Watch a video of students working on community-based art projects.

Story and multimedia by MICHAEL OMAN

Experience. That’s what it’s about.

Sure, the charitable cause, the opportunity to build up an irresistible resume, and even the chance to provide children with new skills are all fundamental components. But, above all, after-school art programs, like community-based art education, are about providing kids with a new experience; an experience that many otherwise would never have.

In South Salt Lake there’s one organization that provides youth with the opportunity to experience art education in a new way through the community-based art education model. A group of volunteer students created and currently run Arts for Youth through the University of Utah’s Bennion Center. The organization works with the Granite school district.

“These are title 1 schools that we’re in so they’re underfunded, so they don’t necessarily have much opportunity for art education there,” Kendall Fischer, the program’s director explained. This is why, she says, after-school art programs are so important. It provides a valuable outlet for the youth. “[Art is] really good for learning about yourself and expressing yourself,” said Fischer.

The program’s Co-Director Carly Chapple added that the program is also about encouraging kids to explore their creative side. Many students Arts for Youth works with are refugees or were born in the U.S. to immigrant parents, she said. As a result, Chapple explained, many of those children have no experience with the arts.

The refugees come from all over the world ranging from the countries as far as the Middle East, like Afghanistan, to countries as close as Mexico. “I feel like if they didn’t have this then they wouldn’t have anything,” Chapple explained.

Of course, every program has its beginning. Arts for Youth is the exception. It has two.

Students apply to direct student-lead organizations through the University of Utah’s Bennion Center, Fischer said. Using that process, she intended to simply takeover Arts for Youth. The problem was that the outgoing director forgot to compile a transition packet, which directors are required to do near the end of their service.

It basically consists of vital information each succeeding director needs to know, such as community partner contact information, logistical information and anything else the incoming director needs to know, Fischer said.

“That’s how I ended up re-creating the program,” she explained.

From there the re-building process began. She collaborated with a professor in the University of Utah’s College of Fine Arts developing ideas on how the organization would function and what it’s purpose would be.

Once she understood the fundamental goals of the organization Fischer was directed to Troy Bennett, manager of South Salt Lake Recreation. “From there we identified schools that would be good to work with,” she said. “We actually just started out with one school, Lincoln Elementary.”

Fischer ran the program herself the first year but she felt the need to prevent placing future directors in her position. Because of that she designed a system she felt would solve that problem. “Right now I have a co-director,” she said.

Chapple previously volunteered with Arts for Youth. Once she heard Fischer was seeking a co-director, she applied for the position — and ended up getting it, too.

Not only does Chapple serve as co-director but also as the program’s heir. “After I graduate this year then she will keep running it next year,” Fischer said. “And she’ll take on another co-director.”

“While it was a really cool learning experience for me to go through setting up the program, it definitely did waste time when art lessons could’ve actually been happening.”

After the program’s re-launch, Fischer was surprised by the response from the community. The program started out serving one elementary school but that number would quickly rise.

Last year, she said their biggest problem was actually having too many volunteers. “It was getting kind of bad so we were like, ‘Well, let’s expand.’ If we have so much volunteer enthusiasm that’s such a good thing, we should use that,” Fischer said.

Soon Woodrow Wilson was added to the list. During a community partner meeting this fall, a representative from Granite Park middle school made an appearance wanting Arts for Youth’s help Fischer said. “So, now we have three schools.”

As of now, the number of schools served is holding at three. They spend one day a week in each school teaching the students about the arts. What’s unique about this program is that it has a hint of community-based art education engrained in it. As a result, occasionally the larger community gathers to see the work each student created.

In addition, each lesson plan goes beyond teaching children how to draw or paint. Fischer said each lesson plan takes about 30 minutes to prepare and is designed to “promote respect for the self, for others, for the earth,” — things they ask volunteers to always keep in mind.

“If the lesson plan is interactive and it’s something the kids are learning then it goes over very well. … If it’s not interactive then it’s definitely not as effective,” Chapple said.

“I think the biggest challenge when working with children is getting their attention and keeping it,” she added. The trick, Chapple said, is finding the best method to truly engage each student. If you can do that, she said, students actually begin to develop a sense of excitement towards the lesson and, from Fischer’s experience, each succeeding lesson too. “They’ll say, ‘oh, what are we doing today?’” Fischer said.

