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Final report of the 2011 BuildaBridge institute.
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BuildaBridge Institute is a training and
applied research academy that prepares
artists, community and congregational
leaders, social service professionals,
and nonprofit organization personnel to
integrate the arts effectively in education
and community development.
BuildaBridge Institute 2011 Report Open Institute June 1-6 Graduate Residency in partnership with Eastern University June 1-9 Eastern University | Philadelphia, Falls Center, Philadelphia, PA
From June 1-5, twenty-nine participants, twenty
-two faculty and one staff gathered at Eastern
University’s Falls Center Campus for the 2011
10th Anniversary Institute. Participants came
from eight states and two countries: Pennsylva-
nia, New York, New Jersey, Oklahoma, Iowa,
Ohio, Kansas, California, and Canada. Among
them, ten master students attended the Graduate
Residency (June 1-9), part of the Master of Arts
in Urban Studies: Arts in Transformation Con-
centration of Eastern University in Philadelph-
ia. (BuildaBridge Institute is Eastern’s instruc-
tional partner in providing the Arts in Transfor-
mation Concentration of the MA in Urban Stud-
ies Program.)
Participants learned about effective arts based tools
for healing and empowerment with a special focus on
vulnerable populations. BuildaBridge celebrated the
Institute’s 10th anniversary this year, incorporating a
formal Alumni Symposium and Exhibit to showcase
the work of past alumni. The Institute offered tas
normal the two simultaneous tracks in addition to
Skills Development Workshops in drumming, mask-
making, transformational drama, and writing. Meth-
ods Lab Practicums took participants out of the class-
room to observe master teachers in direct arts service
with youth and seniors in local shelters and retire-
ment homes. Methods Lab classes included visual
arts, mixed-media storytelling, weaving
and dancing.
BuildaBridge Institute: Transforming Lives through the Creative Arts
Tra
ck 1
Cou
rses
BuildaBridge Institute 2011 Report - Page 2
Foundations for Arts in Transformation
Arts and Spiritual Development
Lynne Farrow, artist and professional counselor
led the Arts and Spirituality course. She explored a
variety of hands-on art making activities that can be
used with different at-risk populations as they relate
to different aspects of spirituality including rela-
tionship development, personal expression, healing
and wholeness. Dr. Randolph Walters introduced
self regulation, character development and resili-
ence in youth while Dr. Joseph Modica approached
basic faith development theories. Participants engaged
in Farrow’s experiential art activity -
“the broken pot” - where they broke and
put back together a clay pot as a meta-
phor of healing and transformation.
Arts, Creativity and Human Development
Michele Rattigan walked students through Lowenfeld's
stages of artistic development, providing a thorough
analysis of his research, and art examples to elucidate
his conclusions. She then demonstrated the intimate
connection between a child's artistic and academic de-
velopment level through narratives from her own pro-
fessional experience. Gayle Gates discussed the body-
mind connection through movement and dance and its
relationship to expressing and positively changing body
image. She cited the work
of theorists like Erickson
in identifying the two ma-
jor life stages for solidify-
ing that body image and
attitude.
...experiential elements of
presentations were espe-
cially fun and helpful in
illustrating concepts.
Arts in Education
Dr. Vivian Nix-Early, COO and
Co– Founder of BuildaBridge In-
ternational, introduced students to
the basic principles of curriculum-
development in the Arts in Educa-
tion courses. Students broke into
teams, brainstorming major objec-
tives and measurable outcomes of an arts-
integrated curriculum that were then assessed
as a class. Dr. Nix-Early also led the students
into an exploration of "Your Brain on Music,"
identifying the developmental and healing
effects of music on lower and higher brain
functioning and communication. After em-
phasizing the important, positive impact mu-
sic may have on a developing mind, she left
the class with a thought-provoking compari-
son of the impact of violence on that same
mind.
