Peer to Peer engagement in campus arts

What does this mean? Just what you think – but in campus arts, it’s “arts majors to non-arts majors.”

ArtsLehigh has done a pre-orientation program for incoming freshmen. It’s a chance for new students to campus to arrive early and acclimate to the campus environment before the rest of the campus moves in and classes begin. Students who have participated in the pre-orientation program have realized many benefits from moving in early, as well as getting a jump on social networking – finding others with similar interests; reaching beyond roommates and classmates. The activities of this orientation are designed to be HANDS-ON creative or experiential learning opportunities. Student have done step dancing classes with a local artist who is in the off-Broadway cast of Stomp, taking hot glass classes at the local community arts center, and participated in an African drumming circle lead by another local artist. We resist as much as possible “talking” about the fantastic opportunities to experience the arts during their next four years. We get them doing art on the first day.

The most transformative activity of this past year’s program was asking a sophomore violin student to teach a beginner violin class to the freshmen. Mind that in the musical world, the teacher was only one year older than her students. She was just beginning to learn the Suzuki method (popular method for teaching music to young children). I was able to find a local music store that lent us (no charge) all the instruments we needed for the hour long activity. (Thanks to Zezwitz for that, and the delivery and pick-up!).

The students were thrilled that by the end of the session they were able to play “Twinkle, twinkle, little star.”

Sounds a bit silly, but sometimes the smallest accomplishments in an art form that seems mysterious or something that “somebody else can do but not me” can transform people’s attitudes about the art form. Every student expressed interest in attending the first Philharmonic concert of the season. They now understood why the bows all go in the same direction. Much of their understanding of orchestral music – for some only given to them in the 5th grade – was now made more tangible and relative. Students THEIR age were doing it, dedicated to it, and loving it. They physically understood the coordination, concentration and discipline that made their peer teacher put so many hours into her practice. A whole new level of understanding and respect happened.

But that wasn’t the only transformation. The junior teacher was moved by her experience as well. She wants to do that kind of activity for pre-concert programs. She’s now thinking of other ways to get people to physically experience classical music. She understands that the future of classical music and her role in it will not only be the work she does in the practice room, but how she relates to the audience. I think I created a monster – and I mean that in every good sense of the word.

So what does this mean? Ripples of understanding are flowing with the students. Other upperclassmen are asking to lead sessions to help their recruiting efforts (choirs, glee club, cultural dance clubs-tango, hip hop, etc.). They now know that leading sessions is a much more effective recruiting tool than a brochure.

I see these freshmen at the campus presenting arts center frequently. These students are not art majors. But I believe that after they graduate, they will continue to be interested, curious and actively pursue these kinds of experiences when they network in their new communities, as well as support the institution that made the introduction to one of their lives’ passions. These students will become the next work force, parent or voter – and to have them understand the importance of the arts for themselves, means they will be key to a culture that intrinsically values the arts in their community.

What is the "Creative Campus"?

The article, "The Creative Campus: Who's No. 1?" written by Steven Tepper, originally appeared in the October 1, 2004 issue of the Chronicle of Higher Education.
http://www.vanderbilt.edu/curbcenter/creativecampus
The article was highly effective in motivating many campus leaders to nurture a more creative enviroment in higher education. But the theory is only one effective motivation - how theory is turned into practice is the greater challenge. And the practice is not formulaic. In fact, the experiments in arts engagement at some campuses have challenged academic structures, traditions and authority of viable artistic or creative enterprises. In all cases, the experiments are all about engaging students in creative and artistic experiences. It's not JUST about graduating the next art major, or selling tickets to the guest artist series at the campus performing arts center. It IS that - and so much more.

This blog is not to suggest that every student become an art major. But all students should be engaged in the arts. I'll put it plainly. Every time I step on the treadmill, I don't think I'll be running the next NYC marathon. But I certainly do admire and support those who do. And I appreciate the training, discipline and achievement. Maybe if everyone tried to sing in public - they'd REALLY understand the same for professional singers? What if campuses did the same for arts engagement as offered for physical activity? Both are vital to personal development - both are up to the individual student to discover.

This blog will discuss some of the Best Practices of the Creative Campus movement. Examples from a variety of campuses will be higlighted. There will also be posts dedicated to the impact of arts engagement for students post-graduation, civic engagement with the arts, and artists vs. professional amateur artist.

Bottom line: if during the college years a person discovers their passions and begins a life-long journey to change the world - wouldn't it be neat if the arts were a part of it? No matter the declared major - the arts are a part of everyone's life. Storytelling, design, sound, senses.... we are all touched by someone else's creative ideas. And every idea has a root in the arts. Just think of the chair you're sitting on right now. Yup, the arts were a part of that design. Listen to Steve Jobs' Standford 2005 commencement speech - YouTube it - oh heck, I'll save you the trouble:
http://news-service.stanford.edu/news/2005/june15/jobs-061505.html
it's the "Connecting the dots" story...

We need to understand that a person must develop their OWN relationship to the arts, and discover how varied experiences can add to the reservoire of their own creative path. College students eventually become the next generation of work force, parents, voters, board members, patrons.... need I continue?

If creativity is built on a collection of experiences, and only understood in hindsight, it will be a sad realization that people's creative resources have be depleted because they were starved for experiences when they are in fact, so easily avaible in college.