org/design-for-good/
Design for Social Change
http://impact.sva.edu/
Expressive Arts at Sofia University
http://www.nrogers.com/training.html
UNM Peace and Justice Studies Certificate
http://www.unm.edu/~peace/certificate.html
ADD MORE PROGRAMS THAT ARE CRITICALLY ENGAGED IN ACADEMIC
DISCOURSE
ASAP Fellowship
The objective of the ASAP Fellowship is to provide UNM
students the time, space and mentorship for emerging agents of change to deepen
their arts and social action practice in innovative ways. Recipients come from
a variety of disciplines, contributing unique
skills and perspectives to the creative collaborative work
with peers, mentors, and community partners in which they engage during their
year-long fellowship. The Fellowship is a critical bridge between the CFA
and community partners and practioners and develops long-term partnerships
towards concrete social change outcomes.
Description
ASAP offers 8 fellowships annually to undergraduate,
graduate and postgraduate students who have proven proficiency in their
artistic medium and in facilitating artistic community engagement.. Faculty
from the CFA and ALL along with community arts practitioners mentor these
fellows to ensure the enrichment of their skills in 1) cultural
leadership in general, 2) specific project design and
execution, including budget planning, proposal writing for grants, professional
management, facilitation and creative participatory skills, 3) contract
development, including task delegation and collaborative intellectual
property acknowlegement, 4) teaching/mentoring students in
the ASAP program.
Fellows, as advanced-level social action practitioners, are
granted access to
equipment and space within each studio department within the
College of
Fine Arts, so that they may effectively carry out their
work. These fellows will also be granted a personal work/studio space off
campus so that these change makers may more effectively meet and collaborate
with community members.
Fellow Duties:
Fellows contribute up to 20 work
study hours (including prep time) per week as teaching assistants and guest
lecturers for the Intro to ASAP general education course and/or the ASAP
Certificate Program. Fellows are compensated $15,000 per annum along with
university health insurance.
Fellows facilitate a community art
project in conjunction with at least one of UNM’s pre-selected organizations
and with a social action practitioner. (Fellows may propose to work with a new
organization with prior approval).
Fellows meet once a week for a
Fellowship Seminar to discuss prospective projects, investigate critical
topics, and cultivate a supportive community that addresses work and issues
that arise.
At the end of the year, these
agents of change contribute to the research journal and submit video to the
Southwest ASAP Network Alliance Libraries. Journal entries and
videos might articulate some of the following topics: 1) theory of change, 2)
evaluation of the ASAP program in general, quantitative and qualitative
assessment of the specific projects they realized 4) visions of their future
plans to create change through arts and social action.
Fellows present their journal
submissions, project videos and assessments at the annual Regional ASAP Network
Convening.
REGIONAL NETWORK
ASAP will establish a regional network of established and
emerging practitioners that will support dialogue within the field and promote
the field in a broader context. This will be achieved through the following
components:
ASAP Journal (With Arts Learning Laboratory)
The annual ASAP Journal will compile the work and research
of artists and other professionals engaged in creative social practices with a
focus on the UNM Arts Learning Laboratory project. The journal will serve as a
platform to communicate ASAP’s work and promote the field, and will act as the
home publication for the regional network of practitioners. It disseminates the
work and research of ASAP participants as well as practitioners outside of
ASAP. Content will
include documentation of practitioners’ experiences in the
field; research and opinion on art and social practice from scholars,
professionals, and practitioners from diverse fields; and current developments
in the field. It also provides a space to communicate the history, evolution,
and future potential of art as an agent ofsocial change and engages with
scholars and the general public.
Research
In order to affirm that research is a vital part of the
arts, and to understand art’s history and its fundamental role in human
society, include note here about art as catalyst for social action and talk
about creative forms of political engagement ASAP will perform research to be
recorded in the annual journal, to establish a relationship with the broader
academic world, and to further the innovative work of the program. Through
collaboration with field specialists, developments of experimental artistic
methods,
documentation of work, we create a space for dialogue and
exploration in the field.
