Community Art Lab - The Art Experience

 Artwork by: Tyara, Pontiac Academy for Excellence MS Community Art Lab
Serving Youth – Creating Connections – Engaging Community
This activity is supported in part by an award from the Michigan Council for Arts
and Cultural Affairs and the National Endowment for the Arts. Art Works.
Confidential
Copyright 2014 The Art Experience, Inc
All rights reserved
Table of Contents
The Art Experience …………………………………………………………………. 3
Community Art Lab ………….…………………………………………………….. 4
Invitation to Partner ………………………………………………………… 7
Goals of Program …………………………………………………………… 8
Goals for youth ……………………………………………………… 9
Goals for partnership ……………………………………………….. 11
Implementation ……………………………………………………………... 12
Getting Started ………………………………………………………………. 16
One Last Invitation – Have fun with us in our studio! ……………………….. 17
Bibliography …………………………………………………………………. 18
Menu of Offerings …………………………………………………………… 19
TAE Staff Bios ………………………………………………………………. 23
Students from Take One Community Program after a TAE workshop. Confidential
Copyright 2014 The Art Experience, Inc
All rights reserved
2 INTRODUCTION TO THE ART EXPERIENCE, INC.
The Art Experience (TAE) is the community’s art studio located in Pontiac, where making art is
making a difference. Founded in 1996 by six artists and art therapists who believed the power to
transform lives is inherent to creative process, it was where all members of the community felt
welcomed, could experience creativity and share it with others.
Guests were invited to create in many genres. Founders provided encouragement, guiding guests
in and beyond their comfort zone into their own creativity. TAE is still known for it’s supportive
environment and allowing community need to shape programming, whether serving youth at
risk, people recovering from substance use or mental illness, or students whose school days are
void of arts. It’s a place for people with developmental disabilities, autism or even the “label free”
to feel like they’re a part of something. It’s also an affordable place to paint, draw, and CREATE.
Experiences include arts programs for the community, people with special needs, inclusive
programs, college internships, exhibits, and special events. Clientele are diverse – all ages and
abilities, from all walks of life. The artist-in-residence program for special needs artists, Open
Studio, and the revolving workshop schedule offer a continuum of arts experiences exemplifying
strong commitment to the mission. Your studio is an inspiring place where all are valued for their
abilities and the curiosity that drives creative endeavor.
Accomplishments are consistent growth in numbers served and program revenue, successful
advocacy for arts accessibility, Governors Arts Award nomination 2007 and many collaborations.
Demand for our opportunities, services, and advocacy continue to grow as does our volunteer
base. Commitment to creating community through art continues, because ART MATTERS.
Contributors: MORC, Village Club Foundation, Civitan Club, Gateway Education Fund,
Michigan Council for Arts and Cultural Affairs, National Endowment for the Arts, Oakland
County Office of Arts, Culture and Film, Oakland County CMH, United Way of Oakland
County, Wright & Filippis, IBM, Lighthouse of Oakland County, and Maggie Alessee.
TAE Studio @ 175 S Saginaw, Pontiac 48342
3 COMMUNITY ART LAB 1. Take One students 2. Dad and daughter at Sock Monkey workshop 3. STEM to STEAM community painting at Pontiac High School What if you could give your students a tool for success in school and career that they
are currently missing – at little or no cost to your school or agency?
You can, and The Art Experience (TAE) wants to help. The tools are all of the benefits to
be gained through involvement in creative processes. Community Art Lab (CAL) is TAE’s approach to serving youth in arts workshops where youth may reap these benefits. It
meets demand for access to affordable youth arts programming in the absence of
alternative resources to support this important learning. The arts develop skills necessary
to think creatively and innovatively while improving behavior and strengthening a child’s ability to focus. The number of youth who struggle with learning due to learning disabilities and mental health issues is on the rise. The arts are a viable tool for aiding these, and all youth in their overall development. TAE staff members
are uniquely qualified to facilitate these processes, thereby enhancing the education and
services you provide.
Why the Arts? Decades of research show the arts help all students to learn, achieve and succeed. Learning in and through the arts develops essential skills and abilities: - Creativity, imagination and innovation - Problem solving and critical thinking - Communication and collaboration - Academic achievement - School, social and civic engagement Benefits are greatest for low-­‐income and at-­‐risk students. Yet, students who stand to benefit the most are least likely to have access to a high quality arts education.1 Community Art Lab (CAL) workshops take place in TAEs studio, offsite at schools,
human service agencies, and other accessible locations in the community. The “lab”
4 setting speaks to the reciprocal learning, study, and evaluation of outcomes among all
involved – youth, TAE staff, interns, collaborators (schools, human service agencies, and
community groups), families, and the community – developing youths’ ability to work
as part of a team. Multiple mediums and genres are explored. Creative thinking,
problem identifying and solving skills are strengthened.
Studies find that arts education develops students’ critical thinking skills—skills such as comparison, hypothesizing, and critiquing that are essential to a student’s ability to apply knowledge and visualize solutions. Beginning at the elementary level, research suggests that arts education develops awareness and exploration of multiple viewpoints. Arts integration, dance, drama, and visual art are shown to develop critical thinking skills at all age levels—from early childhood through adulthood.2 Students reflect on experiences and outcomes, integrating lessons learned into new
projects. They learn to ask questions and provide feedback informing the direction of
projects and experience coming to know their own creative power. Other parties in the
reciprocal circle (TAE staff, schools, agencies, families, community) are expected to play
a part by sharing observations, noting outcomes resulting from youth involvement in
CAL, and aiding a smooth implementation in ways suggested in this prospectus.
Accomplishments will be shared with the community through exhibitions and outreach
activities. All of these activities strengthen workplace skills, and increase chances for
leading meaningful and successful lives as adults.
Community Art Lab programs: workshops may range from one-time experiences to
twelve-week series, multiple times annually. (See Menu of Offerings)
•
Early Childhood: age 4 -5, art exploration developing ability to form ideas,
observation, communication, and group skills.
•
Youth Studio: age 6 -18, development of basic fine art skills, group
learning, community themes, whole picture and critical thinking skills.
•
ArtWorks: age 12-18, will explore issues of identity, family, friends,
community, education, vocation, health, happiness, and independence.
Projects may build on lessons learned in Youth Studio, continuing a focus
on development of basic fine art skills.
5 •
Teen Expressions (youth in crisis): age 13-18 will learn to use art as a tool
for coping with life’s circumstances. Creative thinking, reflection and selfexpression strengthen right-brain cognitive processes. The supportive
environment promotes a sense of stability and belonging.
Recruiting will occur through marketing and relationships with partnering schools and
agencies. Current collaborators include: Pontiac schools and academies, City of Pontiac,
Pontiac Creative Arts Center, Catholic Social Services/Hispanic Outreach, Children’s
Village, Grace Centers of Hope, Baldwin Center, Take One Community Program,
Common Ground, Oakland County Community Mental Health Authority, Habitat for
Humanity, Wayne State University, Oakland University, College for Creative Studies,
Oakland County Water Resource Commission, and Easter Seals.
Clockwise from top left: Picasso Mask at Baldwin Ctr; Frida Kahlo self-portraits, Baldwin Ctr.; Picasso
Masks, Baldwin Ctr.; Personal Pendants, Youth Summer Art Camp, TAE; HIP HOP Graffiti, Baldwin Ctr.
6 INVITATION TO PARTNER
The Art Experience is seeking partnerships with Pontiac schools and academies, and
local human service agencies in order to provide creative experiences to the youth you
serve. We realize many demands are placed on your budgets, and this often translates
into few opportunities for youth to experience creative processes. We want to help fill
that void, because this stage of learning is critical to the development of the whole child.
Community Art Lab programs help develop skills necessary for creative and innovative
thinking, something in demand now more than ever in our global economy.
The Art Experience Board of Directors and staff respectfully request a partnership with
you in order to make this happen, because ART MATTERS. We require support from
partners. Your support increases efficiency in use of resources. This is critical to program
success and is required of us by our funders. We seek partners who can accommodate our
request, so we may achieve optimal outcomes, receive funding, and continue serving
local youth. The request is outlined in this document.
Clockwise from top left: Pontiac High students enjoy ArtWorks after school; Councilwoman Patrice
Waterman visits Art, Fish, Fun at Beaudette Park to Paint with a Fish alongside a couple of young
constituents; Pontiac High students have a message to add to the Community Canvas at STEM to
STEAM Expo 2014; Art, Fish, Fun collaborators left to right: Judy Wilson TAE, Jacquelyn Tenille
Pontiac Dept. Public Works, Pontiac Mayor Deirdre Waterman, Craig Covey Oakland Cty. Water
Commissioner Special Assistant, Portia Fields-Anderson Pontiac Creative Arts Center Instructor 7 GOALS OF THE PROGRAM
Community Art Lab grew out of a desire to fully utilize our studio’s resources, to
continue being a learning organization, and to serve the youth of Pontiac. We have the
skills and resources to aid these youth in strengthening their ability to think creatively and
to become innovative problem solvers, as well as idea generators.
Students who participate in arts learning experiences often
improve their achievement in other realms of learning and
life. In a well-documented national study using a federal
database of over 25,000 middle and high school students,
researchers from the University of California at Los Angeles
found students with high arts involvement performed better
on standardized achievement tests than students with low
arts involvement. Moreover, the high arts-involved students
also watched fewer hours of TV, participated in more
community service and reported less boredom in school.3
Many students have minimal opportunity for the type of learning that encourages abstract
thinking, spatial reasoning, intuition, instinct, and expression of emotion— the learning
engaged by creative processes. Less opportunity for this type of learning means a
reduction in exercising the entire brain. This is a CRISIS.
Jenny creates a coil pot at TAE; Student
adds to Baldwin Ctr. HIP HOP Graffiti
canvas; Pontiac High students begin
their 3D Selfies in ArtWorks
8 GOALS FOR YOUTH
Thinking skills (sometimes referred to as cognitive skills) is a broad term that refers to the
operation of various thought processes. Reasoning ability, intuition, perception,
imagination, inventiveness, creativity, problem-solving skills and expression are among
the thought processes associated with study of the arts.4
1. Development of artistic and critical thinking skills.
•
Creative process mimics day-to-day living.
We face the fear of something new, struggle with
tools and materials, make mistakes, correct them,
and sometimes scrap the project and begin again.
Lessons learned inform how we move forward.