Designing lesson plans isn’t always easy. Chapple added that the key is understanding what the kids want to learn about. She once tried to teach the children about Irish and Scottish culture. “That didn’t go over very well,” Chapple said. “They said, ‘Uh, this is kind of a little boring.’” To salvage the lesson she shifted to focus on two-point perspective drawing — or learning how to draw a cube using only two dimensions. “They were very interested in that,” she said.

Both Fischer and Chapple are inspired to volunteer because of their appreciation of the arts and their love of children. They are hopeful that Arts for Youth will stick around long after they’ve graduated.

The good news is that even though the University of Utah faces a 7 percent cut to their budget both don’t foresee that as a huge concern. The state does fund the Bennion Center — and the center funds Arts for Youth — but most of its funds come from donations. Arts for Youth is generally allotted $300 from those donations, Chapple said. In addition, she noted that the program is eligible to receive funding from the ASUU — another $300 or $400.

“The other cool thing that we did to receive money is we held a fundraiser this year,” Chapple said. Using the artwork the kids created, Arts for Youth hosted a silent auction. “[We] ended up raising about $475,” she said.

With the wide range of support the program receives, budget cuts aren’t a huge concern at the moment.

If Arts for Youth ever feels the effects of a budget cut, it undoubtedly will be much further down the road. With that in mind, Chapple and Fischer very will could see their program attract a very large line of succession. Of course, adding a couple new schools wouldn’t be bad either.

Filed under: Arts, Entertainment, Culture, Education, Utah's Economy | Leave a comment »

Story and photo by HELEN COX

To ensure employment after college, many University of Utah music majors are investing in additional studies in order to focus on more realistic, contemporary career paths including accounting, medicine and business.

Music major Clark Newell enjoys playing piano and writing music at home, but is planning for a more business-oriented career.

The University of Utah School of Music offers both undergraduate and graduate levels of music study, and its mission statement places much emphasis on education, composition, conducting, performance and theory.

It does not, however, mention career preparedness.

Many students, still passionate about receiving a music education, are thinking of new ways to become financially successful. In modern times and in a down economy, traditional art and music degrees are not typically suited for most careers.

Freshman Richard Contreras, a pianist since age 7, has decided to boost his chances by applying for a double major in piano performance and accounting. While his status at the university allows him to teach piano lessons around Salt Lake City, he only sees this as a way to make some extra cash while in school.

Contreras agrees there is not much of a future in the current job market for anyone who is only majoring in music – there simply aren’t enough jobs out there. He hopes to find a career as an accountant after graduation, and continue playing music on the side.

Ryan Ingle, a junior in the school of music, has a similar story. He is double majoring in music and chemistry. Although he has been singing his entire life and is working toward his Bachelor of Arts in music, Ingle has different career plans – he is going to attend medical school.

“I study music entirely for personal fulfillment,” he said.

Utah’s school of music is well known for its choral, classical and jazz training and has been an accredited member of the National Association of Schools of Music since 1952. But some students suggest the school is not what it could be because the curriculum does not seem to have changed much since 1952, either.

“The program is old-fashioned and inefficient,” said senior Clark Newell, who will receive his Bachelor of Arts in music next year. “I think the degree should still exist and be preserved in its tradition, but they really need to modernize the program and start having some classes that help students to be marketable.”

Newell came to the U with a passion for pop music. A pianist and composer, he joined his first band in junior high school and is concerned that the school of music is ignoring the needs of students who want to write pop or rock and want a more practical major.

“As much as I love music, if I were to do it again I would have chosen a different degree,” Newell said.

Newell decided to add a business minor to his major to gain some business and marketing skills, which he feels are not taught in the music program. With plans to get his Master of Business Administration, Newell hopes to go into arts administration or work in the record industry ­– but realizes that, too, is in danger due to technological advances and a down economy.

Things seem to be up in the air for the school of music, as well. When the acclaimed director of choral studies, Dr. Brady Allred, resigned unexpectedly during fall semester 2010 for “personal and family circumstances,” the school of music started a national search to replace him.

Some students are concerned the U School of Music’s credibility has gone down since he left, canceling the fall concert and leaving many choir students without a permanent professor. Allred has been temporarily replaced by Barlow Bradford, co-founder of the Utah Chamber Artists. The school is still suffering from Allred’s resignation.

“I know a lot of students left when he did,” said Megan McFarland, an a cappella student.

It is certain the music program is exceptional, and is bringing many new faces to the university who may not have enrolled otherwise. The school of music will unquestionably continue to move forward, but with some obvious changes in store for them and their students.

