This case study investigates how a situated learning model can contribute to positive youth development as seen through a youth focused, community-based arts program, Creative Teen. Creative Teen is a seven-month collaborative mentorship program, which pairs twelve professional artists with twelve high school students. The partnerships work together one-on-one over the course of the program to become more knowledgeable on a given art medium and to ultimately collaborate on an artwork for the culminating Creative Teen exhibition. I sought to determine how this mentorship model would not only foster artistic development amongst youth, but how participation in the Creative Teen program would contribute to the overall development of the young adults involved. I accomplished this by limiting observational research and supplemental interviews to the interactions of one mentor partnership, Jessica and Carly. Over the course of the program, I attended their weekly meetings and watched them as they worked together to develop a large-scale installation, Lydia the Tattooed Ladies, for the culminating exhibition. Initially it was unclear to me the extent to which involvement in the Creative Teen program would have on the development of youth participants. However, through conducting this case study, I was able to identify various developmental characteristics that were cultivated through participation, which include artistic, social, and professional development. In addition to personal developmental characteristics, many practical skills were developed and exercised during the course of the Creative Teen program, which include time management, communication, financial management, public speaking, commitment to a long term project, and working with others. / text

The purpose of this research was to review a significant body of literature that related to music and arts education in the context of community engagement. An examination of the literature identified several issues affecting the engagement of communities in arts education pertaining to arts education policies, the role of arts organizations and the relationship between schools and communities. The summation of this research included an overview of models of successful collaborations between the public school and community institutions at national, state, and local levels in the United States with implications of future reform to the arts education policy. With such a vast array of program offerings initiated through the collaborative partnering of schools with communities and local arts agencies, valuable insights can be gained from concerted research efforts in the field of music education as to the unique opportunities afforded through purposeful community engagement.

This paper describes the philosophical and functional framework of the MFA thesis exhibition Samsara Unlimited: towards an ecology of compassion. Samsara Unlimited was designed as a conceptual social artwork that would engage a network of art students and interested participants in developing a collaborative network. Using established high art aesthetics and familiar consumer based signifiers; the gallery was transformed over a week into a production, design and retail facility. In this torqued capitalist micro-system, financial profit was considered critical for the functioning of the system but secondary to the generation of a field of compassion. <p>The project sought to create a process through which the general public could become familiar with the perceptive processes engaged by artists in reconstructing everyday reality. It was posited that the ability to engage these perceptive processes would potentially lead to an ontological shift in the spectator. Participants who entered the gallery space could alter between the functional reality of a concept store and the altered reality of an art gallery. The public was encouraged to visit over the week of the installation to ask questions, get involved in art making process or simply socialize with the artists and artisans involved in the project.

This paper describes the philosophical and functional framework of the MFA thesis exhibition Samsara Unlimited: towards an ecology of compassion. Samsara Unlimited was designed as a conceptual social artwork that would engage a network of art students and interested participants in developing a collaborative network. Using established high art aesthetics and familiar consumer based signifiers; the gallery was transformed over a week into a production, design and retail facility. In this torqued capitalist micro-system, financial profit was considered critical for the functioning of the system but secondary to the generation of a field of compassion. <p>The project sought to create a process through which the general public could become familiar with the perceptive processes engaged by artists in reconstructing everyday reality. It was posited that the ability to engage these perceptive processes would potentially lead to an ontological shift in the spectator. Participants who entered the gallery space could alter between the functional reality of a concept store and the altered reality of an art gallery. The public was encouraged to visit over the week of the installation to ask questions, get involved in art making process or simply socialize with the artists and artisans involved in the project.

Title from PDF of title page. / Document formatted into pages; contains 90 pages. / Thesis (M.M.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: The purpose of this research was to review a significant body of literature that related to music and arts education in the context of community engagement. An examination of the literature identified several issues affecting the engagement of communities in arts education pertaining to arts education policies, the role of arts organizations and the relationship between schools and communities. The summation of this research included an overview of models of successful collaborations between the public school and community institutions at national, state, and local levels in the United States with implications of future reform to the arts education policy. / ABSTRACT: With such a vast array of program offerings initiated through the collaborative partnering of schools with communities and local arts agencies, valuable insights can be gained from concerted research efforts in the field of music education as to the unique opportunities afforded through purposeful community engagement. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.