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Art for Social ChangeSpring 2017

______________________________________________________________________________

HECUA (Higher Education Consortium for Urban Affairs)St. Paul, Minnesota

Class Hours:Tuesday/Thursday 10 am-3 pm

February 2, 2017 – May 11, 2017

Class Location:Pillsbury House + Theatre

3501 Chicago Ave SMinneapolis, MN 55407

Program DirectorsMike Hoyt, Creative Community Liaison, Pillsbury House + Theatre: [email protected]

Molly Van Avery: [email protected]

Manager of Internships and Community PartnershipsEmily Seru: [email protected]

Artist MentorWing Young Huie, Photographer

Office Hours: After class and by appointment

mailto:[email protected]

mailto:[email protected]

Introduction: Welcome to Art for Social Change at HECUA. This program explores the role that individual artists and arts organizations can play in using the arts to foster choice, change, and connection in people’s lives and neighborhoods. Throughout the semester you will engage with historical and contemporary community-based art initiatives focused on creative engagement, meet leaders in this growing field, and be mentored by practitioners shaping these programs and projects, while also implementing your own creative projects in the public realm. Program Outcomes:

You will deepen your understandings of who you are, how you define community, and how you hope to use the arts to address issues related to racial justice, social connection, and increased access to arts participation.

You will be able to explain competing perspectives and definitions of gentrification, dislocation, and community development from those who have historically held power and those who are pushing back and claiming their own power.

You will be able to articulate the role of art, creativity, and expression in a neighborhood’s efforts towards self-determination.

You will gain a deeper understanding of the ethics and responsibilities that come with making art in the public realm particularly in regards to culture, race, identity, class, language, and access.

You will grow as artists and/or creative thinkers and be more able to design artistic and/or community-based projects that address pressing issues and cultivate connectedness.

You will become embedded in a local site of creativity and community, Pillsbury House + Theatre, to participate in a local approach to strengthening community in order to form your own ideas about the field of community arts.

You will ask critical questions and take the lead in facilitating meaningful conversations. You will receive mentorship from working artists to learn about your creative process

and how to bring an idea to life. You will leave with an updated résumé, grant writing skills, a deeper network of

connections, and a clearer sense of the professional and artistic opportunities that exist within the realm of neighborhood organizing, creative placemaking, and community-based arts.

Community partnerships:This program is taught in partnership with Pillsbury House + Theatre (PH+T), where Molly Van Avery is Artist and Community Coordinator and Mike Hoyt is the Creative Community Liaison.

Why Pillsbury House + Theatre? Nancy Fushan describes the organization’s unique combination of social services and the arts:

In 2008, Pillsbury United Communities—a network of five community centers, 70+ programs, and 8 business ventures in the Twin Cities—made the unusual decision to hand over leadership of its largest facility, Pillsbury House Neighborhood Center (PHNC), to Faye Price and Noël Raymond, co-artistic directors of Pillsbury House Theatre. The theater had gained acclaim with almost two decades of professional productions reflecting contemporary social issues of relevance to its diverse South Minneapolis neighborhood. However, Price and Raymond had a larger vision to have high-quality arts underlie all of the Center’s services to increase the individual and community creativity needed to tackle serious socio-economic challenges and revitalize the neighborhood. PH+T had three major goals as they began their work to build a Center for Creativity and Community. The first involved comprehensive and authentic arts-integration throughout the organization. The second goal was to employ the artistic/creative process in organizational learning, nonprofit management, and innovation. The final goal took PH+T beyond its own walls—to become a leader in the neighborhood’s cultural community development.

©HECUA 2017. Art for Social Change p. 2/23

Arts Integration as Pathway to Unity in the Community:

The (Ongoing) Journey of Pillsbury House + Theatre

Art for Social Change will use the journey PH+T has been on in the last ten years as a living, breathing case study that continues to grow and change. PH+T staff and leadership will offer critical lessons learned from equipping artists to be leaders on the streets of the neighborhoods where they live. Students will have the opportunity to play a role, alongside other neighborhood-based artists, in co-writing the next chapter in the future of the four neighborhoods surrounding Pillsbury. Like many American cities, these neighborhoods face large challenges around affordability, displacement, income disparities, housing, and jobs. We will grapple with questions and ideas about how artists are equipped to think outside the box and find new solutions to these urgent problems. Students will design art projects that that allow more voices to be at the table of visioning more equitable, innovative, and connected communities. Program structure:For more than forty years, HECUA has been taking students off-campus and into partnerships with local practitioners in immersive and structured experiential learning programs. HECUA’s philosophy of teaching and learning is centered on the idea of a learning community where all are teachers and all are learners. A high quality experience for all demands that each of us commits to invest fully in this experience and contribute to the social process of learning. Therefore a large part of your grade is based on participation, reflection, and leadership.

Course descriptions for the linked courses in the program

Reading Seminar: ART AND SOCIAL CHANGE IN POLITICAL, SOCIAL, AND HISTORICAL CONTEXT

In this course, you will combine new learning from field speakers, books, articles, guest speakers, and field trips to gain a deeper understanding of the need for and approach to effective community-based artistic engagement. You will participate in or facilitate engaged conversations with your peers to grapple with the themes of the course and have the chance to create artistic projects that help you integrate your new learning and awareness. Your grade for this course will be based on the following assignments:

Assignment Points DueParticipation/Presence 15 Every TuesdayCritical Questions 22 (11 at 2 points each) VariesShow and Tell 10 February 14Bombastic Book Report 10 April 11Grant Narrative 23 (15 Narrative, 4 Budget, 4 Revision) April 26,

Revision due May 4

Final Reflection Paper 20 Midnight May 13

TOTAL 100

Participation/Presence: (Every day. 1 point per day, 15 points total) Your presence, participation, and engagement in class will be the foundation of meaningful learning and discussion.

