Presenters can lead by diagnosing community needs and deploying creative process to create multi-directional exchange.
Several projects were conceived out of a desire to serve a specific population or stakeholder group, or a desire to work with a specific academic department. In most cases, this approach was amalgamated using an artist focus.
California State University, Long Beach, created a community engagement project called PROject/proJECT with videos done by high school students as part of a partnership with the YMCA Youth Institute.
What It’s Like by Barrier Breakers:
What They Don’t Want Us to Know by Censor This:
See Hear Speak by Liberation Transmission:
Power of Words by Vyrus:
Silence by Taboo:
Wesleyan’s Feet to the Fire Program
Feet to the Fire is a major undertaking on Wesleyan’s campus to examine critical environmental issues through multiple lenses, from science to art. This program is dedicated to the proposition that a multidisciplinary examination that includes art will provide a more comprehensive and deeper understanding of these global issues.
Co-taught after school programs (at off-campus middle school):
Each year, Feet to the Fire presents programming that provides opportunities to engage with the arts and the environment simultaneously. Events and exhibitions often take the form of one-time performances by visiting artists, festivals, or gallery exhibitions. It is an occasion for the CFA to present artists whose work connects with the annual Feet to the Fire theme. It also allows for the campus and surrounding community at-large to engage with the work of the artist and environmental topics.
Music and Public Life: A Year-Long Campus and Community-Wide Exploration
Today, the private and public worlds of music often overlap and intersect in virtual networks, community musicking, and public policy. During the 2012–2013 academic year, Wesleyan University is celebrating and studying the sounds, words, and spirit of music in public at the local, national, and transnational levels through concerts, workshops, gatherings, and courses, all designed to cross disciplines and engage the campus and Greater Middletown communities.
Dartmouth’s Hokpins Center Class Divide Project
The Hopkins Center’s Class Divide project began with a core set of partnerships, and these partnerships grew and multiplied over the multi-year project.
Administrator describes the architecture of the project and the goal of engaging multiple partners. Playwright Anne Galjour is the lead partner throughout the 3 years of the project:
Musical group Sweet Honey in the Rock describes how music functions in African American communities to tell cultural and personal stories:
Class Divide addresses “invisible people” and why that matters:
Design of the community advisory board:
Artist residencies in local high schools:
Student interns facilitate discussions/programming:
The project changed the way the Hop undertakes partnerships. Importantly, the campus partners seem to more strongly desire ongoing interdisciplinary collaborations, and are approaching the Hop with new ideas for collaboration. Formally, during the Class Divide project evolution, the Hop became a voting member of the Dartmouth Center’s Forum, providing a formal mechanism for the Hop to be a partner in ongoing campus-based collaborative work.
The Hop institutionalized advance visits by artists: