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Make the Case for a Creative Campus toolkit.creativecampus.org A program of the Association of Performing Arts Presenters This resource was developed through.

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Presentation on theme: "Make the Case for a Creative Campus toolkit.creativecampus.org A program of the Association of Performing Arts Presenters This resource was developed through."— Presentation transcript:

1 Make the Case for a Creative Campus toolkit.creativecampus.org A program of the Association of Performing Arts Presenters This resource was developed through the generous support of the Doris Duke Charitable Foundation

2 The 2004 American Assembly meeting of education leaders probed connections between higher education and the arts and resolved to: Encourage research on the impact of arts in education Create demonstration projects to integrate the arts on campus Educate the higher ed community about the value of the arts as catalyst to build community and advance campus values Conference papers:

3 14 Creative Campus Experiments With support of the Doris Duke Charitable Trust, the Association of Performing Arts Presenters (APAP) Launched 14 Creative Campus experiments to make the arts central to academic life: Cal State University - Long Beach, Carpenter Performing Arts Center Cuyahoga Community College Dartmouth College, Hopkins Center for the Arts Hostos Community College of the City University of New York, Hostos Center for the Arts and Culture Montclair State University, Peak Performances Ohio State University, Wexner Center for the Arts Penn State University, Center for the Performing Arts Stanford University, Stanford Live University of Iowa, Hancher Auditorium, University of Kansas, Lied Center University of Michigan, University Musical Society University of Nebraska-Lincoln, Lied Center for Performing Arts University of North Carolina at Chapel Hill, Carolina Performing Arts Wesleyan University, Center for the Arts Creative Campus website:

4 23 Research Universities Committed to Support Arts Integration Education Projects Investing $80,000 to create a national network + Leading campus have established taskforces to elevate and integrate the arts and creativity across campus. Examples include: – Harvard – University of Michigan – Texas A&M – University of Alabama > Creative Campus Caucus final reportCreative Campus Caucus final report > Arts Task Force reports: Harvard, University of Michigan, Texas A&M, University of AlabamaHarvardUniversity of MichiganTexas A&MUniversity of Alabama

5 University thought leaders hail the importance of the arts to teaching creativity: Creative Campus activities can “re-enchant” the campus” – George Ritzer, Distinguished Professor University of Maryland “We want to educate the whole person” – Michael Roth, President, Wesleyan University We “bring an awareness to all types of creativity…” – Jedediah Wheeler, ED, Arts & Culture programming Montclair State University > Excerpt from Ritzer’s Contemporary Sociological Theory and Its Classical Roots: The BasicsContemporary Sociological Theory and Its Classical Roots: The Basics > Wesleyan President, Roth, speaks at Arrival Day 2011, Arrival Day 2012Arrival Day 2011Arrival Day 2012 > Wheeler speaks about goalsWheeler speaks about goals

6 Creativity is Currency Employers are demanding creativity and Creative skills are required in all high value 21 st Century Jobs IBM’s 2010 Global study of 1500 CEOs identified Creativity as the most crucial factor for future success > IBM study press releaseIBM study press release

7 Arts-based inquiry deepens learning and student engagement: Experience in the arts boosts academic achievement for 99.9% of students studied Sandra S. Ruppert of Arts Education Partnership holds that creativity prepares all students for success in the global economy > Champions of Change report, James CatterallChampions of Change report > Ruppert report “Creativity, Innovation and Arts”Creativity, Innovation and Arts Photo: © 2012 Elizabeth Long Lingo

8 Commonwealth University’s Nancy Lampert’s research shows that: Arts education enhances students’ disposition to think critically and Arts students have higher scores in truth seeking, maturity and open mindedness than non-arts students > Studies in Art Education (2006): Studies in Art Education (2006)

9 Scholars believe the arts foster scientific success: Purely academic skills are not sufficient to train a person to do scientific work Creative work requires the entire range of abilities (accessed through interdisciplinary learning) > Journal of Psychology of Science and Technology articleJournal of Psychology of Science and Technology article

10 The majority of successful scientists value the arts: Scholar Robert Root–Bernstein reports that most successful scientists – Have been artists and Have understood the value of arts for scientific education, thinking and creativity Examples include: – Desmond Morris, the Oxford zoologist who is also a professional surrealist painter; – Roger Penrose, the Cambridge physicist whose tessellations have transcended even Escher’s; – Paleontologist Mary Leakey and Nobel Prize winner, chemist Dorothy Hodgkin, who both began as professional illustrators; and – Nobel Prize winner, Roger Sperry, who complemented his studies of brain function by creating high-quality ceramics and sculpture. > Leonardo Thinks online articleLeonardo Thinks online article

11 To adapt to global change, we must nurture the creative impulse: Fostering – Cognitive flexibility Inventiveness Design thinking, and Non-routine approaches to messy problems > Kuh &Tepper article in The Chronicle of Higher EducationKuh &Tepper article in The Chronicle of Higher Education