Critical Questions: (16 Points total, 8 Responses at 2 points each) When prompted on the syllabus, you will bring critical questions to class/post them to Moodle. These are meant to be personal reflections that help you deepen your understanding of the


readings and prepare you for field speakers. In 500 words or less, briefly describe the central arguments of the authors and pose 2-3 critical questions. Your questions can be personal or academic and are chances for you to fuel more interesting and in-depth class discussions. On days when we are hosting a field speaker, please include one question related to the readings and two questions that you would like to ask the field speaker.

For some class days, you will be given specific instructions for what to bring to the upcoming class for your critical questions. If this is the case, instructions will be given in class and posted in the faculty announcements through Moodle.

Show and Tell: (10 Points)For this assignment, you will have the chance to tell the class about your artistic self or your inner arts advocate. You'll have 10 minutes for your presentation, and you should feel free to approach this assignment very creatively. You can use the projector and have slides, or bring art and pass it around, or lead the class in an exercise. The goal is to let your classmates know who you are, what you do, and how you see the world. We want you to take yourself seriously, and think about this like an artist talk. If you don’t identify as an artist, approach this as a person who asks deep questions and finds inspiration and interest in the world around you. Come to class prepared to share your own work, if you make art, and/or to discuss your personal philosophy regarding the power of creativity, art, and activism. You can use the following questions as prompts to help you think about your talk. You don’t have to answer all of them, though you are welcome to.

What is interesting to you? What are you drawn to thinking about? What questions do you find yourself repeatedly asking? What do you want to learn more about?

What medium or media do you work in? Why? Where do you find your inspiration? Where does your creative process begin? How do you move through your creative process.

What artists, artistic movements or styles, or other creative predecessors most influence you?

Do you identify as a political artist? Why or why not? Show examples of the artists or cultural workers who have most influenced the way you

approach your own work. You may design in-class activities, show video clips, play music, etc.

Your grade will be based on: 1. The preparedness of your presentation 2. The depth of your reflection on your own work and the work of artists you admire 3. If you are new to art and don’t have a body of work to show, you will be graded on

activities you lead or ways you approach your presentation and ideas about why you think art matters.

Bombastic Book Report: (10 Points)You will select a book that spoke to you, alienated you, inspired you…you decide and create a Book Report to end all book reports. You will decide between:

Writing a blog (Who is this blog talking to? Who do you want to read the book and why?) Creating a piece of visual art inspired by the book Writing a 3-5 page academic paper that integrates quotes and ideas from the book, and

draws on 2-5 other sources (quotes from field speakers, other articles, etc.) to illuminate key points raised in the book

Create a piece of public art that lives out in the world that is in direct conversation with the themes of the book. Take photographs of your project and write an artist statement about how your piece of art and the book are related.

Grant Narrative: (23 Points total, 15 Narrative, 4 Budget, 4 Revision)As a class, we will experience a Community Arts Information Seminar at Metropolitan Regional Arts Council. After participating in this workshop, you will write a grant for a fictional (or real!!)


community-based art idea. We will have an in-class mock-grant panel review process where you will score one another’s narratives and budgets and determine whose projects receive funding. After you participate in the panel as both a panelist and an applicant, you will have the chance to do a revision. This will help improve your writing skills, help focus your ideas, and help your project proposal be the most appropriate fit for the grant.

You will upload onto Moodle a narrative of no more than five (5) pages, addressing all six of MRAC’s criteria below and the applicant organization’s mission and history. We suggest that you include the section headings shown in boldface type. The review panel will use these six criteria to evaluate your application: • Artistic quality • Community need/support • Artistic challenge • Diversity • Ability • Access

Artistic quality • Describe the concept and design of your project (what, where, when). • What are your artistic goals? How do you define artistic success for this project? Be specific. • Who are, or will be, the artists and project leaders? How are, or will, the artists be selected? • Describe the focus of your project. Where will artistic energies/resources be directed– primarily on process (audience/participant learning, creating or otherwise engaging in the arts experience), or on the quality of the artistic product, or both? Explain.

Artistic challenge • Why did you select this particular project? • In what ways will your project be artistically relevant to the artists, the audience, attendees and/or participants? For example, will it stretch artistic skills of the artists involved? Or in what ways will the event engage or stimulate your audience?

Ability • Describe the planning process for your project. In what ways will your board of directors or advisory committee be involved? • What is the timeline for your project (e.g., give deadlines for major activities)? • How will you promote your project? • How will you evaluate the project and its outcomes in relation to your stated artistic and community goals?

Community need/support • Describe the individuals this project will serve (artists, attendees, participants). • Describe the community from which these individuals are drawn. Your description may include its general geographic, racial/ethnic, cultural, economic, age and gender makeup, and/or any special needs its members have. • How will your project benefit the community that you have described? • In what ways have members of the community shown their support for your project (financial contributions; volunteer time; in-kind donation of services, supplies or space)?

Diversity • Every community has diversity. In the Community Need/Support section you described the community this project will serve. In what ways will your project design and promotion engage and embrace the geographic, racial/ethnic, cultural, age, gender and/or economic diversity within your community? • Describe how your community’s diversity will be represented in your project among your decision-makers, artists, attendees, and/or participants.