Along the way we grow and realize
accomplishment, and perhaps even mastery of a
medium. We share our accomplishments and
must not forget to celebrate them. The artwork
itself serves as a lasting reminder of that
accomplishment often beckoning us to return, try
a new approach, and to continue growing.
soda cans! Recycled art: driftwood and •
Manipulating art elements—line, color,
form, texture, contrast, repetition, balance —stimulates cognitive processes that
are often underutilized by even rigorous academic study. The arts engage these
elements producing youth able to make connections, form relationships among
seemingly disparate elements to problem solve or, better yet, identify a problem
and then solve it. This contributes to performance in science, technology,
engineering and math (STEM) content areas. Even Albert Einstein said “…
Science and art tend to coalesce in esthetics, plasticity, and form. The greatest
scientists are always artists as well.”
•
Fueling arts curriculum fuels economic recovery by strengthening
youths’ ability to think in “whole picture” terms, abstractly, and creatively.
They will practice collaborative problem solving and working as a group. All are
deficits identified by business and industry today.
2. Improved behavior
•
Every time we offer a student a new activity dendritic density in the brain
increases. Dendrites are where neurotransmitters reside. Neurotransmitters are the
happy chemicals the brain naturally produces when given the chance. The more
9 happy chemicals are produced, mood improves, belief in self improves, and guess
what? So does the child’s performance! Sir Ken Robinson’s TED Talk “lays out
the link between three troubling trends: rising drop-out rates, schools’ dwindling
stake in the arts, and ADHD. An important, timely talk for parents and
teachers.”5
•
Art-making involves play. It is also an opportunity to experience the
unique and individual aspects of our self. This allows us to better understand who
we are and explore who we want to become.
•
The creative process shifts the focus from misbehavior to ability, strengths,
and achievements. Artwork is a tangible reminder of our accomplishment and
may draw admiration from others. This extends benefits beyond the initial art
making experience.
•
The content of the artwork can tell a story of how the child perceives
himself and the world around him. Artwork may also contain information about a
child’s circumstances that he or she may be unable or unwilling to verbalize. This
insight can be helpful to educators and service providers in coming to understand
the whole child.
The Art Experience at Pontiac High
School’s STEM TO STEAM 2014 gave
students a chance to express
themselves, and boy, did they!
Adolescents have a lot to say when
given an opportunity like the one TAE
provided here in what started out as a
5’ x 8’ blank canvas – no longer blank.
A glimpse of what was on their minds!
3.
Improved focus and concentration
•
Every step of art-making involves initiation, decision making, and follow
through, much like what is required in the workplace. This validates the individual
and strengthens their own confidence in their ability to function independently.
•
Recent research has shown that participation in the arts improves
children’s abilities to concentrate and focus in other aspects of their lives.6
10 •
The arts nurture a motivation to learn by emphasizing
active engagement, disciplined and sustained attention,
persistence and risk taking, among other competencies. An
ethnographic study of seventh grade boys in special education
revealed use of the visual arts helped them become more
sophisticated, less reluctant readers. Described as learning disabled, the boys were encouraged to use visual forms of expression to convey their understanding of reading assignments. After a nine-­‐week course of “ visualization training,” they also took a more active role in reading and began to interpret text rather than passively reading it.7 Specialized goals and objectives may be designed when partners request a program
serving youth with therapeutic needs. This type of program will be facilitated by an art
therapist. (See Menu for examples of Art Therapy programs)
Studio activity: Ester Mauricio, TAE Art Therapist; another happy Youth Camp participant; Betti Pitchford, Retired Pontiac Schools Director of Special Education, assists a young Open Studio guest hone her quilting skills; Renard Small, TAE Artist in Residence, at his drawing table; Youth camp drawing group GOALS FOR PARTNERSHIP
1. The partnership will enhance service delivery to youth. Through partnering, the
quality of the program will be strengthened beyond what would come from TAE
simply showing up to make art with youth.
2. Increased understanding of the potential the arts hold for improving not only
artistic ability but also:
- Creativity, imagination and innovation
- Problem solving and critical thinking
- Communication and collaboration
- Academic achievement
- School, social and civic engagement
- Behavior
11 3. Impact of programming resulting from partnership will result in enhanced learning
for youth and establish the partnering school or agency as a leader in innovative
education, service, and overall care for youth.
4. Public awareness material generated through students’ creative work and
exhibitions may reach families, media, and politicians. It will provide material for
newsletters, and fundraising. This extends the reach of your program beyond your
site.
Learning in the arts is comprehensive in the true
sense of the word: … Integration of the arts as a
critical component of the school curriculum
affords students a complete and well-rounded
education. The benefits associated with study of
the arts are inclusive of all students, although they
can be greatest for those who are educationally or
economically disadvantaged. And, an arts-rich
learning environment can have far-reaching effects
that extend to the entire school and surrounding
community.8
One HAPPY young lady after a collaboration with Take One Community Program IMPLEMENTATION
The Community Art Lab partnership will reap the best outcomes if all who are serving
the best interest of the students contribute to program success. Ongoing dialogue to
ensure each party’s needs are being met is essential. Your involvement makes the
program the best it can be, and strengthens continuous funding pursuits. It is with this in
mind that we respectfully request the following from administrators, teaching and
counseling staff, parents, and students.
Administrative Staff
• Consider us a resource to you and your students
• Communicate how we can help you meet your school’s or agency’s needs.
