Public Allies Intern
On December 18th, 2006, Arizona Republic newspaper, p.B7, there appeared an article "Program helps
young people to be civic-minded leaders". The information concerns the internship programs made
available to approximately 25 youth ages 18-32 years of age throughout the valley by Public Allies.
(http://www.publicallies.org) "PA is a
national program, established in 1992, that places service minded young women and men at non-profit
organizations. About 15 communities around the country are taking part, and Arizona placed its first
class of apprentices in October." PA is sponsored and formatted for operation in part by AmeriCorps
AmeriCorps is a national network of programs that engages more than 70,000 Americans each year in intensive service
to meet critical needs in communities throughout the nation. AmeriCorps offers several ways to get
involved from part-time local service programs to full-time residential programs. Members receive
guidance and training so they can make a contribution that suits their talents, interests, and availability.
The Cultural Arts Coalition in partnership with Neighborhood Ministries
is one of these mentoring ally organizations with Public Allies. Nathaniel Gordnattaz, the PA intern, is a
19 year old youth who wishes to direct an arts center within a lower income community. Since the CAC does
not function out of a central facility it was suggested the CAC partner with Neighborhood Ministries, main
campus located off 19th Avenue and Van Buren. From this base of operation Nathaniel is interacting within
a community of individuals who have worked with urban families, youth, and children, for over 24 years.
At the facility they host a Head Start Pre School , Food and Clothing Bank, job development, a bilingual
church, Medical Clinic, a mentoring and educational program, and other youth programs for over 800 K-12
youth on a weekly basis. This partnership provides Nathaniel with not only the arts skill training through
the guidance of CAC participants, but the human resources to draw upon to implement his newly achieved expertise.
Meet Nathaniel Gordnattaz
judy butzine (CAC) meets with Allison Nagel (Program Coordinator) and Noel Barto (NM Arts Center)
This Public Allies (CAC/Neighborhood Ministries) Partnership was facilitated by Malissa Geer through ASU College of Public Programs.
Nathaniel's photography and painting are currently on exhibition at the ASU College of Public Programs in downtown Phoenix, 411 N. Central.
Dean Debra Friedman, ASU College of Public Programs, has been very supportive of the artists and their artworks both from ASU emeritus professors and from persons of the local neighborhoods that hang in the halls and classrooms of the downtown ASU facility.
Neighborhood Ministries' campus is bound by a barrio community close to 19th Avenue and Van Buren.
This facility also houses a medical clinic.
This old brick granary will be transformed into the NM Art Center in the next 5 years.
One of the graffiti painted NM buses which picks persons up all around town to come to this center.
Michelle Lyons-Mayer heads the Public Allies program. Here coordinators from Neighborhood Ministries and the Cultural Arts Coalition meet to finalize Nathaniel's internship
Below is a review of one month of training Nathaniel has experienced. His mentoring process has been affected by multiple persons within the CAC.
Cultural Arts Coalition Nine Guiding Practices for Community Arts were utilized for each arts learning activity. (Please note this listing at the end of the message designed and modified by many CAC participants at various CAC gatherings during the past 18 months.)
CONCERNING YOUTH DEVELOPMENT STATEGY-Mission Statements of the CAC and Neighborhood Ministries support these OBJECTIVES to provide opportunities and learning directed at developing
- A Sense of Belonging
- A Sense of Competency
- A Sense of Usefulness
- A Sense of being Honored and Celebrated in the community where one resides
The tools to provide these learning objectives fall into 3 categories of information gathering and experiences for the intern from the training perspective of the CAC:
- Examine and Explore reference input on various relevant topics both didactically and through introduction to networking resources (persons & support organizations)
- Make available learning and response arts making activities that expand the understanding of the arts application in community engagement
concerning thematic issues that deal with community concerns, specifically those of the Neighborhood Ministries greater community.
- Structure and provide learning experiences that develop administrative capabilities for the intern to fulfill commitments to job description
Nate and Robert Miley in Robert's home
Nate and Tlisza Jaurique in Tlisza's childhood bedroom
Nate and Dr. Eugene Grigsby, Jr. at Dr. Grigsby's home
Carmen and Melanie visit Nate's Office
Since November 15th to December 14th these opportunities have been facilitated by the CAC participants:
- Process began with pre testing by both CAC and NM
- Topic areas of discussion to date :
"The Seeing Lesson in the World Around Us";
"The Interconnectedness of All Life, Including Systems"
"Transcendence Through the World of the Arts" and most recently "Community Service & Volunteerism" - MLK event on Monday Jan. 15th, National Day Of Service
- The literature to support these dialogues has been varied including both art history lessons on Pablo Picasso, Ansel Adams,
Lee Friedlander, Maya Angelou, Dr. Susi Gablik (The Reenchantment of Art), Lucy Lippard (Mixed Blessings),
Dr. Seymour Simmons (SPIRITUALITY IN ART) and political figures like Vaclav Havel (Transcendence) & Martin Luther King (Public Service).