Access • MRAC grant recipients must be working to include people with disabilities in their project planning, participation and audience. In what ways does your project ensure that people with disabilities can participate? How will this accessibility be communicated?


• In what ways will your group work to make this project accessible to all members of your community? Have you considered potential barriers to participation? For example: if there is a charge to participate in your project, will you offer reduced admission to reach economically disadvantaged people? What educational tools will you provide to enhance the audience’s enjoyment and/or understanding of your project?

Mission and history • Summarize your group’s purpose/mission and your arts programming history. (If your project is a first-time initiative, please so indicate.) In what ways will this project advance the mission of your group?

In addition to your narrative, you also need to include an EXPENSE budget only. Download the template from MRAC's Website.

Final Reflection Paper: (20 Points)

You will be writing a 10-12 page double spaced paper. Below are three approaches to writing the paper. If you want to propose another approach, please discuss with me.

1. Start a non-profit: You are going to start a social justice, community based arts non-profit. For this paper, you will deepen your understanding of three other Twin Cities based non-profits (these can include ASC internship sites) to compare how the work of your organization is similar and different to theirs. You will draw on three or more readings to discuss why you think your organization is needed. Think about who your organization serves, how you put art at the center of your mission, the type of art you make, the neighborhood your organization is based in, what your staff looks like, and how you fund your work. Draw on research about your neighborhood or population you want to work within, and discuss why the work you are interested in is critical at this time to your organization. Design 2-3 programs or projects your organization will do in the first year of its life. Give the programs/projects names and discuss what issues they are trying to address. Finally, write out goals and outcomes of your work that are measurable. Think beyond "people we work with will be happier and feel better about themselves" and more towards concrete outcomes like "people who go through our program will increase their family's income by 10%.

2. Connect the Dots: We have studied many issues of race, class, culture, and power in this course. Take this paper to deepen your understandings of how systems of oppression work and are perpetuated. Then think about concrete examples of organizations or individual artists who are disrupting or altering those forms of oppression. What outcomes is their work creating? Who are their supporters? Who are their naysayers? How is their life and their body of work part of a bigger movement towards justice and claiming new forms of power? Who else is doing work like theirs? What are you personally learning from them? How is their work impacting you and the kind of work you want to make?

3. Write a personal refection paper that explores how you have been impacted this semester. How has the combination of the projects, your internship, and the readings/field speakers impacted who you are, what you are passionate about, or what/how you create? How has your own identity been impacted? How have you come to grapple with themes of race, place, belonging, choice, change, and connection? How has this semester either deepened or changed the values that drive your art? What is next of you? What kind of continued learning will you seek? What kinds of big projects are you dreaming of? What is your dream work life? Pull on quotes, ideas, speakers, books, and mentors to fill in the why's and hows of your changes this semester.

Field Seminar (ARTS PRAXIS): SOCIAL JUSTICE THEORY AND PRACTICE IN THE FIELDThe goal of this course is to immerse you in the creative community in the Twin Cities so you can learn more about who you are, what social justice issues you are passionate about, and


how you want to address those issues as an artist or arts advocate. You will work with professional artists who will mentor you through creative projects that allow you to interact with the communities surrounding Pillsbury House + Theatre. Your grade for this course will be based on the following assignments:

Assignment Points DueParticipation/Presence 15 Every

ThursdayIdentity, History, and Interaction Project

25 (5 Points rough draft to mentors, 15 Points project, 5 Points Artist Statement)

Feb 23March 9

Strangers Zine 25 (5 Points Rough Draft, 15 Points project, 5 Points Artist Statement)

April 6

Arts on Chicago in Action 30 (10 Points Pitch, 10 Points Project, 10 points Presentation)

Pitch April 25Presentations May 9

HECUA Blog 5 Varies, Sign up

TOTAL 100

Identity, History, and Interaction Project: (20 Points)For this project, you will use an element of history that makes you think about your own identity in a new way. How has our national, international, or local history influenced who you are? How have people before you opened doors to allow you to be who you are? What, if any, doors have historically been shut for your family or people? What doors have always been open? How has history allowed you to be yourself or kept you or your ancestors from various opportunities, possibilities, or realities? For this individual project, you can choose use a new medium or a familiar medium in new ways to create interactive, experiential art installations throughout the PH+T building. After getting to know the building, you will select a location where your artistic piece will live, working with key staff to ensure that what you create fits in with the larger scope of the building’s multiple programs. We will host an opening for PH+T staff and your communities to come and learn about your projects as you animate them. This project will have several components:

1. Tuesday Feb 21: You will be introduced to various art projects that are interactive and asked to think about the ethics of engagement and they types of interactions that your art can inspire.

2. You will be lead through a series of prompts to help you think about history and how it shapes current day inequities and possibilities. We will work with you to identify a historical trend, moment, policy, or story that interests you. You will engage in further research and present your finding to a panel of local artists.

3. Thursday, February 23: Rough Draft Idea due. The rough draft can be a list of ideas, a set of drawings, a number of questions, or a more fleshed out idea of how you might approach this project. We want you to also include a 100-500 word paragraph about what piece of history you are interested in researching. Please come with a list of websites, articles, or interviews you want to use as the foundation for your research. The panel of artists will help you focus your dreaming and thinking about your interactive project, focusing on scope, goals, and how your art fits into the kinds of questions and activities you want your participants to do.

4. March 7: You will have dedicated class time to work on your project, try out your ideas for interactions on classmates, and tweak your approach.

5. March 9: Open House. As a class, you will think about how to market this event and get a critical mass of participants from the PH+T building and your communities. You will also write an artist statement that illuminates your process and approach to this project.

Strangers Zine: (20 Points)Celebrated photographic artist, Wing Young Huie, will lead you through the creation of a zine that will explore the complex realities in the four neighborhoods connected by 38th Street &


Chicago Avenue in South Minneapolis, where his Third Place Gallery is located. The zines will be distributed to the Little Free Libraries (around 30) in the four neighborhoods: Powderhorn Park, Central, Bryant, and Bancroft.

Wing will present the various concepts he has used, from classic documentary to conceptual photography, combining words and images to reflect the diversity of everyday life in his native Minnesota, around the United States, and with his current project in China. You can choose which of these concepts to use and/or come up with your own.

Bio:Wing Young Huie has been photographing the dizzying socioeconomic and cultural realities of American society, much of it centered on the urban cores of his home state of Minnesota. Although his work has been exhibited nationally and internationally, his most well-known projects are large-scale public installations, including Frogtown (1995), Lake Street USA (2000) and The University Avenue Project (2010), which transformed major Twin Cities’ thoroughfares into epic photo galleries, reflecting the everyday lives of thousands of its citizens in the midst of some of the most diverse concentrations of international immigrants in the country.

In 2000 the Star Tribune named Wing “Artist of the Year,” stating, “Lake Street USA is likely to stand as a milestone in the history of photography and public art.” The resulting book was hailed by the Star Tribune as one of 25 great books ever published about Minnesota.

The Third Place, a gallery that Wing opened in 2011 on the corner of 38th Street and Chicago Avenue in South Minneapolis, furthers his concepts of using art as a community-building catalyst. Once a month events are held, featuring artists and thinkers from a wide array of disciplines mediums who engage in a salon-style discussion with the audience, followed by ping-pong and karaoke.

Wing’s five published books are: The University Avenue Project, Volume 1 (2010); The University Avenue Project Volume 2 (2010); Looking For Asian American: An Ethnocentric Tour (2007); Lake Street USA (2001) and Frogtown: Photographs and Conversations in an Urban Neighborhood (1996).

Arts on Chicago in Action: (30 Points)For this culminating project, you will be artistic ambassadors of the Arts on Chicago Small Area Plan. You will hear from leaders on the Chicago Avenue corridor who have worked closely over several years to shape a new small area plan for the neighborhoods surrounding Pillsbury House + Theatre. Using this plan as a starting point, you will work in teams to create an interactive, public art project that dives into the themes of the plan. Your projects will also let community members know that the plan exists and is a resource for on-going grass-roots social justice efforts that allow the members of these neighborhoods to play a significant role in shaping the future.This project has several components:

1. You will learn about the history of this small area plan and also what small area plans are used for and the role they play in a broader, city-wide context.

2. You will select your own groups to work in based either on skill-sets or interests/passions

3. Pitch: You will work in your small group to present a pitch to the Arts on Chicago Leadership team that outlines your proposed project, highlighting what part of the plan speaks to you and how you will increase awareness of the plan in the neighborhoods. The leadership team will respond to your pitch and help you focus your plan.

4. Execution: You will have time to implement your project, making sure to document your process and work in the community.

5. Public Presentation: You will share back what you did and how it went to the broader public at a lunch-hour event designed in collaboration with the Arts on Chicago Leadership team.


HECUA Blog (5 Points, Due Dates TBD)Laney Ohmans, HECUA’s Director of Marketing and Communications, will visit with us early on in the semester to discuss professional writing/communication skills that you can use at your internship sites, as well as discuss best practices for blogging. Using her tips, you will have a chance to share your thoughts/ideas/experiences with a broader audience through HECUA’s blog. Working closely with Mike, Molly, and/or Laney as needed, you will write on a theme that speaks to our mission of academic-community partnerships for social change. This blog is a chance for you to integrate the theories we are learning about with the projects/experiences you are having in class. Think about how this semester is impacting your thoughts about the systems we navigate as artists and activists. Why is the type of hands-on immersive learning you are doing this semester different for you from other academic contexts and how is this difference working for or challenging you? How is your thinking about your own person art practice shifting? Sit within the space of change and write from there. Think about a concept you have been introduced to and how it is coming to life for you in this class. The blog should be 1-2 pages single spaced and include 2-3 high resolution photos.

Community Internship (8 credits, two courses)

Internships offer you the chance to integrate and apply your learning in professional settings. You will gain skills in communication, discipline, organization, project management, and turning theory into action. By completing an internship, you will have a critical competitive edge in the job market after you graduate. In addition to professional development, you will also leave your internship experience with a better sense of the type of job and work environment you want to find and the steps you need to take to get there.

Internship Outcomes You will gain 200 hours of hands-on experience working in a professional setting. You will gain experience with new program design, evaluation, and presentation. You will practice communicating with a supervisor and with an instructor what you have

learned and where you see your strengths and areas for growth. You will gain practice and be supported in communicating professionally with your

supervisor about areas where they would like more support, guidance, or independence. You will receive meaningful feedback on your work and skill development from their

supervisor in a formal setting, with HECUA staff present. You will be given practice and guidance framing what you are experiencing, learning,

and contributing within multiple contexts: within the intellectual frameworks of the HECUA class, within the organization, and within the broader career field and social movements.

You will be guided in written and oral presentations on what you are learning at your internships.

At a halfway point, you will reflect on your learning and work priorities and set challenge goals for the second half of the internship.

You will be guided on documenting your work and learning for your supervisors’ use and for your own use after the internship.

You will reflect on how to use what you have learned and the skills you have developed in the future, after the HECUA program, and will leave the program with an updated résumé.

