The following are notes from the Symposium to gather information for the Confluence Project in the Schools.
Confluence Project in the Schools is a classroom-based arts-education program that links K–12 students, teachers, professional artists and their communities to the Confluence Project. Students undertake the same assignment given to Maya Lin, namely to look at each Confluence Project site from both a Euro-American and Native American perspective and to create artwork that explores these views of the land and Lewis and Clark's impact upon it. Through the artistic process, students will discover the complexity of American history and the multiple narratives that have shaped American culture and the Pacific Northwest - from the Confluence Project's website:
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One of the student projects by Confluence Project in the Schools. (photo courtesy Confluence Project) |
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A two-year demonstration project, Confluence Project in the Schools included participation of 12 schools, more than 16,000 students, 200 teachers and dozens of community groups, organizations and governmental leaders during its inaugural year (2004–2005). Now in its second year (2005–2006), 17 additional schools in Washington and Oregon were selected to participate in the program. Each school worked hard to design and install their creative public art projects, which were unveiled in 2006.
Confluence Project in the Schools provides a unique opportunity to assist schools with the adaptation of a new exemplary national model for arts education programs that involve community engagement. Benefits to students, teachers and the community include new permanent, public artworks created by students; the development of students' skills in the areas of critical thinking, problem solving, dialogue, negotiation, civic engagement and team building; and strengthening support for arts education in the schools.
The Symposium:
The Confluence Project free symposium celebrated Confluence in the Schools success and begins the process of documentation. The focus on specifically how exceptional community collaborations and learning experiences for students were formed. The goal is to have a descriptive model that will guide others to duplicate / elaborate upon the process for future projects. The information from the symposium and entire documentation process will be compiled by Susy Watts.
The symposium is the Confluence Project's Arts Participation Initiative project. The breath and scope of the project reached rural communities and worked closely with tribal partners.
The Confluence in the Schools project touched the community that was involved on many levels. Solo Greene of the Nez Perce Tribe and Keynote Speaker gave a moving talk about transcending the past, new environmental perspectives and “a new day dawning” between tribes and communities. His message included three key statements about bridging the past to the present, “I'm sorry. I love you.” and “How can I help?” Also, he said, “We are the ones we've been waiting for all along.” Which applies to all the Arts Participation Initiative grantees.
Also included in the symposium were testimonials by people involved in the project, a video presentation by artist Maya Lin, the Mayor of Vancouver, Superintendents from school districts, Kris Tucker from Washington State Arts Commission and more. Each speaker spoke from their heart and gave the symposium an intimate feeling. A final blessing by Ray Gardner and Tribal Leaders and a dinner celebration complete with fresh salmon ended with a blessing by Lillian Pitt. The symposium appeared to be an overwhelming success, celebrating the achievements and gathering valuable information for the future. It really was a circle of friends coming together for children, for public art, for the environment and to learn.
Confluence Project Education & Community, Planning and Advisory Committee: David Barber,
Terry Nelson,
Ryan Theodoriches,
Larry McClure,
Walter Cook,
Jon Nelson,
Chief Cliff Snider, and
Janet L. Gallimore.
Breakout sessions:
The titles of the breakout sessions were:
1. Inspiration around Key Community Events
2. Infusing Curriculum, Documenting Curriculum
3. Inspiring Stewardship of Natural and Cultural Resources
4. Successful Teacher Training
5. Sustaining Legacy of the Artworks over Time
6. Creating Bonds with Community and Tribal Partners
7. Making Public Art Relevant to the Community
8. Student Forum
Participants in the symposium were able to attend two sessions. The idea Is for participants to share and learn from each other. Scribes were present to record all the input and feedback. I attended Creating Bonds with Community and Tribal Partners as the scribe.
This session was lead by Larry Greene (Nez Perce Tribe), Christine Bruno (the Bruno Family is active in the schools and assisted many projects) and Lillian Pitt (Artist, worked with many schools). The session leaders and participants had a lot of suggestions about working with Tribal Partners. Teachers working on Confluence in the Schools seemed to be left open in regards to how to make the project happen.
Some suggestions about working with tribes were as follows:
● Use the Veterans office to find Native veterans
● Pow Wows – about once a month in the Portland area. They are open to the public and it is a good way to meet people who could potentially be a resource to teachers in the classroom.
● Salmon Festivals usually have a native connection or booth
● Newspapers advertise the events
● Call the tribal offices to find out resources for speakers.
● Read a variety of books. Realize that the oral history have nuances within the tribe. Clans may have gathered in different locations at different times of the year and their stories reflect this.
● Work from a personal viewpoint for each student. Include written text with the artwork – storyboard.
● Use www.Google.com (or other web search engines) but be aware that some tribes may post events that are not open to the public. Call and ask questions.
● Make time for informal meetings. Create real relationships and bonds.
● Have speakers come monthly to talk to students. The relationship over time is one that can't be achieved by a one time visit.
● Christine Bruno's family sells jewelry. Many people talk to her when she is at the booth and she becomes a contact person.
● Lillian Pitt says that people call her all the time.
● Larry Greene says that people must ASK and they must give and help people to know more.
Some feedback from the participants was also given at the breakout session.
● The school administrators need to be more involved and create the program on a school wide level.
● The legislature needs to know the value of programs that integrate this type of content into the school system.
● Teachers want a speakers list from tribes. For teachers they find the key contacts are often very busy and it takes time to find other contacts. Sometimes they didn't know how to begin the projects.
● Projects should be put on the state map along with Maya Lin's projects.
● The inclusion of this project brought out awareness in students and teachers of the huge lack of knowledge about local tribes.
Lillian Pitt gave a handout detailing teaching respect for native peoples. You can find that information on the following link: Teaching Respect for Native Peoples.
Site visit notes by Saya Moriyasu, March 2007.
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