Dr. J. Nathan Corbitt, President and Co- Founder of BuildaBridge
International, presented an overview and foundation for arts in trans-
formation. An artist typology was explored as part of an individual
arts in transformation and social change model. Considerations were
given to the power of the arts and basic principles for effective arts
engagement. These foundational principles set the stage for the fields
of arts-based community development, cultural community develop-
ment and commoditization, and arts-based community mission.
Practical applications of theory and theology were considered for ho-
listic community development, program planning and evaluation and
standards for community arts programming.
James Borling, Mindy Jacobson-
Levy and Ellen Schelly-Hill focused
on trauma and the healing power of
music, visual arts, and movement,
respectively. Participants explored
the effects of trauma on children's
connection to self and to others.
These courses demonstrated the val-
ue of art-making in therapeutic set-
tings and addressed the difficulties
of communication with children
who have endured trauma. In the
Neurology of Trauma course, Dr.
Gene Ann Behrens broadened and
deepened students understanding of
trauma beyond PTSD.
She explained how trauma slows
down the brain's processing, adding
that this research has led to the re-
cent shift away from talk therapy.
Finally, she pointed students to-
wards the arts as a key way to help
children move through and beyond
trauma.
Arts in Social Services
Trapeta Mayson (Social Worker and Thera-
pist), one of the faculty for this course, stressed
the need to work with children from a strength
based perspective and to recognize their abili-
ties to develop a strong sense of resiliency.
Children are often underserved due to their age
and limited resources. Focusing on their
strengths and not on their weaknesses can be
the best social service model. The course out-
lined systems and organizations working to
meet social needs around the world. Dr. David
Bronkema, Director of Development Programs
at Eastern University (School of Leadership
and Development) gave an overview of organi-
zations engaging in the social service sector.
He identified the types of organizations
(grassroots, NGOs, government, bilateral, mul-
tilateral, and private sector), their motivations,
the systems and networks created, the types of
issues they address, their varying approaches
and the relationships with each other.
BuildaBridge Institute 2011 Report - Page 3
Tra
ck 2
Cou
rses
Arts Relief Training
Participants attended three distinct interactive seminars, in
which they were instructed how to use the arts to effectively
respond to trauma-affected communities, as well as how to
practice self-care techniques in order to avoid burn-out. Dr.
Hoskins taught Psychological First Aid on behalf of the Red
Cross, delineating the history and response of traumatology,
the power and limitations as artists and healers coupled with
role-playing as responders. Each participant received a Red
Cross Certificate in Psychological First-Aid. Ms. Christine
Wineberg delivered a scientifically attuned yet accessible
lecture on the neurology of trauma, and the use of music
therapy in alleviating and processing the neurobiological
effects of trauma. Dr. Gene Ann Behrens conducted an in-
teractive workshop that fea-
tured activities she conducted
while working in Gaza. This
demonstration supported her
discussion of music therapy’s
ability to transcend language
and cultural barriers.
Arts in Healing
Leadership Practicum
Dr. Corbitt equipped participants with fundamental tools for program planning, funding, evaluation and assess-
ment, working with each student in planning for their upcoming program and projects theses. Participants also
had the opportunity to listen, learn from, and critique the plans of their peers.
James Borling gave very
good examples of how to use
music for healing and I am
thankful that he actually put
the methods he taught us in-
to practice with the class so
we could experience what
our clients experience.
Never before have I been
at the receiving end of
such collaborative trust
and respect from a pre-
senter.
Collaborative Mural-Making
Drumming has been used throughout history as a
method of community building, spirito-emotional de-
velopment, and ritual. Music therapists and other art-
ists are applying drum methodology to many clinical
populations, including at-risk youth, substance abuse
recovery groups, trauma and PTSD survivors, and
geriatrics.
James Borling taught the Institute participants basic
drumming techniques, simple models of group facili-
tation and the model of “Conscious Drumming.”
Conscious Drumming is a specific model of group
drumming designed to facilitate individual expression
in the context of a group setting. Participants also
used the Native American tradition of the “talking
stick” to share insight, purpose, and spirituali-
ty at both the opening and closing drum cir-
cles. This was the first year that drumming
was done in a large group, with the entire In-
stitute taking part together. Doing so allowed partici-
pants and faculty from all tracks to come together and
recharge as a whole.