• Support recruitment of youth into CAL programs
• Access to students interested in contributing to program development
• Acknowledge and promote the partnership with The Art Experience in
conversations, newsletters, media announcements, assemblies, events, and in
future planning
• Attend program related events and exhibits to celebrate with us!
• Participate in final evaluation
12 Teachers:
• Consider us a resource to you and your students. Do student assignments require
displays, are they being asked to tell a story in ways suited to creative process? Are
they being asked to produce a final project where integrating creative process
might enhance the outcome? Is there a “community involvement” component to
any upcoming projects or student-run events? Would you like a guest artist to visit
your classroom?
• Communicate how we can support your goals with regard to curriculum, behavior
modification, or social performance
• Support recruitment of youth into CAL programs
• Share your observations of students in CAL. Any changes in academic,
behavioral, or social performance? A rubric of students involved in CAL can be
provided by TAE as a tool for noting these observations.
• Attend program related events and exhibits to celebrate with us!
• Participate in final evaluation
Counselors:
• Consider us a resource to you and your students
• Recruit students who may benefit from this program
• Share your observations of participants, eg. any changes
in academic, behavioral, social performance? A rubric of
students involved in CAL can be provided by TAE.
• Attend CAL events and exhibits to celebrate with us!
• Participate in final evaluation
Parents, Guardians, and Family Members:
• Share your observations of changes in your child’s
academic, behavioral, social performance. Has the
program had any impact that is noteworthy,
positive or negative? TAE could provide a rubric
where you record in simple fashion what you’re
observing.
• Encourage your child’s participation as you would
in other areas of study
• Attend program related events and exhibits to
celebrate your child’s accomplishments with us!
• Participate in final evaluation
Students:
• We want to hear from you! Contribute ideas for projects and programs. Your
feedback will make the program more enjoyable and ensures its successJ
• Encourage your friends to join us!
13 •
•
•
•
•
We suggest the Menu of Program Offerings be shared with students allowing them
to make selections – essentially voting for their favorites – if not at the start,
perhaps once the partnership has produced a series of workshops or begins
yielding outcomes.
Let us hold onto some of your artwork for exhibits that you’ll help produce.
Exhibits provide opportunity for students to be involved in producing an event –
helping to prepare the art for display, generating promotional materials, press
releases, letters to legislators, and mounting the show. They can host the reception
and speak to guests about their experiences in the program, lessons learned,
discoveries, and of course their art work!
Attend these exhibits and other program related events to celebrate with us!
Participate in final evaluation
Space:
• Room to work in continuously with storage for materials, water source, tables,
chairs, and space for students to work
• Once a reasonable amount of student artwork
as been compiled, TAE will host an exhibit.
• Exhibits can be displayed in your school, our
studio, or other accessible sites in the
community.
Materials:
• TAE provides the bulk, and we would ask
what you could offer – is there any budget for
paint, canvas, paper, exhibit materials.
View of TAE studio space • We ask that you provide expendables such as
paper towels, supplies for cleaning work surfaces (soap, rags, sponges), hand soap,
table covering or recycled newspaper if needed, broom
Logistics:
• Administrative and staff liaisons to provide direction and serve as our guide into
your school and its culture. These individuals would take part in a pre-meeting,
half-way assessment of what is or isn’t working, and post assessment.
• Support in promoting program, recruiting students, collecting fee (if applicable $5 or what you determine), ushering participants to the program for on time
arrival.
• Signed registration forms from each student which will include permission, or not,
to photograph and to use photos only in promotion of your and TAE’s programs.
• One contact person while program is in progress– cell phone number and where
they’re located in the building
14 •
•
•
•
•
Clarity around expectations placed on students with regard to rules for behavior
while on school property, so we may establish the same for time in our program
Procedures for TAE staff entering / exiting your site; also for students once
program is over for the day. What if a student’s ride home is late picking them up?
Are any students allowed to walk home? TAE cannot accept responsibility for
student safety outside of art related activity.
Emergency procedures and first-aid kit
What is required of us with regard to documentation not yet mentioned –
background checks, volunteer forms.
The arts can evoke sensitive content within a child’s artwork. We require direction
from you on how you would like this handled. All material of this nature is
considered confidential.
Coordination
• Close communication –Look at the school schedule ahead of time to avoid
conflicts with your events, such as parent teacher nights, and science fairs.
• We request your guidance with establishing a program implementation timeline –
pre-meeting, promote, recruit, produce, mid-program assessment, conclusion of
program activity, post-assessment, celebrate, evaluate.
• How will you promote Community Art Lab programs within the school
community – announcement over public address system, information sent home
to parents requesting a response (yay or nay), printed reminders, phone calls,
sharing information in a newsletter or e-blast. What can TAE provide to assist
with this, eg. program descriptions, electronic flier for you to email?
TAE’s ability to secure funding for future programming will be strengthened by:
• Your accommodating these requests
• Help in identifying funding opportunities as they are brought to your attention
• Letters of support (from all involved) to accompany funding requests and final
reports
• Optimally, all involved will be promoting the partnership in multiple circles –
school board, parent meetings, school assemblies and events, newsletters, and in
the media.
• And – most importantly – share your thoughts, ideas, and feedback. You know
what works in your school, so if you see room for improvement, please, kindly
share with us!