Nate with Hugo Medina and Melanie at Madison Park Elementary School
Nathaniel participates in "Release the Fear" project conducted by Robert Miley
The beaded artwork of artist and teacher Christy Puetz is a metaphor for The Seeing Lesson
- Field trips: Phoenix Art Museum, Botanical Gardens, ASU Photography Exhibition, Madison Park Art Auction in Scottsdale and Burton Barr library ("Dia de los Muertos" Exhibition)
- Local non profit support organizations that been introduced: COBA (Consortium of Black organizations and Other for the Arts), Day of Youth Leadership at the National Multicultural Education Conference in Phoenix and OIC (Opportunities Industrialization Center)
- Local artist interactions: Robert Miley (Release the Fear workshop conducted at Madison Park School), Dr. Eugene Grigsby (COBA), Tlisza Jaurique (Ofrenda), Brent Hirak ASU graduate in Photography, Hugo Medina (Madison Park arts teacher) and Keith Johnson (African Drumming and storyteller).
- Art making activities that have been experienced: Ofrenda (Honoring Box), Photography, Ceramics, the reading of children's literature as a focusing tool and a 3 day art workshop at Madison Park Elementary School, painting and collage (Vision Map) and journaling.
Dia De Los Muertos at the Burton Barr Library
Nathaniel examines and explores other ways of seeing himself
Nathaniel facilitates a newly learned artmaking activity, the honoring box
- Community celebration of Nathaniel occurred December 12th at the ASU College of Public Works when Nathaniel was invited to the COBA Board Meeting to talk about the MLK (Service Project) Camera program with junior high youth and the presentation of his art to the group on exhibition at the college.
- Nathaniel administered one art making activity with a NM audience of youth and is currently preparing to facilitate a 6 week Community service Project with the OIC office and the Martin Luther King committee that will interface with 10-12 Neighborhood Ministries 12-15 year old participants.
- Nathaniel is preparing for an exhibition of his photography to the NM community in late January.
- He is documenting his internship through his written and photographic journals.
- Nate is also developing a resource arts library.
The CAC has tailored this internship process to meet both the needs of Nathaniel as an artist and a member of the Neighborhood Ministries community.
Cultural Arts Coalition Nine Guiding Practices for Community Arts
When using these guiding practices for building and evaluating programming, it is important to understand that many, but not all of these practices, will be present in a single project. Over the course of a longer program or initiative, all of these practices may be evident in different aspects of the work. Please note that this is also a work in progress and is expected to transform through our dialogs about community arts practice. The Nine Guiding Practices are the result of a public participation process involving artists, educators, and community activists during 2005-2006 in Arizona.
Practice One: Participant Centered and Inclusive of All Ages and People.
Programming is responsive to, even directed or initiated by, the participant community.
Practice Two: Issue or Theme Driven.
Programming deals with themes that have a universal focus and promote dialogue and/or creating a rich, interdisciplinary learning experience in safe community settings.
Practice Three: Experiential and Expressive.
The environmental setting, the sense of place, engages children and/or adults in active learning and participation, drawing on a full range of communicative media: storytelling, writing, literature, dance or movement, theatre, music and visual arts.
Practice Four: Holistic and Authentic.
Participants encounter ideas, events and materials in meaningful contexts with complex, life lessons at the heart of the learning process.
Practice Five: Reflective and Evaluative.
Arts programming provides opportunities and vehicles for participants to reflect on feelings, thoughts and new information, as well as a means for community organizers and participants to evaluate themselves, others and the effectiveness of the process.
Practice Six: Social, Collaborative and Democratic.
Programming encourages learning in a social-cultural context, preferring cooperative over competitive approaches to achieving goals and creating a shared space for meaningful work with a collective purpose. It is about understanding self in relation to others and community.
Practice Seven: Developmentally Appropriate.
All programming is age appropriate, following child and adult development guidelines and providing learning environments that enable all participants to create connections between content areas and understand context as well as absorb content. Learning experiences involve investigative processes, self-monitoring and problem-solving skills that engage higher-order thinking.
Practice Eight: Relationship Oriented.
Relationship building and processes have priority over projects and products in the development, implementation and evaluation of community arts work.
Practice Nine: Celebrative.
Participants are recognized and honored both individually and collectively through community celebrations.
For questions or comments, please contact:
judy butzine email@example.com
Melanie Ohm firstname.lastname@example.org