Research will be directed by a ASAP Professor of Practice
and undertaken by ASAP participants and fellows.
ASAP Social Media Network
To strengthen a regional network of practitioners and to
foster free communication between practitioners, the ASAP Network creates an
online link between ASAP participants, the regional community of
practitioners,and the broader art world. The ASAP Network will allow
practitioners to create profiles that include portfolios and contact
information; it will showcase the work of ASAP participants and regional
practitioners; it will be an online hub for program information and news; it
will promote the program, the journal, and annual gathering; and it will share
content across other social media platforms to communicate a broader online
audience. lots of colons in above paragraph
ASAP Network Features:
·
Blog to feature news, events, and work; the most
important features will be shown on the front page
·
Online version of the Journal
·
Searchable gallery of work
·
Practitioner profiles that include artist
bios/statements, a section of the online gallery that features just the
practitioner’s work, contact info, and links to all blog articles that have
featured or have been written by the practitioner
·
Profiles of community partners and organizations
who are engaged with the field; these profiles include contact info and links
to relevant blog articles
·
Searchable directory of all profiles on the
Network
·
A library of research resources with connections
to UNM Libraries, the
·
Center for Southwest Research and the Arts
Learning Laboratory
·
Capacity to host webinars and post podcasts to
broadcast ASAP workshops and allow people to connect with ASAP
·
Links to ASAP on other social media websites;
the network will only have its own Facebook page to showcase a curated
selection of work and blog articles
·
Information about ASAP and resources for
potential students
Annual Convening
Students,staff, faculty, fellows and interns of the Creative
Cultural Leadership Program (replace with final title) and the Arts Learning
Laboratory bring their ideas and enthusiasm to the Annual Convening. In an
inclusive atmosphere of thoughtful exchange, participants share aspects of
their research and experimentation in areas such as Arts in Medicine,Land Arts,
Dance, Social Practice, Intermedia, Community Engagement,
and Cultural Leadership. Also sciences and other programs of
study, interdisciplinarity.
These often intimate offerings of successes and failures
provide a plethora of learning opportunities and a sense of community among
practitioners of art forms that are often overlooked. This newly formed
community can emerge from the convening with the methods, contacts, and
motivation they need to continue making meaningful strides in their respective
fields.
Lessons
to be learned from: The Voice Foundation's Annual Symposium: http://www.voicefoundation.org/index.php?option=com_content&view=article&id=57&Itemid=1
Here, voice therapists, otolaryngologists,
singing teachers, acting voice teachers, professional voice users, and others
interested in the central theme of voice come together once a year to share
insights and findings from practice and research.
LOGISTICS
Funding
• UNM Freshman Learning Communities
(FLCs) partnership. The ASAP General Education Core Course,
• taught in tandem with another
Freshman level course, is an engaging way
• to get young students excited about
and aware of the possibilities
• created by arts and social action
early on in their college careers.
• Course fees
• Certificate fees
• Summer workshop fees
• Annual gathering fees
• Internal grants
• External grants
• Fundraising events
◦ Alumni
organizations
◦ Community
support (dinners)
Timeline
1. Phases
1. Initial Development
2. Presentation to department, decisions
made
3. Fundraising (ongoing)
4. Organization, advertisement,
independent study student hired
5. Faculty search
6. Core Class organization, development,
and implementation
7. Coordinator search
8. Certificate organization, development,
and implementation
9. Fellowship organization, development,
and implementation
10. Community Workshop organization,
development, and implementation
11. Journal & Regional gathering
organization, development, and implementation
2. Timeline
1. Spring 2013
1. Initial development
2. Initial proposal to CFA
2. Summer 2013
1. Build institutional support for the
program
3. Fall 2013
1. Independent study student overseen by
Molly Sturges chosen to continue development of program
1. Educational Components
1. Certificate/Fellowship/Core Course
2. Identifying list of opportunities for
future students
1. Local
2. National
3. Identifying grant opportunities
2. Grant writing
3. Continue development of educational
components
4. Continue to build foundational network
with partners on campus
5. Begin making professional alliances
both nationally and regionally
6. ASAP Director/Professor of Practice
search & hire
4. Spring 2014
1. ASAP Director/Professor of Practice
develops course and works in community
2. Coordinator search & hire
3. Course listing sent to department
4. Branding/Marketing/Advertising
5. Visit classes to recruit students
5. Summer 2014
1. Loose ends & completion of
paperwork, etc.