We will present you with an outline of the program and the actual budget. You may find
this useful in showing support and collaboration from outside organizations. The outline
may be used as a contract between The Art Experience and its partner.
15 Many opportunities exist to partner with The Art Experience, in our studio, your
classroom, or other accessible locations in the community. We look forward to
collaborating in ways benefitting our youth, because ART MATTERS. Please know all
constructive feedback is welcomed and appreciated. This allows us to continue growing
while connecting with and engaging the community we serve.
GETTING STARTED
As our partnership is in the beginning stages we have a few questions. This exciting
endeavor requires some information gathering on our part. The answers you provide will
help us understand the “whole picture.” In doing so we stand to have a greater impact
with our resources, those of our funders, and to make the most of the opportunity our
partnership presents. Integration of your beliefs, the students, and the community’s with
our own is essential to our combined success. We too are learning. This makes our work
more enjoyable and relevant. Individuals being impacted should be involved in the
planning process – “nothing about me without me.” We want and need to understand the
culture we are being welcomed into, respecting what is already in place.
Please take some time to thoughtfully answer these few questions, and return them to us
by mail, fax (248) 706-7830, or email [email protected]. We are also
happy to pick them up from one central location at your site.
Questionnaire
A. What creative experiences currently exist for students (please describe)
1. Onsite during school day – art class, art in other curriculum areas
2. Onsite after school
3. Offsite – during school day or after, eg. field trips, hands on experiences.
4. Pursuits independent of school – what are you hearing from students? Boys
& Girls Club, other groups or arts organizations, music lessons, band,
theatre, dance, performance opportunities, book or creative writing clubs,
other?
B. Staff, teachers, administrators, experiences with the arts
1. What is your perception of the arts, and how were these perceptions
shaped?
16 2. How do you value the arts? Not a trick question – it’s helpful to understand
where you’re at with the arts in general, not to qualify or to judge, just to
understand the whole picture.
3. What do you anticipate students will gain from our programming? Why do
you want to partner with TAE?
ONE LAST INVITATION FOR STAFF: HAVE FUN WITH US AT OUR STUDIO!
We welcome you to The Art Experience studio for a workshop, so all the adults involved
can experience first hand what we’re offering in CAL, while having a fun night out, on us!
Our staff will lead you on a creative adventure. We provide appetizers and light
refreshments along with all of the art materials, of course. When was the last time YOU
got to play with art supplies, paint, canvas, brushes? Too long ago? Join us, and
experience some of the benefits you’ve been reading about in this prospectus. It’ll be fun!
Left top: Adaptive Umbrella workshop, sponsored by Bloomfield
Twp. Library, allowed library professionals from around the state
to learn new techniques from TAE staff for working with special
needs youth; Left bottom: Friends enjoying a Speed Painting
workshop at TAE; Below: Speed-painting brushes at work!
Confidential
Copyright 2014 The Art Experience, Inc
All rights reserved 17 Bibliography 1. "Mission/Overview." AEPARTS. Arts Education Sponsorship, Washington DC,
2014.
Web. 21 Aug. 2014. <http://www.aep-arts.org/about-aep/missionoverview/>.
2. Noice, H. & Noice T. (2006). What studies of actors and acting can tell us about memory and cognitive functioning. Current Directions in Psychological Science, 15(1), 14-­‐18. 3. Catterall, James S. (2002), “Involvement in the Arts and Success in Secondary School.” In
R. Deasy (Ed.), Critical Links: Learning in the Arts and Student Achievement and
Social Development, Washington, DC: AEP.
4. Ruppert, Sandra S. (2006). Critical Evidence: How the arts benefit student achievement. Washington D.C.: National Assembly of States Arts Agencies. 5. Robinson, Sir Ken (2010, October). Sir Ken Robinson: Changing education paradigms. Retrieved from http://www.ted.com/talks/ken_robinson_changing_education_paradigms 6. Phillips, L. 2012. Americans for the Arts ARTSblog,
http://blog.artsusa.org/2012/11/26/the-top-10-skills-children-learn-from -thearts/
7. Wilhelm, Jeffrey D. (2002), Reading Is Seeing: Using Visual Response To Improve the Literacy Reading of Reluctant Readers. In R. Deasy (Ed.), Critical Links: Learning in the Arts and Student Achievement and Social Development, Washington, DC: AEP. 8. Ruppert, Sandra S. (2006). Critical Evidence: How the arts benefit student achievement. Washington D.C.: National Assembly of States Arts Agencies. 18 Community Art Lab – Program Menu
Art Education
H.I.P. H.O.P. (Having Inner Peace and Helping Other People) and Graffiti
Workshop – CS = Multi-cultural exploration. Learn about the Hip Hop culture and the true
meaning of this art form, which is to inform, educate, and entertain. Students will explore
the role of an emcee/poet/rapper, the voice of the culture, and the graffiti artist. Create
their own rap and graffiti art. Lead by spoken word artist Falah who does an excellent job
meeting youth ‘where they’re at’.
Celebrate American Artists – CS* = Multi-cultural exploration. Students will have a great
time learning about influential African American artists such as Bearden, Basquiat, Lois
Mailou Jones, and Betye Saar and create a piece of art based on their artistic style
including found object assemblage, graphic design, and collage.
