The Partnership for a Better Education between the Syracuse City School District (SCSD) and Syracuse University

Visual Arts Infusion

Syracuse University/SCSD in partnership with College of Visual and Performing Arts has developed a k-12 Literacy through Arts and Technology model. The pilot year of literacy/arts/technology model occurred in the Nottingham quadrant and now moves to the other quadrants beginning with the Henninger quadrant this year.

Literacy Community Photography

Syracuse University class

CVPA/Soling/Lightwork/Burton Blatt Institute

A collaboration with Ed Smtih Elementary School

Fall 2007

Stephen Mahan: Artist in Residence

As an arts education program, Literacy, Community and Photography is designed to encourage children to explore their worlds as they photograph scenes from their lives, and then use these images as catalysts for verbal and written expression.

The course begins with workshop-training sessions to build teaching skills and develop strategies to engage young students. Syracuse students, both upper level undergraduates and graduate students, participate in a workshop modeled on the Photography and Literacy program developed by photographer and MacArthur Fellow Wendy Ewald at the Center for Documentary Studies of Duke University.  Framed around one of four thematic explorations – self-portrait, family, community and dreams – LCP provides children an opportunity for expression through both a visual and narrative connection by linking the forms of photography and writing. In connecting picture making with writing and critical thinking, LCP promotes an expansive use of photography across curricula and disciplines. The program builds on the skills that students naturally possess while improving their verbalization skills in relating images and events, and encouraging their creativity.

Levy

ART300/500

Literacy, Community and Photography

A Collaboration at T. Aaron Levy Middle School

Professors: Judith Meighan and Stephen Mahan

            The class explores the intersection of photography and literacy. The course begins with workshop-training sessions to build teaching skills and develop strategies to engage young students. Syracuse students, both upper level undergraduates and graduate students, participate in a workshop modeled on the Photography and Literacy program developed by photographer and MacArthur Fellow Wendy Ewald at the Center for Documentary Studies of Duke University. They also train in using Visual Thinking Strategies, a method for building visual literacy and critical thinking.

            Syracuse students and 7th grade students at T. Aaron Levy Middle School work in tandem to explore the world of childhood identity through art photography and writing. With guidance from the Syracuse students, the 7th graders photograph their own lives and use the photographs as a starting point for writing their own texts to articulate their world. Pati Bonfe, 7th grade art teacher and the three 7th grade English teachers at Levy Middle School are partners with the SU students for this part of the class.

            In addition, Syracuse students are required to develop their own photographic-textual projects on themes related to adolescence and the school experience.  In class, we will discuss the relationship of adolescence to our culture and critically examine the work of contemporary artists who address themes related to adolescence and artists who collaborate with schools in making art.

Burton Blatt Institute

Innovation Grant 2007-8

Literacy Community Photography

The Syracuse University College of Visual and Performing Arts received a Burton Blatt Institute Innovation Grant to fund a year long photography residency Literacy, Community and Photography in Ed Smith Elementary School in Syracuse, New York, a pioneer school for inclusive education. The photo/literacy residency is based on Wendy Ewalds ‘Literacy through Photography’ model.

In Spring 2006, a successful collaboration of Literacy, Community, Photography began between Syracuse University, Lightwork/Community Darkrooms and Ed Smith/SCSD began. Of the approximately 100 fourth and fifth graders to participate, 28 students receive special education, eight are diagnosed as autistic. Ed Smith is based on the philosophy of whole school inclusion which means that every child, including the typical child, the learning disabled and the severely autistic child participates in the arts programming. 

Literacy, Community and Photography program offers success to the child with special needs in a variety of ways. The non-verbal kids come to the art class with an assistant and he or she share the work with the assistant. Frequently, according to Covell, it is felt that much of the work is completed by the assistant and not the child. The LCP project is entirely driven by the child and by the family. Mary Lynn Mahan, the art teacher first outlines the themes, for example “the favorite part of me” and the child and the assistant brainstorm on their favorite parts. The camera then goes home with the child so the child can take photographs with his or her family. Whether the child takes the photo or the family does, the child feels complete ownership over the image that is taken, and the family is integrated into the class project. It is a stated goal of the entire school the academic success of a child is dependent on family involvement. LCP is a prime example of family involvement.