6. Fall 2014
1. Coordinator starts
2. Implementation of freshman-level core
course with faculty and outside practitioner
3. Begin planning Journal & Regional
Gathering
4. Begin planning Summer 2015 Community
Workshop
5. Begin development of Fellowship (both
academic and arts evaluation)
6. Begin development of social media plan
7. Spring 2015
1. Continue implementation of Journal
& Regional Gathering
2. Complete development of Fellowship
3. Begin to advertise Fellowship
4. Social media launch
8. Summer 2015
1. Community Workshops
2. Award Fellowship
9. Fall 2015
1. Fellowship and Certificate begins
2. Fellowship in arts evaluation begins
(research)
3. Regional gathering
4. Journal launch
Staffing
Arts and Social Action Director/Professor of Practice
ALL faculty and other key faculty contributors
ASAP Full-time Coordinator
ASAP Fellows
Community Practitioners (Adjunct)
General CFA administrative and IT support
* Add second Professor of Practice in 2015
REFERENCES
Resources
Books and Articles
• Arts & Civic Engagement Toolkit
PDF
• Education for Socially Engaged Art
• Guidebook of Alternative Nows
• One Place After Another:
Site-Specific Art & Locational Identity
• Claire Bishop: The Social Turn:
Collaboration and it’s Discontents
• Living as Form
• Viktor Frankl - Man's Search for
Meaning
• NYTimes Article - Outside the Citadel
• Out of the Spiritual Closet
• Grant writing Help
Video and Multi-Media
• TED Talks
◦ John
Maeda: Talk on Redesigning Leadership
◦ Ben
Cameron: "The True Power of the Performing Arts"
◦ Thelma
Golden: "How art gives shape to cultural change"
◦ JR:
“TED Prize Wish: Use Art to turn the World Inside Out”
• Other
◦ Rethinking
Art with Social Practice http://kboo.fm/node/28218
Potential Local Partners
Animating
Democracy,
Littleglobe, Art Street, Academy for the Love of Learning,
Working Classroom, Opportunity Agenda, 516 ARTS, Kimo
Theater,
Off-Center, Agricultura
Complementary Programs
CCA's Center for Art & Public LIfe
University of California Santa Cruz Public Art Program
Otis College of Art and Design MFA in Public Practice and
BFA major
in Community Arts Engagement
Portland State University’s Art and Social Practice MFA
Eugene Lang College Civic Engagement Program
Macalester College Civic Engagement Center
St. Olaf College Civic Engagement Institute
University of Pennsylvania, School of Social Policy &
Practice
Northwestern University's Civic Engagement Certificate
Program
Merrimack College
Center for Community Learning - UCLA
FUNDING PLAN (UPCOMING FALL 2013)
Tuesday, May 7, 2013
A wonderful article!
I thought this was a brilliant way to combine multiple levels of artistic expression to create a space for people to come and experience a different form of social practice within a small community. I am partial to the architecture and museum aspects of this project of course.
http://www.artnews.com/2013/04/11/moma-ps1-vm-dome-2-in-rockaway-beach/
enjoy!
http://www.artnews.com/2013/04/11/moma-ps1-vm-dome-2-in-rockaway-beach/
enjoy!
Thursday, April 25, 2013
4/24 Daniel Banks: Leaving a Community Notes
Here are some of the components of "leaving a community" from Luis, Molly, and myself:
- Feedback, from both the practitioners and the community
- multiple forms/levels: written, verbal, drawings, ect.