Your grade for your internship will be based on the following assignments:

Assignment Points DueWeekly Internship Logs 20 total

pointsDue every Friday by noon Feb 24-May 5


Learning and Work Agreement 5 Feb. 16Organizational Profile PowerPoint 10 Feb. 28Mid Semester Evaluations 5 March 21Internship Exchange Thorny Issues Project

10 May 4

Final Internship Evaluations 10 May 9Log of Internship Hours Completed 40 May 10

Weekly Internship Logs Each week on Moodle, you will write your own personal internship reflection on the highlights, successes, challenges, and connections to class themes you have felt and seen. What has been coming up for you? How are you addressing any challenges you are encountering? Please also record your hours for the week and keep a running total. You will be asked to hand in your log of internship hours with the mid-semester evaluation and with the final evaluation. Please refer to the book The Successful Internship for more ideas on writing prompts and ideas for reflection.

Learning and Work Agreement HECUA finds that a learning agreement is a helpful tool in preparing you and your supervisor for the internship. The learning agreement should outline your professional and personal goals for the internship and the work plan for the term. Be clear and specific about your goals. This document is one tool to facilitate mutual understanding of what is expected and what is possible through the internship. The more specific you are in your learning agreement up front, the better you will be able to evaluate, reassess and achieve your goals. A successful internship is able to connect your goals to the work plan.

The learning agreement should be a negotiated contract that is revisited and evaluated at regular intervals during the internship. It should act as a flexible contract that allows for growth and change of all parties and the work plan. Make sure that both you and your supervisor agree that the desired outcome can be achieved in the time allotted and with the resources that are available.

The Learning Agreement is available to download on Moodle. Once you have completed it, save an electronic copy for yourself and for your supervisor, print out a hard copy and have both of you sign it, scan the signed copy, and upload it to Moodle. Your Learning Agreement will be graded based on the level of detail you give to your own goals and to your proposed work plan, projects, due dates, upcoming events or meetings, etc. Be as concrete as possible. Think about how your work and progress will be evaluated at the mid semester evaluation, and set specific goals and proposed outcomes for your work.

Organizational Profile Power Point PresentationThis assignment will help you to connect your day-to-day experiences and projects at your internship with the broader social mission of the organization. Teaching others can be a powerful way to synthesize what you have learned and to draw out opportunities for further learning. This assignment will ask you to present what you have learned about your internship site from your own experiences, observations, and research to your fellow HECUA students.To complete this assignment, you will need to utilize printed and human resources at your internship site. We encourage you also to use this assignment to get to know people at your internship site. Try to talk to a variety of staff members, contacts in the community, clients or constituents, board members, etc. Past students have found it useful to set-up brief time periods to meet with your new colleagues (e.g., lunch or coffee, or a formal meeting with your supervisor).


You must interview at least two people for this assignment. The first question you ask them should be about how they see their own social justice values intersecting with the work of their organization. Please include a quote from one of the people you interviewed in your presentation.

Come to class prepared to share what you have learned about your internship organization with your fellow classmates in the form of a PowerPoint presentation lasting no more than 10 minutes covering the following:

1. What is the mission of the organization? How does their work make an impact? Who participates?

2. What is the history of the organization and the historical context for its creation? How has the organization changed over time? How is this history reflected in the organization’s work? What does the future hold for the organization? Do they have a vision for what they want to become?

3. How does the organization try to make social change? What strategies does the organization employ? In what ways are their strategies successful? Important: Tell a brief story about something you have witnessed at the organization that demonstrates the importance of the work or how it is making a difference.

4. How is the organization funded? Do they receive foundation support? Individual support? Do they have earned income streams? Important: How does the organization’s sources of funding (funders) shape, limit or create their mission and approach to social change?

5. How does your work this semester fit into the organization's mission and history? What impact do you see yourself having on the organization’s work and mission? What do you feel you have to contribute and what do you feel you have to learn?

Address all of the questions above. If you hit roadblocks, reflect on why staff at your organization may be unaware of or unable to share this information. Please include citations of where you found all of your information. This list must include at least two in-person interviews with people connected with the organization. The assignment will be graded on the quality, persuasion, and creativity of your presentation, and on the evidence of your research. Use photographs from your internship wherever possible.

Mid Semester and Final Internship Evaluations The mid semester and final evaluations include space for your own self-reflection and evaluation of your work and room for your supervisor’s comments and evaluation on your performance and self-reflection. The evaluations are available on Moodle to download, complete, and upload back to Moodle on the day they are due. We recommend you complete your own evaluation, give your supervisor your completed evaluation and their blank supervisor evaluation and make time to sit down and discuss them together. (At the mid semester evaluation meeting with your supervisor, make any revisions to your learning agreement that seem useful or necessary.) Plan ahead for the mid semester and final evaluation meetings with your supervisor! It can be difficult to schedule with them on short notice. Get the meetings on both of your calendars ahead of time, giving you plenty of time to get their feedback in time to hand in your evaluations on the date they are due. “My supervisor was not available to meet with me” will not be taken as a valid excuse for evaluations being handed in late. You will be deducted points for each class day they are handed in after the due date.

Internship Exchange Thorny Issues Project For this assignment you will be paired with another student to visit each other’s internship sites for half a day, and together, explore a “thorny issue” at play within the programs, community, or internal operation of your respective internship sites. A thorny issue is a controversial issue--something that could be argued for or against depending on the individual’s point of view and the arguments made. The issue should be something that comes up as a question, concern,


something you have trouble understanding, or an outright challenge that you both identify through the process of exploring each other’s internship sites and sharing your experiences and what you have learned and observed during your internship thus far.