Study the Masters – CS = Multi-cultural exploration, history, social studies. Learn about
famous master artists such as Picasso, Matisse, Kahlo, and Hokusai and explore the
artistic processes for which they became known. Students will increase their
understanding of the role of the arts in society’s culture and come to know artists as our
society’s storytellers and historical record keepers.
Youth Studio – A great place to start for youth who’ve had little to no art exposure. Fine
art skills such as visual perception, color theory, eye-hand coordination, and learning art
elements will be introduced and developed.
Art Works – Students will take their artistic skills to the next level and exercise their
creativity with the mentorship of our creative staff. Multi-session series are developed
based on the interests and feedback of the participants.
19 Tell your Story – CS = language arts, public speaking. We all have a story to tell! Students
will use recording devices to capture theirs and share it. Story-telling, set-making,
recording and editing are all skills that will be developed in this program.
Bling Bling– CS = multi-cultural exploration. Bling bling refers to flashy or elaborate
jewelry made of gold or diamonds, made popular by hip-hop icons. Pick a catch phrase
or symbol to sculpt in papier-mache, paint it metallic gold, and adorn. Students will
learn about pop culture and incorporate lessons learned into their finished piece.
Photo-transfer Keepsake Boxes – Photo transfer is a printmaking technique of
transferring an image onto another surface. Students will learn photo transfer and
decoupage techniques to accent the photo while creating their own original box design.
Tapestry Weavings – CS = multicultural exploration. Tapestries are pictures or designs,
formed by weaving colored threads, which are then used as wall hangings. Students will
create a framed tapestry piece of their own design using fibers and other personal items of
their choosing to embellish their piece. The weaving process is also well suited for
developing sequential thinking skills.
Funktional Art – CS = recycling, abstract thinking. Explore paint, color & collage; paint on
paper, canvas, & household objects too, creating funk-tional art. Creative self-expression
with a twist! FUN and fine art principles are emphasized.
Art of Sound – Learn the science behind sound while using artistic skills to create an
acoustic guitar using everyday recycled materials. Students will bring home an
instrument that actually works as an acoustic and electric guitar, designed by them.
Artful Journeys – Group trips into the community will stimulate children and
adolescents to explore creativity. Based on the belief that the need to create is an inherent
human trait, journeys reveal settings in which creativity flourishes. Opportunity for youth
to develop their own creativity may occur at some sites. They will also keep an art journal
to record their experiences in their own creative form - writing, drawing, doodling,
collage. Participants will be encouraged to exhibit their creative work with us, however,
this is not required. "Art is not a handicraft, it is the transmission of feeling the artist has
experienced." Leo Tolstoy
Multicultural Art and Music – CS = Multicultural exploration. Students will learn about
the different cultures of the world through their music and different types of instruments,
then create their own musical instrument interpretation.
Fused Glass Pendant Workshop – Students will design and make their very own fused
glass pendant to wear as a pendant, pin, or fused glass ornament to hang. Students will
20 use the elements of design in creating their project including color, line, texture, shape,
and space.
Ceramic Relief Tiles with Melted Glass – Learn the basics of ceramics including handbuilding, rolling, relief sculpture, and glazing techniques. Students will come away with
a 5x5” tile, a really cool experience and product!
Yarn Wrapped Coil Baskets – CS = Multicultural exploration. Learn how to turn weaving
skills into basket making with this simple meditative process. Students will learn about
the Native American origins of this process as well as color principles and terminology.
Altered Apparel –Be your own fashion designer in this workshop and learn basic sewing
techniques to create a one of a kind tee-shirt. Students will be guided through techniques
of sewing, crochet, and simple stencil and print processes to make their own creation.
Art Therapy
Exploring Options – Facing the multiple challenges of adolescence is a daunting task.
Juggling home, school and social requirements leaves little opportunity to reflect on the
experiences they are encountering, potentially placing healthy integration of external and
internal worlds out of reach. This program offers the use of art therapy as a healthy
intervention of adjunct treatment for the adolescents whose challenges interrupt day-today living. Art therapy will be provided in a series of workshops at The Art Experience
studio in Pontiac. “To be offered an opportunity to explore and experiment with a wide variety of
materials in a supportive, non-judgmental space is an entirely different experience for most people.
Such a setting gives participants permission to be authentic, to be childlike, and to delve deeply into
themselves.” Erickson as cited in Atwater (1996)
Art Apps – What do you download, and what do you store? Use the arts to help sort out
and make decisions about what to keep and what to trash. This is a little “me time” that
can increase positive output. Art Apps uses art within a group setting for self exploration,
to identify strengths, and incorporates motivational interviewing techniques to consider
various life choices; may be suited for students facing substance use and recovery choices.
Peace Camp – Develops conflict resolution and peace building skills through the use of
creativity in a group setting.
Teen Expressions – Join with others in an artistic journey of self-expression and healing!
Learn more about yourself and discover new coping skills through visual and other art
media! Connect with other people through art-making!
21 Painting/Art as Therapy – Through the use of learning painting and fine art skills,
students will consider the metaphor of art-making as it relates to life experiences.
Improv – An interactive workshop designed to give participants the experience of being
in an improv group. Learn the therapeutic goals addressed by each game and have fun
while learning!
Healing Dolls – Dolls are one of the oldest creative expressions, used in rituals for
healing, and teaching cultural and spiritual beliefs. Learn some of the history of dolls and
create your own using a technique doll makers from Africa’s Ivory Coast brought to the
States by Artist Riua Akinshegun.