- finding the most appropriate form within the community itself
- Evaluation
- Successful or unsuccessful?
- Did this follow 'what success looks like?" from before even entering said project?
- Can there even be evaluation? (if the project ended or is to be continued)
- Sustainability (if any)
- Will there be a community appointed person to continue the project?
- or, will there be a person who stood out during the process who will become a pin-pointed person to maintain communication with?
- If it was a one-time project, was it documented to be remembered?
- Reflection:
- Similar to previous: was it documented?
- Was it successful? Can it be evaluated?
- How can this be reflected upon?
- Acknowledgement-Thanking each Other
- Everyone involved - community and practioners
- Respecting the traditions of appreciation in a community
- Collective Meaning Making
- A culminating event to celebrate an end of a project, or the practitioners involvement with the project if it is ongoing
- This can include the acknowledgement/reflection aspects as well
Wednesday, April 24, 2013
Notes from workshop with Daniel Banks 4/24
Entering a community:
Questions to consider:
Questions to consider:
- How do you prepare to enter a community?
- How do you begin to forge meaningful, insightful relationships in the community? How long will that take?
- How do you promote an atmosphere of equality and inclusion?
- How do you establish a pace that allows for organic progress?
- How long do you need to participate in the community before beginning your work?
- Do your research, but be open to learning more from people than books once you arrive.
- You're not the expert! No matter how much research you do, community members will always have something to teach you.
- Find a cultural translator/informant/confidante/liason. You'll need someone to consult on cultural differences and miscommunications.
- Seek out/listen to multiple perspectives within the community. They may contradict, but they make up a single whole and should always be considered.
- Go with the flow! Let things be organic and flexible.
- This is difficult but important work- Stay positive!
Monday, April 22, 2013
Arts and Social Action Network (Social Media)
Mission
The UNM Arts and Social Action Network creates a link between the students at the Arts and Social Action program and the arts world. It’s meant to showcase the work of students, as well as to create a community to promote cultural engagement through arts and also to keep track of former students from the program. The network will also be able to share content across other social media platforms to reach other audiences as well.
Features
- Blog
This will allow the users to share information and updates on the previous and ongoing projects. The most popular shows will be able to be shown at the front page. - Media Gallery
A gallery that will be able to showcase the work uploaded by students as well as their explanations/statements and more information to understand the piece. - Social Links & Contact Info
Displaying full contact info of the members of the community. - Research Resources
A list of select research sources with the help of UNM Libraries, the Center for Southwest Research and ALL. - Webinar Capacity
The site would frequently be able to host webinars to update art professionals and students about the current ways to culturally engage with communities, as well as explaining some current projects in detail. - Podcasts
The network would promote a series of podcasts produced at UNM as resources for practitioners. - Facebook Page
Full integration with Facebook for sharing work. The network will only have its own Facebook page to showcase a curated selection of pieces. - Directory
An easy way to locate practitioners within the network.
Friday, April 12, 2013
Wednesday, April 10, 2013
Resources
VIDEO & MULTIMEDIA
- *John Maeda: Talk on Redesigning Leadership :)
- "What can we learn from artists and designers about how to lead?"
- -->"Artists and designers have a lot to teach us, I believe."
- http://www.ted.com/talks/john_
maeda_how_art_technology_and_ design_inform_creative_ leaders.html - *Ben Cameron: "The True Power of the Performing Arts"
- http://www.ted.com/talks/ben_
cameron_tedxyyc.html - "The means of artistic production and distribution have been democratized for the first time in all of human history" :) "The number of arts participants... is exploding!"