12 The arts on campus can: Drive innovation Nurture resilience and Support experimentation > Heath et al article in Champions of ChangeHeath et al article in Champions of Change Photo: © 2012 Elizabeth Long Lingo

13 The arts on campus encourage civic dialogue and problem solving: Bridging town and gown Uniting and igniting the social landscape – such as the Syracuse Connective Corridor Engaging students, faculty and community around difficult divisive issues, such as – – The Dartmouth Class Divide project and – Cal State’s B-Word project on Censorship > Syracuse University’s Connective Corridor websiteSyracuse University’s Connective Corridor website > Dartmouth’s Class Divide project videoDartmouth’s Class Divide project video > Cal State Long Beach’s B-Word project website and videoCal State Long Beach’s B-Word project website and video

14 Colleges Can Nurture the Creative Class: The symbiosis between arts and education on campus is a powerful catalyst for developing “the Creative Class” Ellen McCulloch-Lovell article Ellen McCulloch-Lovell article in The Chronicle Review, Richard Florida article in Washington MonthlyRichard Florida article

15 Teens rank the arts as high as medicine as a future career: > Report on 2012 survey by Junior AchievementReport on 2012 survey by Junior Achievement Teens future career interests (top five) Medicine17 percent The Arts17 percent Engineering14 percent Science9 percent Business8 percent

16 Campus Arts Options Attract Outstanding Students: Princeton University’s President’s report states “The arts are also critical to the University’s ability to attract outstanding students. With increasing frequency, the most academically gifted prospective students have deeply felt commitments to some aspect of the arts.” > Link to the reportLink to the report

17 Participating Universities tracked student and faculty engagement: “This course changed my life” – student, Creative Thinking course, Montclair State University An annual Common Moment for incoming Freshman unifies the Wesleyan campus > Creative Thinking final report 2012Creative Thinking final report 2012 > Feet to the Fire project websiteFeet to the Fire project website

18 California State University, Long Beach, unified its commuter campus with: High impact collaborative activities around the censorship theme – engaging every member of the university community multiple times outside of classroom settings > B-Word website Lessons LearnedB-Word website Lessons Learned

19 Number of times students participated in Cal State’s B-Word Project activities outside the classroom setting:

20 The Arts on Campus help create Educational Goodwill: Research at Northwestern University identified intangible assets – educational “goodwill” – as paramount to attracting students > Working paperWorking paper

21 Creativity plays a pivotal role in academic success: A model of a holistic approach to engaging students in the performing arts is shown in this diagram– > 2013 Dartmouth College report by WolfBrown2013 Dartmouth College report by WolfBrown

22 Creative Campus initiatives offer: Creativity centered views Cross campus platforms for scholarship & engagement Integration of performing artists Opening up of new vistas Fundamental knowledge advancement > WolfBrown Creative Campus evaluation report and Tepper/Brown white paperWolfBrown Creative Campus evaluation report and Tepper/Brown white paper

23 Creative Campus project highlights: The B-Word project unified the California State University, Long Beach campus and its community around an important contemporary issue. > Article about B-Word project sustainabilityArticle about B-Word project sustainability

24 Wesleyan paired scientists and artists to address climate change: Pam Tatge, Director of Wesleyan’s Center for the Arts, noted – “We not only taught scientific data, we gave students a heightened and embodied awareness for that science that led to deeper engagement and knowledge.” > Feet to the Fire websites and videoFeet to the Fire websites and video

25 Montclair State University helped students develop Creative Muscle: Its interdisciplinary team developed the first campus-wide course on creative thinking > Montclair summary, final report and videosummaryfinal reportvideo

26 Begin a Creative Campus project with an audit of campus assets: “Universities will follow the example of American cities in recognizing the arts as a key asset,” John Vaughn, EVP, American Association of Universities > Report of Interdisciplinary Task Force, AAU, October 2005Report of Interdisciplinary Task Force, AAU, October 2005

27 How to Design a Creative Campus? Map campus cultural assets Identify curricular collaborative opportunities Create inventive pilot projects Evaluate and assess impact > Creative City Network of Canada’s Cultural Mapping ToolkitCultural Mapping Toolkit > Toronto Artscape’s Introduction to Cultural Asset MappingIntroduction to Cultural Asset Mapping

28 Creative Campus: A powerful platform for scholarship & engagement: “The Creative Campus projects … put history, music and the liberal arts into the conversation where economic and material concerns tend to dominate.” – Holden Thorp, outgoing chancellor at University of North Carolina; incoming Provost at Washington University/St. Louis > Report of the Art Innovation Steering Committee UNC Board of TrusteesReport of the Art Innovation Steering Committee UNC Board of Trustees > Arts North Carolina messaging researchArts North Carolina messaging research

29 Creative Campus: A powerful platform for scholarship & engagement: “The magic of art can carry us to a different place, and we find ourselves at home among strangers…we leave with the sense we have been changed.” – Nancy Cantor, former Chancellor, Syracuse University > Nancy Cantor keynote address 2009Nancy Cantor keynote address 2009

30 Make the Case for a Creative Campus > Creative Campus Toolkit


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