BuildaBridge Institute 2011 Report

BuildaBridge Institute is a training and

applied research academy that prepares

artists, community and congregational

leaders, social service professionals,

and nonprofit organization personnel to

integrate the arts effectively in education

and community development.

BuildaBridge Institute 2011 Report Open Institute June 1-6 Graduate Residency in partnership with Eastern University June 1-9 Eastern University | Philadelphia, Falls Center, Philadelphia, PA

From June 1-5, twenty-nine participants, twenty

-two faculty and one staff gathered at Eastern

University’s Falls Center Campus for the 2011

10th Anniversary Institute. Participants came

from eight states and two countries: Pennsylva-

nia, New York, New Jersey, Oklahoma, Iowa,

Ohio, Kansas, California, and Canada. Among

them, ten master students attended the Graduate

Residency (June 1-9), part of the Master of Arts

in Urban Studies: Arts in Transformation Con-

centration of Eastern University in Philadelph-

ia. (BuildaBridge Institute is Eastern’s instruc-

tional partner in providing the Arts in Transfor-

mation Concentration of the MA in Urban Stud-

ies Program.)

Participants learned about effective arts based tools

for healing and empowerment with a special focus on

vulnerable populations. BuildaBridge celebrated the

Institute’s 10th anniversary this year, incorporating a

formal Alumni Symposium and Exhibit to showcase

the work of past alumni. The Institute offered tas

normal the two simultaneous tracks in addition to

Skills Development Workshops in drumming, mask-

making, transformational drama, and writing. Meth-

ods Lab Practicums took participants out of the class-

room to observe master teachers in direct arts service

with youth and seniors in local shelters and retire-

ment homes. Methods Lab classes included visual

arts, mixed-media storytelling, weaving

and dancing.

BuildaBridge Institute: Transforming Lives through the Creative Arts

Tra

ck 1

Cou

rses

BuildaBridge Institute 2011 Report - Page 2

Foundations for Arts in Transformation

Arts and Spiritual Development

Lynne Farrow, artist and professional counselor

led the Arts and Spirituality course. She explored a

variety of hands-on art making activities that can be

used with different at-risk populations as they relate

to different aspects of spirituality including rela-

tionship development, personal expression, healing

and wholeness. Dr. Randolph Walters introduced

self regulation, character development and resili-

ence in youth while Dr. Joseph Modica approached

basic faith development theories. Participants engaged

in Farrow’s experiential art activity -

“the broken pot” - where they broke and

put back together a clay pot as a meta-

phor of healing and transformation.

Arts, Creativity and Human Development

Michele Rattigan walked students through Lowenfeld's

stages of artistic development, providing a thorough

analysis of his research, and art examples to elucidate

his conclusions. She then demonstrated the intimate

connection between a child's artistic and academic de-

velopment level through narratives from her own pro-

fessional experience. Gayle Gates discussed the body-

mind connection through movement and dance and its

relationship to expressing and positively changing body

image. She cited the work

of theorists like Erickson

in identifying the two ma-

jor life stages for solidify-

ing that body image and

attitude.

...experiential elements of

presentations were espe-

cially fun and helpful in

illustrating concepts.

Arts in Education

Dr. Vivian Nix-Early, COO and

Co– Founder of BuildaBridge In-

ternational, introduced students to

the basic principles of curriculum-

development in the Arts in Educa-

tion courses. Students broke into

teams, brainstorming major objec-

tives and measurable outcomes of an arts-

integrated curriculum that were then assessed

as a class. Dr. Nix-Early also led the students

into an exploration of "Your Brain on Music,"

identifying the developmental and healing

effects of music on lower and higher brain

functioning and communication. After em-

phasizing the important, positive impact mu-

sic may have on a developing mind, she left

the class with a thought-provoking compari-

son of the impact of violence on that same

mind.

Dr. J. Nathan Corbitt, President and Co- Founder of BuildaBridge

International, presented an overview and foundation for arts in trans-

formation. An artist typology was explored as part of an individual

arts in transformation and social change model. Considerations were

given to the power of the arts and basic principles for effective arts

engagement. These foundational principles set the stage for the fields

of arts-based community development, cultural community develop-

ment and commoditization, and arts-based community mission.

Practical applications of theory and theology were considered for ho-

listic community development, program planning and evaluation and

standards for community arts programming.

James Borling, Mindy Jacobson-

Levy and Ellen Schelly-Hill focused

on trauma and the healing power of

music, visual arts, and movement,

respectively. Participants explored

the effects of trauma on children's

connection to self and to others.

These courses demonstrated the val-

ue of art-making in therapeutic set-

tings and addressed the difficulties

of communication with children

who have endured trauma. In the

Neurology of Trauma course, Dr.

Gene Ann Behrens broadened and

deepened students understanding of

trauma beyond PTSD.

She explained how trauma slows

down the brain's processing, adding

that this research has led to the re-

cent shift away from talk therapy.

Finally, she pointed students to-

wards the arts as a key way to help

children move through and beyond

trauma.

Arts in Social Services

Trapeta Mayson (Social Worker and Thera-

pist), one of the faculty for this course, stressed

the need to work with children from a strength

based perspective and to recognize their abili-

ties to develop a strong sense of resiliency.

Children are often underserved due to their age

and limited resources. Focusing on their

strengths and not on their weaknesses can be

the best social service model. The course out-

lined systems and organizations working to

meet social needs around the world. Dr. David

Bronkema, Director of Development Programs

at Eastern University (School of Leadership

and Development) gave an overview of organi-

zations engaging in the social service sector.

He identified the types of organizations

(grassroots, NGOs, government, bilateral, mul-

tilateral, and private sector), their motivations,

the systems and networks created, the types of

issues they address, their varying approaches

and the relationships with each other.


Tra

ck 2

Cou

rses

Arts Relief Training

Participants attended three distinct interactive seminars, in

which they were instructed how to use the arts to effectively

respond to trauma-affected communities, as well as how to

practice self-care techniques in order to avoid burn-out. Dr.

Hoskins taught Psychological First Aid on behalf of the Red

Cross, delineating the history and response of traumatology,

the power and limitations as artists and healers coupled with

role-playing as responders. Each participant received a Red

Cross Certificate in Psychological First-Aid. Ms. Christine

Wineberg delivered a scientifically attuned yet accessible

lecture on the neurology of trauma, and the use of music

therapy in alleviating and processing the neurobiological

effects of trauma. Dr. Gene Ann Behrens conducted an in-

teractive workshop that fea-

tured activities she conducted

while working in Gaza. This

demonstration supported her

discussion of music therapy’s

ability to transcend language

and cultural barriers.

Arts in Healing

Leadership Practicum

Dr. Corbitt equipped participants with fundamental tools for program planning, funding, evaluation and assess-

ment, working with each student in planning for their upcoming program and projects theses. Participants also

had the opportunity to listen, learn from, and critique the plans of their peers.

James Borling gave very

good examples of how to use

music for healing and I am

thankful that he actually put

the methods he taught us in-

to practice with the class so

we could experience what

our clients experience.

Never before have I been

at the receiving end of

such collaborative trust

and respect from a pre-

senter.

Collaborative Mural-Making

Drumming has been used throughout history as a

method of community building, spirito-emotional de-

velopment, and ritual. Music therapists and other art-

ists are applying drum methodology to many clinical

populations, including at-risk youth, substance abuse

recovery groups, trauma and PTSD survivors, and

geriatrics.

James Borling taught the Institute participants basic

drumming techniques, simple models of group facili-

tation and the model of “Conscious Drumming.”

Conscious Drumming is a specific model of group

drumming designed to facilitate individual expression

in the context of a group setting. Participants also

used the Native American tradition of the “talking

stick” to share insight, purpose, and spirituali-

ty at both the opening and closing drum cir-

cles. This was the first year that drumming

was done in a large group, with the entire In-

stitute taking part together. Doing so allowed partici-

pants and faculty from all tracks to come together and

recharge as a whole.

Leah Samuelson returned with the 2010 Institute mural, and in-

spired participants to see new visions and take new freedoms in

the work. She provided a unique framework, meshing together

Matisse's exploration of pairing reds and greens with the Austral-

ian indigenous method of documenting journeys through dots

and mysterious symbols. Matisse felt that reds and greens, when

near together, emitted their own light. Participants returned to the

mural as he himself returned to his work: like it were a comforta-

ble arm chair, but also a new emotional interaction and response

each time a new layer was added. Participants contemplated the

path of their snake-like journey dots, just as the Australian indig-

enous people intentionally allowed their journeys to often come

full circle, like their cyclical view of history. Participants took

part in the history of these traditions as they added a new layer to

the mural. Participants grew increasingly confident in the art as

their depth of understand-

ing of the freedom and

safety both traditions of-

fered grew throughout the

week. Discussions waxed

and waned over the mural,

its paints and palettes, as

relationships grew and

deepened.

Conscious Group Drumming


“Working with Leah and others on the mural gave me time to

process. I absorbed the calls to action, as the canvas absorbed

my paint. I felt the freedom to go in life where I would, just as

my patterns turned and twisted where they would.

I could finally breathe.

Transformational Drama

Lisa Jo Epstein, Founder and Director of Gas and Elec-

tric Arts, introduced the techniques and theories of

Theatre of the Oppressed (TO) created by Brazilian

theatre innovator and social activist Augusto Boal. Par-

ticipants learned the basics of core TO techniques -

Image Theatre and Forum Theatre, and ways TO ena-

bles a group to grapple with pressing personal and/or

public concerns through non-competitive, playful thea-

tre techniques. TO work can raise awareness, offer a

space for the stories of those who have been silent or

silenced, stimulate discussion, lead to self and social

reflection and generate both personal and group ideas

for working towards change.

Skill

s De

velo

pmen

t Wor

ksho

ps


Mask-Making Maria Carlini, Co-Founder and Director of

Creative Therapies Enterprises in Pittsburgh,

PA, led twelve participants into an exploration

of identity through music and mask-making.

Participants were given the opportunity to dec-

orate, name, and write a short reflective haiku

about their mask. During a busy week of learn-

ing and doing, Maria created an environment

for playful giggles, as participants nervously

applied the casting material to their partners'

faces. Later, the atmosphere turned thoughtful,

as participants meditated on who they were and

how they communicate that to the world. In the

final skills celebration, participants shared their

final masks and descriptive haikus with the rest

of the Institute. Writing Workshop A few participants joined Lynne Farrow to

develop their writing skills individually and

communally. They read and analyzed a poem,

and then created individual poems with a par-

allel structure. Lynne engaged them in a final

group poetry exercise, exploring their reflec-

tions and experiences of the Institute. Partici-

pants presented their final work at the Skills

Celebrations, sharing about the impact of the

Institute on their future endeavors.

Met

hods

Lab

Pra

ctic

um C

lass

es


Visual Arts

Sarah Thompson conducted a class that

dovetailed history, geography, and identi-

ty through discussions of heraldry and

symbolism. The students created their

own badges in the shape of a shield, and

then partook in a discussion on standing

up for one’s beliefs to the tune of Bob

Marley’s “Get Up, Stand Up.” The kids

also wrote their own mottos, delineating

what values and beliefs were important to

them individually, and then sharing them

with the class.

Mixed Media Storytelling

Participants joined Jesse White in a sharing of

histories and stories, through poetry, paint, col-

lage, and spoken word. The diversity of the me-

dia reflected the diversity of retirement home

residents, allowing each to express their stories

through a comfortable medium. The time ended

in mutual celebration of one another's works,

particularly as several symbols reappeared in

different individuals’ works. One woman shared

a poem recalling all of their different stories, re-

flecting on how when brought together, reveals

the real spice of life.

