How can students gain greater appreciation for photography through a long-term residency involving several supporting partners?
Project or Program Summary
Please provide a summary of the project/program as demonstrated in the case study: 
The Young Audiences/Jones Soda Photography Residency through the Center for Arts-Inspired Learning was a 10-week program based on a curriculum developed in partnership with Jones Soda created to engage, educate, and empower at-risk youth through educational photography programs that promote self-reflection, cultural awareness, community engagement, and independent thinking. This initiative included a variety of educational and promotional activities at both the national and local level. Throughout the 10 weeks working with artist Donald Black, Jr. and The Cleveland Print Room, the students gained an understanding of traditional non-digital photography practices from pinhole cameras to dark room developing and delved into the craft of conceptualizing, capturing, printing and presenting their own work. Students also had the opportunity to receive feedback and advice from well-known photographer and Jones Soda original design artist Victor John Penner.
Portfolio Purpose and Rational
Portfolio Purpose and Rationale: Why has this case study been submitted?: 
This case study has been submitted to document the Jones Soda Photography Residency in St. Martin de Porres High School in Cleveland, OH offered through the Center for Arts-Inspired Learning.
Overall Conclusions
What are your overall conclusions regarding the documentation gathered for this case study?: 
As a result of the positive response to the pilot residency in Northern California and subsequent residency in Ohio, Young Audiences expects to expand the program in more schools around the country in the future. Through the leadership of the Center for Arts-Inspired Learning, students gained increased knowledge and skills of photographic techniques and practices that informed their own personal artistic visions. Through the mentorship of multiple professional artists and teachers, students developed tools for creatively and critically approaching their work in photography.
Assessment Conclusions
What conclusions have you drawn from the responses to the assessment tools you have developed?: 
The program has seen overwhelmingly positive results! The students involved increased both their understanding and appreciation for the art of photography and were able to hone their conceptual process. Throughout the 10 weeks, they were engaged on and off-campus as they were photographing and developing their photos and were able to work closely alongside accomplished artist, Donald Black Jr. to create images as a form of self-expression and exploration in a variety of community settings. On their journey to develop their visual voices, students were exposed to new tools and experiences as artists. Furthermore, national exposure through the Jones Soda contest as well as time spent with Victor John Penner through online video conversations served to legitimize the work they had done. Students were very excited to have their work viewed by professional artists and the school-wide community. Some students expressed interest in continuing their exploration of photography beyond the program in their own free time, and even possibly pursuing photography as a career in the future. Students also recognized that skills learned throughout the residency are transferable to other aspects of their life.
Answering the Inquiry Question
Back to the initial inquiry question, can it be answered?: 
Residencies like this require broad support from multiple partners. Jones Soda and Young Audiences, Inc. provided the funding support and connection to Victor John Penner. St. Martin De Porres High School provided a teacher and her classroom of students while the Center for Arts-Inspired Learning provided a qualified teaching artists and administrative support and oversight. The Cleveland Print Room largely donated their space and facilities to support student learning. Without any single partner, the entire project could not have been successful. Through well-timed coordination and partner engagement, students were able to maintain their focus on the learning process and presenting their results to a larger, even national, audience.
Conclusions: What Was Learned
What was learned?: 
Residencies of this type can take many forms and achieve similar results provided all partners are fully invested and share a common vision for student success. No one partner can be successful without the mutual encouragement and involvement of the others.
Conclusions: What Can Be Done Differently In The Future
What can be done differently in the future?: 
Although the Center for Arts-Inspired Learning provided a key coordinating role, engaging all partners early in the process to share expectations and concerns would provide a smoother implementation for the students.
Conclusions: How Will This Inform The Work Moving Forward
How will this inform the work moving forward?: 
Projects of this nature will need more intentional and focused planning at earlier stages. However, even in the absence of adequate planning time, partners must commit to open and frequent communication and accountability.
Core Content Standards
21st Century Learning Skills
National Core Arts Standards

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