For the in-class discussion you will be asked to lead a ten-minute class forum, discussion, or activity, in whatever creative format you like, exploring the following:

1. The thorny or controversial issue you both identified. Explore it in context, why it is thorny to you, why does it matter? Give any context to the issue that can help to unpack it for the class.

2. State/present an argument in favor one side of the controversial issue3. State/present an argument that counters the previous argument4. State/present any solutions you can see to resolving the issue, or moving those who

may disagree closer together.

Examples of thorny or controversial issues:“Community engagement should only be done by people who are from the community.”“Nonprofit organizations should not take any funding from companies, foundations, or corporations that support values or initiatives counter to the organization’s mission.”“Artists should always be paid a competitive stipend when invited to perform at community events.”“Public Art should represent the cultural communities where it is placed”.

Please hand in an outline of the content of your class presentation on Moodle.


Additional program logistics, and policies across the program

MOODLE: This program uses online course software designed to give you access to downloadable documents and updated schedules, and to provide a space to talk with each other online. You will hand in most assignments and receive your grades via Moodle. If you do not have regular or reliable access to a computer or the Internet, please contact your instructors right away to determine alternate arrangements. To access our class Moodle page please visit www.moodle.hecua.org. You can change your password once you’ve logged in.

Username: firstname.lastname Temporary password: Firstname123!

Late Assignments: Turning in assignments on time is a way of respecting your teachers, your program, your fellow students and yourself. We expect everything on time. Late assignments will be accepted, but your grade will be reduced. An assignment turned in later than midnight the day it is due will lose one half of a letter grade. If an assignment is turned in within a week of the due date one letter grade will be lost. An assignment turned in up to two weeks late will result in a drop in two letter grades. An assignment more than two weeks late can be turned in until the end of the semester with a total loss of three letter grades.

Attendance: If you are sick, or have an emergency that you know will keep you from class, call or text Molly on her cell phone before class begins. If she doesn’t pick up, leave a message. If you can’t call prior to the class you’ll miss, contact Molly as soon as possible after class. You must be on time for all classes and site visits. We will make exceptions for being late or missing class due to severe weather, serious illness, family emergencies, or internship-related activities. You may be excused from class to work on project-related activities, but only with PRIOR permission from Molly, and for up to 2 days only.

Ground rules: During the first week of class we will agree upon a set of ground rules that will guide your responsibilities and interactions during the term. We look upon this as a community contract, and expect that you will make every effort to abide by these ground rules.

Flexibility: This experiential program requires courteous flexibility from you when exciting opportunities arise for which the program schedule may shift. Similarly, we expect gracious resilience from you when the schedule needs to be adjusted to accommodate challenging circumstances, such as field speaker cancellations or technical difficulties.

Diversity and Inclusiveness: An array of topics is covered in the program and you are expected to be respectful of the opinions and views of others. Engaged conversation is encouraged, but be aware that not everyone views the world through the same lens. The key to successful conversation is to consider and embrace a diversity of views.

Mental Health: As a student you may experience a range of issues that can cause barriers to learning. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student’s ability to participate in daily activities. Please let us know immediately if you feel you need extra support or mental health services.

Students with Disabilities: If you have a disability that may affect your participation or performance in the program, please contact your instructors right away. We will make every effort to accommodate your needs.

Final grades are based on the following 100-point system:

Grade Points A 93 to 100 A- 90 to 92


http://www.moodle.hecua.org/

B+ 87 to 89 B 83 to 86 B- 80 to 82 C+ 77 to 79 C 73 to 76 C- 70 to 72 D+ 67 to 69 D 60 to 66 F 59 and below = no credit

For each assignment, you will be graded on:1. Evidence that you have thoroughly read relevant material.2. Critical thinking displayed by pulling out and connecting themes from readings, field

speakers, and discussions. 3. Integration of your own questions, ideas, and experiences.4. Creativity and originality. 5. Quality of writing, grammar, evidence of revision (for written assignments).6. Preparation and delivery displayed by quality content and professional presentation

(for presentations).


Program Forecast

Week 1: Welcome

Thursday, February 2Time: 10-3 pmLocation: Pillsbury House + Theatre (PH+T), 3501 Chicago Ave S, Minneapolis, MN 55407Topic: Introductions and creating a learning community.

10-12: Introductions/Story Circles/Tour12-1: Lunch with leadership! 1:30-3: You will go get your books in a fun way. *Emily will be with us all day

We will introduce HECUA’s model of education and discuss what it means to create a learning community. We will learn more about each other and collectively establish our group norms, expectations, and responsibilities. We will welcome the Co-Artistic Director Noël Raymond and Andrew Williams HECUA’s Executive Director to class to hear their perspective on HECUA’s and PH+T’s evolving work.

Week 2: Frameworks, Context, and Concepts, O My!

Tuesday, February 7 Time: 10-3 pmLocation: PH+TTopic: Internship preparation. History and Context of PH+T.

10-11: We will welcome your Internship Supervisors to class and discuss group expectations11-12: Emily will walk you through Stages of an Internship1-3: We will define key concepts that will be used throughout the semester.