Textiles: A Woven Journey of Hope

For the in-house methods lab, Kathryn Pannepacker led partici-

pants through a journey of self and other. Participants created

“word weave” artwork, just as homeless participants did during a

year plus mural project Kathryn led. Strips of paper were filled

with personal narratives, prayers, hopes and secrets, before being

weaved into other strips to form a mat. The process of weaving

these strips up and down to create the work illustrated the larger

metaphor of life’s ups and downs. Students worked on their own

time to complete the pieces and the reflections it stirred.

African Dance

Master Teacher and Community Programs Coordinator Magira

Ross led both Discovery Program students and Institute participants

in African dance skills at a BuildaBridge community partner

site. Jim Borling, the Institute's drumming teacher, provided musi-

cal accompaniment. Geography lessons weaved into the curricu-

lum provided an arts-integrated program, revealing Discovery's

theme this year of finding home in one's heart and what home

means to students living in transitional sites. Institute participants

experienced firsthand the transforming power of the arts on stu-

dents actively involved in the Discovery Program, illustrating the

very theory they learned at the Institute.

Methods Lab Practicums gave participants an opportunity to observe and assist a Master

teacher in a direct urban-based arts service program with youth/seniors in a local shelter/

retirement home


10th

Ann

iver

sary

Cel

ebra

tions

Symposium

Past Institute participants shared their memories and

experiences at a formal dinner celebrating the 10th

Anniversary of the Institute. Presentations were giv-

en by local alumni, and internationally-based artists

presented via Skype. The dinner was followed by

Skills Workshop presentations, and the closing drum

circle celebrating reflections and the sense of com-

munity shared by all attendees.

Dr. Joseph B. Modica, Eastern Univer-

sity’s Chaplain and Associate Profes-

sor of Biblical Studies, presented Drs.

Corbitt and Nix-Early with an award

from the University, celebrating their

visionary work with BuildaBridge and

commemorating the Institute’s 10th

Anniversary.

Exhibit Institute alumni and one local ministry presented their art

and their community work, from group mural-making

among artists and a church-based homeless ministry, to a

child-focused arts program in its tenth year. Presenters and

participants dialogued about issues ranging from marred

racial and sexual identity, to communities’ need for long-

term commitment. At every table, participants found real-

world examples of how to use arts in transformation.

The stories of people using

arts in their communities

were inspiring and one of the

things that will stick with me

for a long time.


Sponsors and Alliances

Poised at the historic Falls Center campus entrance, the Gate-

house Café offers the area's only bistro-style breakfast and

lunch in a truly unique setting. Breakfast and Lunch for the BuildaBridge Institute Provided

by the Gatehouse Cafe

Philadelphia University is a private institution of higher

learning committed to providing an experiential education and

is recognized as a leader in the architecture, design, engineer-

ing, business, textiles, and health and sciences fields. Housing for Institute attendees provided by Philadelphia Uni-

versity.

Eastern University is a co-educational Christian University of

the arts that includes undergraduate, graduate, seminary and

accelerated adult programs. Eastern University has locations

in St. David’s, Philadelphia, Harrisburg and satellite campuses

around the world. The BuildaBridge Institute gained accred-

itation from Eastern University in 2008, at which time it

added a second advanced track to its foundation courses.

Institute classroom space provided by Eastern University

for BuildaBridge’s 2011 Institute.

School District of Philadelphia: Office of Specialized Ser-

vices – Homeless Children’s Initiative The main objectives of the Homeless Children’s Initiative are

to inform the School District of Philadelphia of its responsibil-

ities to homeless children and youth, to increase awareness

about the needs of homeless children, to reveal and overcome

possible educational barriers, to explain current legislation and

policies, and to provide practical advice to those working with-

in the system.

Philadelphia Cultural Fund Youth Initiative Grant

Dinners Provided by: Touch of Elegance Catering & Wedding Planning, Kuttyscatering & Honey Restaurant

Announcing BuildaBridge’s 2012 Institute!

Open Institute June 6-10

Arts Relief June 11


BuildaBridge Institute 2011 Poster

Documents

BuildaBridge Institute 2011 Report