“Music got me into school, but business is gonna get me out,” Newell said.

Filed under: Arts, Entertainment, Culture, Education, Utah's Economy | Leave a comment »

Story and photo by MICHAEL OMAN

Amidst a struggling economy and proposed budget cuts, two things remain clear: education remains an attractive job market and the University of Utah holds a vital key for students seeking to become art educators.

It’s a key few realize exist. Not only is it beneficial to students but also to communities in general.

A group of University of Utah students discuss how to get the word out about their art in the community class.

The magic number: 7.6 percent. Utah’s unemployment rate hovered around this figure for the past several months, according to an online report Utah’s Department of Workforce Service (DWS) published January 2011. The national rate remains at 9 percent.

Mark Knold, DWS’ senior economist, said the reason Utah’s unemployment rate is below the national average is because of its younger demographics. Younger people are more likely able to afford going back to school, “hang out in Mom’s basement, whatever it takes to ride this thing out,” he said in an online podcast.

Those returning to school or those already there should consider this: Despite proposed budget cuts to higher education and public education, one area that maintains strong employment is education — particularly higher education.

According to DWS’ online report, higher education employment projections from 2008 to 2018 should see substantial growth, even though the number of annual job openings might be slim.

In addition, the need for art educators remains a constant.

In an email exchange, Dr. Beth Krensky, associate professor of art at the University of Utah, explained the reason behind that need. “Art education is federally-mandated to be taught in public schools, which may explain the need for faculty members in higher ed,” she said.

That high demand is one reason future educators should start thinking about how to stand out to potential employers now.

College students studying art education, for example, should strongly consider adding service-learning courses to their curriculum. Fine arts advisor at the University of Utah, Liz Abbott explained “some students will do the minimum requirement and they will sometimes wonder why they can’t get a job after school.”

She said students looking to attract future employers must take full advantage of their academic career and find ways of using what they learn outside the classroom.

“I worked in career services and there were lots of students who would show up and say ‘Ok, I’ve graduated, now what do I do to start my job search?’” Abbott said. “They were not going to be as successful in a job search as someone who had already gotten some experience through an internship or something like that.”

Several courses at the university’s College of Fine Arts offer students that ability.

For several years now Krensky has reached out to underserved communities through her class, “Art in the Community.” It does so by harnessing the community-based art education model (CBAE) to provide youth with a stimulating art education.

Trevor Wright participated last year in the service-learning class Krensky offers. It’s “a great way to get started into the art education program, I think,” he said.

“She’s taking two needs and meeting them with one class,” Wright said. “She is actually taking students that are studying art here at the U and trying to put them into the community.”

He noted that communities the class serves are generally underfunded or may even lack interest in the arts.

“It’s their [the youth’s] first time experience with some of the arts,” Wright continued, “but there’s some art forms such as photography — maybe they’ve taken pictures before — but maybe not in the way that was presented to them.”

Another former student of Krensky, Heidi Justice, is now a 2012 master candidate of public service at the Clinton School of Public Service in Arkansas. She speaks fondly of her experience in the class.

During her time in the class Justice noticed the impact CBAE has on kids. It provides opportunities where kids can unleash their natural talents. “One day we had students that spent most of [the] time working on digging up the garden,” she said.

But the kids aren’t the only ones who benefit from the CBAE model the class employs.  “I really enjoyed it!” Justice exclaimed.

She said it provides a valuable set of skills that not only helps in the classroom but also makes finding employment a greater possibility. “[With a big project] there’s a really big necessity to take the time to plan,” she said. It’s something she feels is heavily stressed when designing art lessons for the youth, which is a core essential of the “Art in the Community” class. Taking that experience to future employers is “very important,” Justice explained.

“I think it’s important and it makes you more marketable,” Abbott confirmed.

Krensky previously said she constantly receives such praise from former students. “I’ve certainly heard from my students as they finish up their time at the University of Utah about the impact the class has had on them — in a positive way,” she said.

Wright is among that group of former students who praise the class.

“It’s helped me to develop a personal statement [and] it’s helped me understand why I want to educate,” he said.

Wright believes many at the University of Utah don’t realize the class exists. He notes that students are required to take art courses but many don’t consider “[the] ‘Art in the Community’ class as a class they could take.” Students who do take the course, however, shine like beacons in the sea of future employees.

Filed under: Arts, Entertainment, Culture, Education, Utah's Economy | Leave a comment »