Creative Campus Initiative Resources
Curious about the Creative Campus Initiative? Here are a number of resources and articles of interest gathered by Wesleyan's CFA and other institutions with similar interdisciplinary projects.
The Association of Performing Arts Presenters (APAP) has developed a toolkit designed to allow presenters, academic faculty, and artists interested in the Creative Campus model. Users can explore resources, best practices, videos, and case studies from the original 14 Creative Campus grantees. Also featured are a call to action co-authored by Steven Tepper and Alberta Arthurs, and a customizable PowerPoint presentation for anyone interested in making the case for the performing arts on their campus.
The Center for Creative Research supports research processes of contemporary U.S. movement artists working in collaboration with investigators across the arts and sciences, and other fields of inquiry. These collaborations are rigorous, trans-disciplinary and without prescriptive determination of outcome. Situated within New York University’s Graduate School of Arts and Science, where it nurtures and facilitates new research contexts within NYU and among a diverse range of other partners. CCR attempts to document all activities in a variety of project-specific ways, including short videos, interviews, and other writings.
Prerequisites for Success Determined by Wesleyan University's Center for the Arts:
- History of interdisciplinary work
- Faculty and students’ openness to experimentation and exploration
- Faculty members who are champions of this kind of work and truly committed to it over time (a recognized group of “sustainers”)
- Visible art departments
- Strong staff leader who can make good “marriages” between faculty and artists, and who effectively expedites the work
- Staff leader not located in one academic department (person who has broad reach across the campus)
- Support at the president and provost level, and among deans and leading faculty
- Financial support for course relief and sufficient time to plan new course
- Willingness to test, test again, test again (and feed the sparks that emerge, sometimes in unexpected places
- Making goals of overall project, and individual courses and modules, clear to students
- Preparation of the faculty at large and ongoing explanation of the goals of the program and the results of the explorations (including sharing some of the “misses” as well as the “hits”) in order to educate the faculty, and increase understanding and enthusiasm for such efforts
- Artist residencies that are long-term, have formal and informal activities (importance of proximity), and where artists’ research interests resonate with faculty research interests.
- Participating artists must be generous, collaborative, flexible, confident and activist-oriented
Articles of Interest:
- The New York Times (March 31, 2014) "College Classes Use Arts to Brace for Climate Change" by Richard Perez-Pena about a University of Oregon course entitled "The Cultures of Climate Change."