- "Ultimately, we live in a world defined now not by consumption but by participation" :)
- "The rise of the professional hybrid artist... who works not primarily in the concert hall, but around women's rights, or human rights, or around global warming or around AIDS relief, or more" :) "...the work that he or she wishes to accomplish -cannot- be accomplised in the traditional hermetic arts environment" :)
- *Thelma Golden: "How art gives shape to cultural change"
- http://www.ted.com/talks/
thelma_golden_how_art_gives_ shape_to_cultural_change.html - She's the curator of Studio Museum in Harlem
- "Understand the Art Studio as a Laboratory; Reimagining the Museum as a Think-Tank"
- "Curator as a Catalyst for Dialogue"
- "Ask: Can a museum be a catalyst in a community?"
- "Think about the role that artists can play in innovation and change."
Category: Timeline
1. Phases
a.
Initial Development
b.
Presentation to department, decisions made
c.
Fundraising (ongoing)
d.
Organization, advertisement, intern(s) hired
e.
Faculty search
f.
Coordinator search
g.
Core class set up
h.
Certificate set up
2. Timeline
a. Spring 2013
i. Initial development
ii. Initial Proposal to CFA
b. Summer 2013
i. Build institutional
support for the program
c. Fall 2013
i. Independent study student
overseen by Molly chosen to continue development of program
1. Certificate/Fellowship/Core
Course
2. Identifying list of
national opportunities for future students
3. Identify local
opportunities
4. Identify grant opportunities
ii. Faculty & coordinator
search (late Fall)
iii. Grant writing
iv. Continue development of
course and certificate
v. Begin making professional
alliances both nationally and regionally
vi. Continue to build
foundational network with partners on campus
d. Spring 2014
i. Course listing sent to
department
ii. Branding/Marketing/Advertising
iii. Visit classes to recruit
students
iv. Faculty hiring committee
interviews
e. Summer 2014
i. Loose ends &
completion of paperwork, etc.
f. Fall 2014
i. Implementation of freshman-level
core course with faculty and outside practitioner
ii. Begin planning Journal
& Regional Gathering
iii. Begin planning Summer
2015 Community Workshop
iv. Begin development of
Fellowship (both academic and arts evaluation)
v. Begin development of
social media plan
g. Spring 2015
i. Continue implementation of
Journal & Regional Gathering
ii. Complete development of
Fellowship
iii. Begin to advertise
Fellowship
iv. Social media launch
h. Summer 2015
i. Community Workshops
ii. Award Fellowship
i. Fall 2015
i. Fellowship and Certificate
begins
ii. Fellowship in arts
evaluation begins (research)
iii. Regional gathering
iv. Journal launch
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I am writing to submit topics for discussion on the Gen-ed course. First post will be the items mentioned in class that need to be modified in my teams Gen-ed course description. Please feel free to add to this list as all feedback is helpful. I will insert that list below:
NOTE: The course's mission statement has been removed from the body of the paper and instead placed with the other previously started conversation about mission statements labled on the blog as Gen-Ed Course. I put the mission that was in this paper there to keep the conversations about certain topics from going all over the place.
NOTE: List of Modifications Needed to apply to the Gen-Ed paper presented on Wednesday. Please feel free to add notes to this.
Gen-Ed Class:
NOTE: The first item Mellissa has a better way of describing but I will try here to get the conversation going. Melissa will you fill in what I’m missing.
1)How can we build a direct and strong collaboration with another department in UNM be specific about who and how
2)Investigate and incorporate the meaning of freshman learning communities
3)List of specific classes at UNM that already exist the ASAP Gen-ed Class would be able to pair with to execute a project that is based on campus. This would allow the ASAP Gen-ed class to practice facilitation/collaboration skills without having to leave campus. NOTE: While our off campus idea was great that it wasn't realistic.
4)List other ways (outside of item #1) students can execute a project on campus either together or with others on campus.
-For example with the GLBTQ Resource Center, UNM Saturday Theater Classes for Kids:(http://theatre.unm.edu/community/saturday_classes.php ); Organizations on campus
5)Work on the document wording to emphasis the course as a way to expose freshman to new ideas.
6)Mention that the professor is a Professor of Practice