Building Community through the Arts

Because much of community based art making success is contingent upon community partner input, contributions and collaboration, the course begins with history, methodologies and approaches to community arts. As with any discipline, one course premise is to recognize contributions of past artists, organizers, and activists, and to understand historical context. Since the course is taught in the spring, students are asked to engage/attend events of Martin Luther King week of service at the top of the semester and to engage/attend specific events of New Orleans Mardi Gras. We will examine the threads that weave through the course historically and in contemporary context. We collectively set forth ground rules for the operation of the class and we capture students’ goals for this class. One of the first classes focuses on the Story Circle Process (Junebug Productions, Inc.), actual experience of a story circle, and reflection on that process. The Story Circle Process is a foundation of the course, for in-class exercises and in-community research. We will examine case studies of projects, past and current, of New Orleans and beyond. One particular case study is the Home, New Orleans project, a project that gave birth to this class in post-Katrina New Orleans. Among other videos, students view and reflect on Appalshop’s documentary titled, Stranger with a Camera, as we consider how to enter, build and exit communities.

While all units interweave, as with the cultural aspects of New Orleans, this unit focuses on aspects of community that are specific to New Orleans. As with the first unit, if students are entering into New Orleans community projects, their discovery/research phase will focus on that community, specific to neighborhood, but also as a whole. Readings and viewings focus on lesser-known aspects of the New Orleans community and address background for second lines, Mardi Gras, and rebuilding community.

Community engagement projects are decided each semester after consultation with professors and in accordance with agreements with community partners. Orientation is provided by community partners including touring of community sites, information on geographical and historical background, what programming/services are offered, the mission of the organization, introductions to artists/staff that may be part of the project, and identification of a contact person for the project. Written materials are also provided to the student about the organization and project they may be working on. The students, professors and partners willdevelop a job description and semester plan for training and implementation of projects.

In addition to other course assignments, students attend culminating project performances or activities, as available, and other special performances/projects that may be assigned by professors that intersect with community projects and inform about New Orleans.

Students present reports/outcomes/insights of community projects as part of final classwork.

Students will work in teams of 3-4.

Community Partners – Past and Potential:

• ArtSpot Productions, Inc.
• Ashe Cultural Arts Center
• Junebug Productions, Inc.
• Sankofa Community Development Corp. – Sankofa Market
• The Porch – 7th Ward
• Grow Dat (Urban Farming) – City Park, New Orleans
• Community Works Dance Project
• New Orleans Ballet Association Open Track Centers
• Gertown Community Center
• Backyard Gardeners Network
• Jazz and Heritage Foundation – Don “Moose” Jamison Heritage School of Music
• Ellis Marsalis Music Institute
• New Orleans Kids Partnership
• McDonogh 32
• ReNew Cultural Arts Academy
• Freedom Summer Redux Conference – Tulane University

With each unit, a feedback grid is developed for reflection on each reading in class, video viewing in class, and each step of projects.

Individual reflections/journals are maintained for each component and assignment of the course. Reflections are shared with classmates and faculty team. Careful attention is given to phases of empathy, definition, ideation, and implementation of community partner projects so that community voice is present.

Relating to student and partner goals for the course, community project, and peer team members, goal and evaluation forms are gathered at three points in the semester (beginning, middle and end) to capture progress, insights, and results.

A mid-term evaluation tracks student progress and team progress.

A final paper is required of each student that is a reflection of “What is community cultural development” drawing on experience from community engagement projects, readings, discussion, videos, and field trips from the course.

Culminating community partner projects are presented in creative form on the day of the final exam, with emphasis on the goal of sustainability and coalition building as students exit the community.