TO BE READ: Chapter 1 (The Concepts Underlying this Book), The Successful Internship Kretzmann “Building Communities from the Inside Out” pages 1-11 Arts Integration as

Pathway to Unity in the Community: The (Ongoing) Journey of Pillsbury House + Theatre Belonging: A Cornerstone of Placemaking by Roberto Bedoya

DUE TODAY: Critical Questions

Thursday February 9 Time: 10-3 pmLocation: PH+TTopic: Racial Equity 101

10-12: Neeraj Mehta1-3: Introduce Identity Project

Throughout the semester, we will be discussing the role that the arts and artists can play in increasing choice, change, and connection within diverse neighborhoods. Today we will look at why this work matters through deepening our understanding of systematic structures of oppression that give power to some and take power away from others. We will welcome Neeraj Mehta, CURA Director of Community Programs, to walk us through the history of Institutionalized Racism and how it has affected you and your community and the


http://pillsburyhouseandtheatre.org/wp-content/uploads/2014/05/arts-integration-report-2014-interactive.pdf



neighborhoods surrounding 35th and Chicago Avenue. We will also discuss how pushing against institutionalized oppression informs and inspires the work of PH+T.

TO BE SEEN: Watch “Race: Power of an Illusion” prior to coming to class Optional: Watch 13th on Netflix

TO BE READ: More than Just Race: Being Black and Poor in the Inner City by William Julius Wilson A Case for Reparations by Ta-Nehisi Coates Why Are All the Black Kids Sitting Together in the Cafeteria? by Beverly Daniel Tatum,

PhD


Week 3: Who has been here? Who is here now?

Tuesday, February 14

Time: 10-3 pmLocation: PH+TTopic: Show and Tell

10-12: Show and Tell1-3 Show and Tell Completion, discuss research components of your first project

DUE TODAY: Show and Tell Presentations

Thursday, February 16 Time: 10 am-3 pm Place: PH+TTopic: Local Context

10-11: Emily will be in class and lead a check-in about your internship beginnings11-12: Facilitated Conversation about Antelope Woman, history, and local identity1-3: We will visit local galleries with an emphasis on Modern Native Artists

DUE: Internship Learning and Work Agreement Critical Questions

TO BE READ: Antelope Woman Chapter 5 (The Learning Contract) from The Successful Internship

Week 4: Contemporary Identities

Tuesday, February 21Time: 10-3 Location: PH+TTopic: Interactive Art; the how’s why’s when’s and ethics


10-12: Mike and Molly will present on various artist’s work to inspire you and get your ideas flowing for your first project, History, Identity, and Interaction. 1-2: Hands-on quick art actions2-3 We will welcome Laney Ohmans to discuss your blog assignment and marketing the Open House for your first project.

TO BE READ: Chapter 4 (Understanding Yourself as an Intern) from the Successful Internship

Thursday, February 23Time: 10-3 pm Place: PH+TTopic: Artistic Inspiration and Support

10-12: We will welcome Pramila Vasudevan and Junauda Petrus to our class to learn about their approach to art making. 1-2: Present first drafts of your interactive projects. Receive feedback from guest artists. 2-3: Prepare for Arts Advocacy Day

DUE TODAY: First draft of your Choice Project idea.

TO BE READ: http://www.aniccha.org http://www.tcdailyplanet.net/community-voices-on-art-and-censorship-

junauda-petrus-open-letter-to-the-city-of-minneapolis/

Week 5: Advocacy and History

Tuesday, February 28

Arts Advocacy DayMeet at Historical Society: 345 Kellogg Blvd W, St Paul MN 55102 8:00 AM: Big Reveal of the Creative Minnesota 2017 Report8:45 AM: Advocacy Class for New Attendees9:00 AM: Rally & Join your Team10:00 AM: Walk or Take MCA Shuttle to Capitol10:15 AM – 2:00 PM: Legislator Appointments (MCA Homebase will be in the Transportation Building.)

Thursday, March 2

Time: 10-3 pmPlace: PH+TTopic: Internships and Resistance

10-12: Group A Power Point Presentations with Emily in class1:00-3: Book Discussion

TO BE READ: Underground Railroad by Colson Whitehead

DUE: Critical Questions


http://www.tcdailyplanet.net/community-voices-on-art-and-censorship-junauda-petrus-open-letter-to-the-city-of-minneapolis/

http://www.tcdailyplanet.net/community-voices-on-art-and-censorship-junauda-petrus-open-letter-to-the-city-of-minneapolis/

http://www.aniccha.org/

Group A Organizational Profile Power Point Presentation

Week 6: Sharing Your Work

Tuesday, March 7

Time: 10-3 pm Place: PH+TTopic: Internships and Mentorship

10-12: Group B Power Point Presentations1-3: Work Time with artist mentors

DUE: Group B Organizational Profile Power Point Presentation

Thursday, March 9

Time: 10-3 pm Place: PH+TTopic: Preparation and Open House!

10-12: Install and preparation1-3: We will end the day with a reception to celebrate your work.

DUE: Identity and History Project Artist Statement

Week 7: Spring Break

Spring Break March 13-17

Week 8: Reflection and Challenge

*Note: The following two weeks, Emily Seru and Molly Van Avery will be conducting mid-semester site visits

Tuesday, March 21

Time: 10-3 pmPlace: PH+TTopic: Looking inward and outward

10-12: Mid-semester internship check-in and group goals with Emily 1-3: Special Field Trip Surprise

TO BE READ: Chapter 10 and 11 (Taking Stock and Facing Reality, Breaking Through Barriers) from

The Successful Internship

DUE TODAY: Mid-Semester Evaluations


Thursday, March 23

Time: 2-5 pmPlace: Third Place GalleryTopic: Art as a way to break anonymity

10-1 Meet with Wing Young Huie 2-3 Marketing the event with Laney and work time!

