Community Arts Project/Service Learning
University of Montana School Of Art
Art 295 Special Topics: Community Arts/Service Learning
Michael Parker mike.parker1@comcast .net
Office hours by appointment
813-846-2000
Syllabus
“We’ll be convening people of differing political perspectives, cultures, languages, ages,
interests and faiths to get to know one another and learn to listen to one another. Our
belief is that a democratic society – in the macro – and healthy communities – in the
micro – cannot function without a common commitment to respectful listening. It’s our
differences, not our similarities that can truly make us strong as we move forward
together.”
Maryo Gard Ewell
Course Description:
This Course is an experiential based class focusing on the process of Community and
Public Art. The goal of this course is to supply a wide range of educational opportunities
in the production of a specific community based art project. Students will have the
opportunity to design and create a community art project and or play a significant role in
a larger ongoing project.
A major component of Community Art is Education. The community artist as educator
falls into two broad categories: Working as an Art Facilitator or Art Educator.
The art facilitator helps to design and complete the communities’ ideas. The artist has to
be able to teach both the technical and conceptual skills necessary for the production of
professional level art. The art educator teaches the art making skills to a range of
community members (including schools). This is done from workshops to classes and
covers all ages. This forms a solid base of visual literacy and skills that can transform
communities and lives.
Through this exciting class, students will work with children, teens, community members
and organizations to help transform a public space that is abundant with historical
significance and community interest. During this process students can learn practical
teaching skills, develop organizational and public relation skills, and work with diverse
populations. Furthermore, students can be involved in the funding and fund raising
process, and develop other skills necessary to complete a community art project. In
addition students will develop an understanding of the historical and social basis of
Community/Public Art within the United States and around the world.
Service Learning Description
Service Learning is a method of teaching and learning in which students, faculty and
community partners work together to enhance student learning by applying academic
knowledge in a community-based setting. Student work addresses the needs of the
community, as identified through collaboration with community or tribal partners, while
meeting instructional objectives through faculty-structured service work and critical
reflection meant to prepare students to be civically responsible members of the
community. At its best, service learning enhances and deepens students’ understanding
of an academic discipline by facilitating the integration of theory and practice, while
providing them with experience that develops life skills and engages them in critical
reflection about individual, institutional, and social ethics.
Course Objectives:
The goal of this course is to supply a wide range of educational opportunities in the
production of a specific Community Art project. The project will work with diverse
populations on the designing and development of community arts. The class has
components that involve a contextual and practical understanding of teaching,
interviewing, organizational and production skills. This will be developed within three
sections, in the process students will have the opportunity to learn:
In Class:
 Students will attend class on education and other skills necessary to teach
effectively.
 Develop a broader understanding of both contemporary and historical models of
Community Art in the United States and around the world.
 Learn different models and areas where Community and Public Art intersect.
Research and development for design and production of art.
 Practical teaching and mentoring opportunities with members of the Community
at large
 Develop working partnerships with a teen or teens. This will involve finding,
establishing, interviewing, recording and maintaining relationships with
Community members.
 Historical research.
 Documenting and presenting research in such a way that it can be utilized within
the project.
 Learn the organizational skills necessary to successfully accomplish the goals of
the project including understanding finances, fundraising, preparation and
presentation in weekly and biweekly meetings.
 Be a liaison with various governmental agencies and groups that have a stake in
the project and the community at large.
Developing Art and Design in which students work with community members to:
 Organize research and information
 Brainstorm and develop ideas
 Develop maquette or models of proposed projects
 Develop and present the ideas to contact groups for their approval
Creating the Art
 Develop a materials and tool list.
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Prep area
Produce and install art
Arrange celebration
Intended student outcomes:
Students who successfully complete this course will be able to:
• Understand art in its relationship to community.
• Work collectively in the creative process between artists and non-artists.
• Produce an art project with members of the community.
• Demonstrate skills in grant writing and/or documentation of Community Arts
projects and events.
• Participate in the administration of a Community Arts Project.
• Understand the value and joys of service learning.
Course Requirements:
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Attend classes on time and prepared
Spend a minimum of five hours on work outside of class
Complete all required outside of class work
Maintain an ongoing connection with your contacts
Periodic progress reports to the group by you and a teen partner
Completion of course readings and research required. Course readings will be
discussed regularly during Tuesday class.
Documentation:
Documentation is an integral part of completing and creating art in the public
arena. It is imperative that the documentation be thorough and extensive. The
work you complete may be used in the assessment of our accomplishments, and
may become part of later work to be published. This will involve three aspects of
documentation.
Quality of preparation – finding community stakeholders and developing an
interview methodology.
Quality of documentation- this will be in a variety of formats including written,
photo, and recordings (both voice and video).
Quality of analysis- summary and presentation to group for development of
concepts and ideas for the Public Art work.
You will be working with others in a broader community such as, governmental
organizations, neighborhood groups, businesses and others. This means being
prepared and on time for meetings.
Additional to the course requirements, graduate level students will be expected to
uphold a higher level of responsibility. For example: management of a specific
area of interest. (Fundraising, production, administration, or other projects that
may arise)
You may not sell any notes/ tapes/ lectures with out written permission from the
Instructors
Attendance Policy:
 Class roll is taken everyday
 Class begins and ends promptly
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Consistently late and/or leaving early will result in a lowering of a letter grade.
One unexcused absence is permitted in this course, except for scheduled
critiques
Two unexcused absences will result in a full letter grade drop
Excused absences are granted only for serious health conditions, family
emergencies or legal requirements. A note from a doctor or other relevant party
is required in order to obtain an excused absence.
Absences for the above reasons must be made up. You must initiate
arrangements with the instructor(s). If you do not set up the arrangement, it will
adversely affect your grade.
If you need to miss a class due to religious observance, please notify me ahead
of time in writing by the second week of class. These absences will be excused.
This is a largely participatory class in which fellow students, your students, staff,
and the community is relying on you. You will be setting an example of
responsibility and professionalism for the neighborhood youth.
Grading Policy:
25%
25%
10%
10%
10%
20%
On time completion of course requirements, including preparation and
professionalism
Attendance and participation in all critiques and class presentations
Interpersonal skills (the ability to work with others)- this will include Completion
of tasks on time, maintaining relationships with teens, governmental
organizations, neighborhood groups, businesses and others.
Documentation: The ability to organize, collect, and document your work
Analysis:
Prepare documentation in a usable format
Execution:
Completing the function of your position
Structure and Timeline:
Due to the nature of community art and this specific project, the group as a whole
must be flexible when working with entities in the community. The content and
progress of this class will largely be dictated by these ongoing relationships.
Community art is not just an end product but the coming together and
development of whole communities. Therefore the interactions of the group
and the process are just as important as the product.