Self-Expression Board Game – Like games? Have fun creating your own and you get to
be the player! Create your own piece expressing all the great things about you, then,
work with others to play the game. Peer interaction, self-expression, and creativity will
be practiced.
Altered Books for Teens – Learn the art of book altering, creating a work of art through
the use of story, poetry, recycled materials, fine art materials, and/or personal ephemera.
Themes may be developed around curriculum and relevant issues in society.
*CS = Aligns with Core Standards. All programs are age-adaptable.
Learning in the arts aids development of science and math skills. Additional content
areas strengthened by each specific workshop are noted their descriptions.
This activity is supported in part by an award from
The Michigan Council for Arts and Cultural Affairs and the
National Endowment for the Arts. Art Works.
The Art Experience, Inc. Est. 1996
[email protected]
175 S Saginaw, #109, Pontiac, MI 48342
248 706 3304
www.facebook.com/theartexperience.org
Confidential
Copyright 2014 The Art Experience, Inc
All rights reserved 22 The Art Experience Staff Bios
Marie Murray, MA, LLPC, Art Therapist, has been President of the Board of Directors since
2012. She has been supporting programs at The Art Experience since 2007; leading art therapy
programs for persons with developmental disabilities, open studio, serving as a Board Trustee, and
as an active volunteer in community outreach and program fundraising. Marie’s undergraduate
degree is from The Cleveland Institute of Arts in graphic design. Her graduate degree is from
Wayne State University, specialization Art Therapy/Counseling. Presently she is a clinical
counselor/art therapist for Common Ground working with families, adolescents and the runaway
homeless youth program.
Ester R. Mauricio, MS, LBSW, a graduate of Emporia State University’s art therapy program,
in their Psychology Department, she interned at Menninger, Child and Adolescent Residence Unit,
in Topeka, KS. Prior to interning she worked with the Kansas Department of Social and
Rehabilitation Services for 10 years in Family and Children's Services, Employment Preparation,
and Medical Assistance Programs. Currently Ester facilitates Early Memory Loss/Transitional and
Dementia groups in the Adult Day Service Program at the Older Person’s Commission in
Rochester. In 2013, she created and co-coordinated OCCMHA's 50th Anniversary Celebration
Installation piece, a traveling collaborative art project which involved consumers, supporters and
staff of OCCMHA.
Ester enjoys creative activities ranging from drawing, mixed media, art journaling, gardening,
floral designing, cooking, and crafts. She also appreciates all kinds of performance arts and sports.
She believes in the importance of creative expression to improve and celebrate a community, as
well as personal well-being.
Jamie Pillow, MEd. Art Therapist Graduate Wayne State University, graduated from Oakland
University with a degree in art history, anthropology, and sociology. She has experience with
studio, educational, and clinical populations. She also has experience working: at a photography
studio, as a physical therapy technician, and as assistant art director for Campfire U.S.A. She
currently teaches figure skating and tot hockey. As an art therapist she focuses on concepts of
mindfulness, positive psychology, and Lisa Hinz’s The Expressive Therapies Continuum. She
enjoys working in most mediums, but focuses on photography, mandala making, hand-building
and wheel throwing ceramics, painting, and watercolor pencils.
Cassandra Smith, BFA, MI Art Ed K-12 Cert., I am a working artist and teacher. I hold a
B.F.A from the College for Creative Studies in Detroit, Michigan (2007) and a Michigan Art
Education K-12 Teaching Certification with LX Endorsement from Oakland University (2014).
While at CCS I studied Industrial Design/Product Design. I did additional studies in crafts;
ceramic sculpture, printmaking, metal-smithing, wood shop and cold glass making. After
graduating from CCS, I took some time off and realized that my passion was not working as a
product designer. During this time I thought about becoming a visual art teacher. In order to really
decide if teaching was for me, I worked as a Special Education Teacher's Assistant for Waterford
School District for 3 years. I worked at Waterford Mott High School in the special education room
23 for one year and then transferred to Children's Village School where I was the Art Teachers
Assistant in the art room for two years. My time at Children's Village School really solidified my
desire to become an art teacher. Afterwards, I enrolled at Oakland University in Rochester Hills,
Michigan, in the Art Education Program. I am an active advocate for the art's and literacy. I am a
member of the Michigan Art Education Association organization (MAEA). I volunteer at Art's
and Apples in Rochester, MI, Art's Beats and Eat's in Royal Oak, MI and I attend the MI MAEA
conferences. I have managed a summer art camp program at Cranbrook Schools and volunteer
taught at Baldwin Center for the YMCA's Camp Phoenix summer camp in Pontiac, Michigan. I
am excited to be teaching art to the wonderfully creative and talented artists at R. Grant Graham
Elementary, Auburn Hills, MI this year!
Exposure to divergent and various cultures is significant and influential to an artists own personal
development and the development of those we teach. I have traveled extensively all throughout
the United Sates and the world. I have explored the art and cultures of Mexico, British Columbia,
Canada, Jamaica and most recently Australia and New Zealand. I incorporate my experience and
passion from those cultures I have experiences into my own art making and teaching.