TO BE READ: What I See by Wing Young Huie LaToya Ruby Frazier's The Notion of Family


Week 9: Visuals of change

Tuesday, March 28

Time: 10-3 pm Place: PH+TTopic: Visual Art and resistance

10-12: We will do a book discussion 1-3: Your visual language, peer led visual art exercise

TO BE READ: Black Panther: A Nation Under Our Feet by Ta-Nehisi Coates, Brian Stelfreeze

(Illustrator)

DUE TODAY: First draft of your Change project Critical Questions

Thursday, March 30Time: 10-3 pm Place: PH+TTopic: Breaking through fear

10-1 Meet with Wing Young Huie 1:30-3 Visit the Mia Photography and Resistance Exhibit

DUE TODAY: First draft of your Change project

Week 10: Artists and Neighborhood Development

Tuesday, April 4

Time: 10-3 pm Place: PH+TTopic: Public Art and Controversy verses Community


10-12: Reading Discussion1-3: Work Time

TO BE READ: Theaster Gates by Carol Becker, Achim Borchardt-Hume, Lisa Yun Lee Watch Theaster Gates Ted Talk, How to Revive a Neighborhood


Thursday, April 6

Time: 10-3 pm Place: Third PlaceTopic: Completion of your Stranger Project

10-1 Meet with Wing Young Huie 1-3 Work Time and event prep

DUE TODAY: Stranger Zines

EVENING EVENT AT THIRD PLACETime: 7-9pmPlace: Third Place GalleryEvent: We will celebrate the culmination of your Zine project through an evening reading and interactive creative presentation designed by you.

Week 11: Local Thought Leaders & the Politics of Empowerment

Tuesday, April 11

Time: 10-3 pm Place: PH+TTopic: Politics of empowerment

10-12: Book Report Presentations 1-3: Introduce Third Project with Tabitha and/or Noel

DUE TODAY: Bombastic Book Report

TO BE READ: Creative Community Development Plan

Thursday, April 13

Time: 10-3 pm Place: PH+TTopic: Case study

10-12: Emily introduces the Internship Exchange Thorny Project Internship 1-3: Group work time, introduce research component, become familiar with report, Laney in class to do event prep


http://www.amazon.com/s/ref=dp_byline_sr_book_3?ie=UTF8&text=Lisa+Yun+Lee&search-alias=books&field-author=Lisa+Yun+Lee&sort=relevancerank

http://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Achim+Borchardt-Hume&search-alias=books&field-author=Achim+Borchardt-Hume&sort=relevancerank

http://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Carol+Becker&search-alias=books&field-author=Carol+Becker&sort=relevancerank

Week 12: Who funds this, anyway?

Tuesday, April 18

Time: 10-3 pmPlace: HECUA Office then Metropolitan Regional Arts Council Topic: The Art of Funding

10-12: Funding 1011-3: MRAC Community Arts workshop

Today we will discuss local and national funding. We will discuss national conversations about arts and equity and the roots of the art-funding world. We will go through a grant writing 101 workshop and introduce you to Metropolitan Regional Arts Council and the Community Arts Grant.

TO BE READ: Become familiar with Metropolitan Regional Arts Council Website and Minnesota State

Arts Board Website Racial Equity in Arts Philanthropy: Statement of Purpose Grant Writing Tips and Tricks


Thursday, April 20

Time: 10-3 pmPlace: PH+TTopic: Focusing and Opening

10-12: Work time with Mike and Molly focusing ideas1-3: Today we will visit with Poet and activist Sun Yung Shin at Coffee House Press peers

TO BE READ: Unbearable Splendor by Sun Yung Shin


Week 13: Inspiration, Perspiration

Tuesday, April 25

Time: 10-3 pmPlace: PH+T Topic: The Art of Funding

10-12: Practice Pitches1-3: Pitch with AOC Leadership

DUE TODAY:


Third Project Pitch MRAC Community Arts Grant and Budget due Wednesday April 26th at midnight

Thursday, April 27

Time: 10-3 pmPlace: PH+TTopic: The possibilities of funding and poetics

10-12: Meet with poet and activist Bao Phi1-3: Grant Panel

TO BE READ: Thousand Star Hotel by Bao Phi MRAC Grants from your peers


Week 14: Funding, the Joys and Struggles

Tuesday, May 2

Time: 10-3 pmPlace: PH+TTopic: Books and dreams

10-12: Trouble shooting, inspiration exchange, work 1-3: We will go to HOBT and help create the May Day Parade!

DUE TODAY: Internship Exchange Thorny Project Due noon May 3rd

Thursday, May 4

Time: 10-3 pmPlace: PH+TTopic: The beginning of the end

10-12: Internship Exchange Thorny Project Wrap-up and Internship Closure with Emily 1-3: Work time, loose ends, troubleshooting, final gathering prep

DUE TODAY: Second draft of MRAC Grant on Moodle

Week 15: Celebrating and Connecting

Tuesday, May 9

Time: 10-3 pmPlace: PH+TTopic: Closing and Opening


10-12: Prepare for brown bag lunch presentations at PPNA 12-1:30: Public presentations of the Arts on Chicago in Action Community Share back lunch1:30-3 Celebrating your accomplishments

DUE: Final Internship Evaluations Connections Project Artist Statements

TO BE READ: Chapter 12 (Riding High: The Complete Stage) from The Successful Internship

Thursday, May 12

Time: 9-3 pmLocation: TBDTopic: Celebrate!

9-12: Community Gathering @ SPNN1-3: Closure

DUE: Final Reflection Paper by midnight May 13


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