Leah Samuelson returned with the 2010 Institute mural, and in-
spired participants to see new visions and take new freedoms in
the work. She provided a unique framework, meshing together
Matisse's exploration of pairing reds and greens with the Austral-
ian indigenous method of documenting journeys through dots
and mysterious symbols. Matisse felt that reds and greens, when
near together, emitted their own light. Participants returned to the
mural as he himself returned to his work: like it were a comforta-
ble arm chair, but also a new emotional interaction and response
each time a new layer was added. Participants contemplated the
path of their snake-like journey dots, just as the Australian indig-
enous people intentionally allowed their journeys to often come
full circle, like their cyclical view of history. Participants took
part in the history of these traditions as they added a new layer to
the mural. Participants grew increasingly confident in the art as
their depth of understand-
ing of the freedom and
safety both traditions of-
fered grew throughout the
week. Discussions waxed
and waned over the mural,
its paints and palettes, as
relationships grew and
deepened.
Conscious Group Drumming
BuildaBridge Institute 2011 Report - Page 4
“Working with Leah and others on the mural gave me time to
process. I absorbed the calls to action, as the canvas absorbed
my paint. I felt the freedom to go in life where I would, just as
my patterns turned and twisted where they would.
I could finally breathe.
Transformational Drama
Lisa Jo Epstein, Founder and Director of Gas and Elec-
tric Arts, introduced the techniques and theories of
Theatre of the Oppressed (TO) created by Brazilian
theatre innovator and social activist Augusto Boal. Par-
ticipants learned the basics of core TO techniques -
Image Theatre and Forum Theatre, and ways TO ena-
bles a group to grapple with pressing personal and/or
public concerns through non-competitive, playful thea-
tre techniques. TO work can raise awareness, offer a
space for the stories of those who have been silent or
silenced, stimulate discussion, lead to self and social
reflection and generate both personal and group ideas
for working towards change.
Skill
s De
velo
pmen
t Wor
ksho
ps
BuildaBridge Institute 2011 Report - Page 5
Mask-Making Maria Carlini, Co-Founder and Director of
Creative Therapies Enterprises in Pittsburgh,
PA, led twelve participants into an exploration
of identity through music and mask-making.
Participants were given the opportunity to dec-
orate, name, and write a short reflective haiku
about their mask. During a busy week of learn-
ing and doing, Maria created an environment
for playful giggles, as participants nervously
applied the casting material to their partners'
faces. Later, the atmosphere turned thoughtful,
as participants meditated on who they were and
how they communicate that to the world. In the
final skills celebration, participants shared their
final masks and descriptive haikus with the rest
of the Institute. Writing Workshop A few participants joined Lynne Farrow to
develop their writing skills individually and
communally. They read and analyzed a poem,
and then created individual poems with a par-
allel structure. Lynne engaged them in a final
group poetry exercise, exploring their reflec-
tions and experiences of the Institute. Partici-
pants presented their final work at the Skills
Celebrations, sharing about the impact of the
Institute on their future endeavors.
Met
hods
Lab
Pra
ctic
um C
lass
es
BuildaBridge Institute 2011 Report - Page 6
Visual Arts
Sarah Thompson conducted a class that
dovetailed history, geography, and identi-
ty through discussions of heraldry and
symbolism. The students created their
own badges in the shape of a shield, and
then partook in a discussion on standing
up for one’s beliefs to the tune of Bob
Marley’s “Get Up, Stand Up.” The kids
also wrote their own mottos, delineating
what values and beliefs were important to
them individually, and then sharing them
with the class.