Megan Schmidt, MA, LLPC, Art Therapist, Megan's love of art was instilled by a great artist in
her life, her grandma. From a young age, they created art together and she eventually became an
artist herself. She combined this with her other passion, psychology, to become a counselor and
art therapist. She has worked with children, adolescents, and adults in a variety of settings, but
has always seen the power of art to heal, inspire, and connect.
Margaret Sands-Goldstein, ATR-BC is a graduate of the College for Creative Studies and
Wayne State Univeristy and has worked as an art therapist for over 25 years in clinical and
educational settings, with children, teens and adults. She is currently an art therapist for Common
Ground and is also on the faculty of the Wayne State University graduate art therapy program. She
believes in the importance of creative expression as part of everyday life and loves making things.
Mandalas and labyrinths are two things that she enjoys working with.
Kristen Lambert, M.Ed. ATR first became intrigued by the Art Experience’s studio approach in
2004 and interviewed Katie Serewicz and Marilyn Secatch as part of her master’s thesis on
“Community Art Therapy Studios Around the U.S.” Her interest in this approach to art therapy
has been amplified by the writings of Lisa Hinz on the Expressive Therapies Continuum, which
she uses in her work as an art therapist. She has worked at Common Ground, Hawthorne Center,
the Detroit VA, and Arbor Hospice as an art therapist. Kristen joined the board in June 2013 as a
way of saying thanks for providing a creative space and ideas in which to practice creative
expression. Kristen volunteers her time.
Sue Nimlin, Retired Occupational Therapist (OT) Sue went to school when arts and crafts
were part of the curriculum. As an OT, she loved being able to combine arts in her media. Her
graduate work was in using audio-visuals for teaching occupational therapy. She learned
photography on her own long before that, when her uncle gave her her first camera upon returning
from the Korean War. She studied filmmaking and photography, leading to her Master's project:
24 video teaching tool for wheelchair repair. Research for the copyright revealed it was the first
video of this kind. She has always done art. She feels as though it is her own best therapy.
Sue started at The Art Experience as an Open Studio participant, then as a volunteer, then coinstructor, a board member, and then staff artist. She has taught classes on art journaling,
miniature birdhouse painting, bird feeders from plastic bottles, miniature terrariums, and her own
way of using color washes. She loves the concept of an integrated studio where a professional
artist sits next to beginning artists, people with disabilities sit next to people that are able bodied,
and the homeless sit beside the CEO. She knows from her own experiences, that art makes a
difference in people's lives!
Angela Petroff, BS stained glass artist, and co-owner of Canterbury Stained Glass, is a graduate
of Eastern Michigan University, BS in Arts Administration, MS in Historic Preservation
Administration. She is the former Director of the Pontiac Creative Arts Center and former
Executive Director of the Downriver Council for the Arts. Ms. Petroff has taught stained glass at
all experience levels ranging from elementary to university and is adept at infusing her passion for
the arts to her students. She is skilled and knowledgeable in a variety of art media including
painting and ceramic, as well as art history.
Marie Hartzell-Hoerauff is a self-taught artist and enjoys all types of media. She likes to donate
her art to support nonprofits like The Art Experience, VSArts of Michigan, and others who
support individuals with disabilities. She works with students with special needs in Open Studio
and supports them in their artistic process. Marie launched a new program at TAE called Speed
Painting with two fellow artists, and is very involved in fundraising activities.
Mona Scott a Board Member and past President of The Art Experience, studied dance and
movement at the University of California, Irvine, under Eugene Loring. She danced professionally
in the 70's, and performed as a member of Harbinger Dance Company, a modern dance company
in Detroit. She has taught dance for 20 years in various settings including community education,
parks and recreation programs, and at a mental health clinic in Detroit. She taught dance for 15
years at Kennedy Center School, Pontiac, and pursued professional development through the
American Dance Therapy Association. Ms. Scott is a certified white belt Neuromuscular
Integrated Action (NIA) instructor, and a certified teacher of "Ageless Grace," a lifetime fitness
program for the body and mind. Currently Ms. Scott teaches movement/dance for a mental health
and substance misuse program. She is also on the Board of Eisenhower Dance, and is a retired
attorney, volunteering at Common Ground in the Legal Clinic.
Judy Wilson, M.Ed. Art Therapist, is the Director and one of six Co-Founders of The Art
Experience where she satisfies her criteria for a meaningful career – to work in the arts
community, to serve others, and to give back to the community. She has17 years experience in
non-profit arts as educator, five of them as an art therapist in a variety of community program
settings – serving people with developmental disabilities, people recovering from mental illness,
the elderly, and children; an employee of VSA arts of MI as exhibit coordinator then program
coordinator from 1997 – 2003; Orchards Children’s Services as contract Art Therapist, 19972001; TAE program facilitator, board member then Board President, 2003-2009.
25 She began her career as a freelance artist from 1983 – 1995 serving the automotive advertising
community, Detroit area non-profits, and CNN Detroit affiliate as courtroom illustrator.
Denise McBeath-Thomas, BFA, BS, MEd. Art Therapist Denise is a board member who came
to the Art Experience as an intern while attending Wayne State University’s art therapy program.
She spends most of her time as an art educator and classroom teacher. She teaches youth drawing
and painting workshops during the summer. She is a beading jewelry designer, and displays her
work at Art Is In Market at Twelve Oaks Mall. She also sews and embellishes clothing.
26