Make a Connection Thru Art

The Community Arts Classroom

A Community Arts Classroom is simply a framework for conducting your residency classes based on humanizing the educational process.

Some of the basic principles are:

•	Learners are intrinsically self-motivated.
•	All participants in the class have something valuable to contribute.
•	Observing and reflecting on one’s own learning (meta-cognition/meta-process) allows the learner to make meaning and draw his or her own conclusions.
•	Feelings are important and intrinsic to the learning process.
•	Both cognitive and cultural differences must be valued and honored.
•	To facilitate more meaningful learning, learners must be provided with a threat-free environment (both psychologically and physically).
•	Teaching should occur using various methods (multi-sensory).
•	Individual learners are empowered as equal participants. With empowerment comes the responsibility to honor one’s own needs as well as to respond compassionately to the needs of others.

All Make A Connection Thru Art residencies are conducted as Community Arts Classrooms.

There are some general practices that create a more positive learning environment and build more successful Community Arts Classrooms. Developing a rapport with the class is an important first step and can be achieved in a number of ways. Using cooperative group games is a useful tool because it reduces stress and builds trust. Games are also used to introduce concepts effectively because they are fun and non-threatening.

Below is an example of how a Community Arts Classroom may function:

I. Opening Circle Game: Connection and warming up (five minutes)
The opening, essentially a greeting, sets the tone for the workshop. This game is simple and lively so that everyone can participate and speak. This increases the likelihood of participation later on.

EXAMPLE of an Opening Circle Game:

GIFTS
Items required:

•	Post-it notes in various colors
•	Pens or markers
•	A whiteboard or chalkboard
•	Tape
•	Butcher paper
•	A bucket, basket, or paper shopping bag

Before class begins, write down positive words and life skills on the colored Post-it notes. For example:

•	Self-confidence
•	Communication
•	Cooperation
•	Creative thinking
•	Patience
•	Sense of humor

Make at least three to four of each word (depending on the group size). Post them on the board and cover with the butcher paper.

Have the markers and blank Post-it notes out on tables. Ask the class to write down two feelings that they would like to rid themselves of for the day. For example:

•	Sore throat
•	Anxiety
•	Anger

Have the group stand in a circle around the basket or bag. Each person will read what he or she would like to release and throw it into the bag. Students do not have to read out loud if they do not want to – they can simply put their Post-it into the bag. Take the bag out the room and say that these things are gone for the day. Remove the butcher paper and display the “gifts” (Post-it notes with positive feelings). Instruct the group to choose two “gifts” from the board as aspects that they would like to incorporate for the day. Have them post these gifts where they can see them for the rest of the day.

II. Project Development: Artists and teachers guide students in creating their artwork/written pieces/digital stories, while referring to life skills

III.Workshop Feedback: Assessing, Reflecting, and Thinking Ahead (five minutes)
This discussion provides an opportunity to evaluate the day’s lesson and reflect upon the experience; invites feedback and assesses whether goals were accomplished; addresses control power and inclusion needs; and begins to bring closure to the group. Spark the conversation with questions such as:

•	How was today’s activity for you?
•	What did you like/dislike about it?
•	Was there anything easy/difficult in doing the activity?
•	Do you see value in the activity?
•	What might we do differently next time?

IV. Closing Circle Game: Bringing closure and sending off (one to two minutes)
A light and lively closing game offers a tension reliever, addresses the need for completion, and provides a cheerful send-off. (Can be combined with Workshop Feedback.)

EXAMPLE of a Closing Circle Game:

Ask students how they felt about the day, or how they did that day.

•	Thumbs up – GOOD DAY
•	Thumbs to the side – O.K. DAY
•	Thumbs down – NOT A GOOD DAY