Mixed Media Storytelling
Participants joined Jesse White in a sharing of
histories and stories, through poetry, paint, col-
lage, and spoken word. The diversity of the me-
dia reflected the diversity of retirement home
residents, allowing each to express their stories
through a comfortable medium. The time ended
in mutual celebration of one another's works,
particularly as several symbols reappeared in
different individuals’ works. One woman shared
a poem recalling all of their different stories, re-
flecting on how when brought together, reveals
the real spice of life.
Textiles: A Woven Journey of Hope
For the in-house methods lab, Kathryn Pannepacker led partici-
pants through a journey of self and other. Participants created
“word weave” artwork, just as homeless participants did during a
year plus mural project Kathryn led. Strips of paper were filled
with personal narratives, prayers, hopes and secrets, before being
weaved into other strips to form a mat. The process of weaving
these strips up and down to create the work illustrated the larger
metaphor of life’s ups and downs. Students worked on their own
time to complete the pieces and the reflections it stirred.
African Dance
Master Teacher and Community Programs Coordinator Magira
Ross led both Discovery Program students and Institute participants
in African dance skills at a BuildaBridge community partner
site. Jim Borling, the Institute's drumming teacher, provided musi-
cal accompaniment. Geography lessons weaved into the curricu-
lum provided an arts-integrated program, revealing Discovery's
theme this year of finding home in one's heart and what home
means to students living in transitional sites. Institute participants
experienced firsthand the transforming power of the arts on stu-
dents actively involved in the Discovery Program, illustrating the
very theory they learned at the Institute.
Methods Lab Practicums gave participants an opportunity to observe and assist a Master
teacher in a direct urban-based arts service program with youth/seniors in a local shelter/
retirement home
BuildaBridge Institute 2011 Report - Page 7
10th
Ann
iver
sary
Cel
ebra
tions
Symposium
Past Institute participants shared their memories and
experiences at a formal dinner celebrating the 10th
Anniversary of the Institute. Presentations were giv-
en by local alumni, and internationally-based artists
presented via Skype. The dinner was followed by
Skills Workshop presentations, and the closing drum
circle celebrating reflections and the sense of com-
munity shared by all attendees.
Dr. Joseph B. Modica, Eastern Univer-
sity’s Chaplain and Associate Profes-
sor of Biblical Studies, presented Drs.
Corbitt and Nix-Early with an award
from the University, celebrating their
visionary work with BuildaBridge and
commemorating the Institute’s 10th
Anniversary.
Exhibit Institute alumni and one local ministry presented their art
and their community work, from group mural-making
among artists and a church-based homeless ministry, to a
child-focused arts program in its tenth year. Presenters and
participants dialogued about issues ranging from marred
racial and sexual identity, to communities’ need for long-
term commitment. At every table, participants found real-
world examples of how to use arts in transformation.
The stories of people using
arts in their communities
were inspiring and one of the
things that will stick with me
for a long time.
BuildaBridge Institute 2011 Report - Page 8
Sponsors and Alliances
Poised at the historic Falls Center campus entrance, the Gate-
house Café offers the area's only bistro-style breakfast and
lunch in a truly unique setting. Breakfast and Lunch for the BuildaBridge Institute Provided
by the Gatehouse Cafe
Philadelphia University is a private institution of higher
learning committed to providing an experiential education and
is recognized as a leader in the architecture, design, engineer-
ing, business, textiles, and health and sciences fields. Housing for Institute attendees provided by Philadelphia Uni-
versity.
Eastern University is a co-educational Christian University of
the arts that includes undergraduate, graduate, seminary and
accelerated adult programs. Eastern University has locations
in St. David’s, Philadelphia, Harrisburg and satellite campuses
around the world. The BuildaBridge Institute gained accred-
itation from Eastern University in 2008, at which time it
added a second advanced track to its foundation courses.
Institute classroom space provided by Eastern University
for BuildaBridge’s 2011 Institute.
School District of Philadelphia: Office of Specialized Ser-
vices – Homeless Children’s Initiative The main objectives of the Homeless Children’s Initiative are
to inform the School District of Philadelphia of its responsibil-
ities to homeless children and youth, to increase awareness
about the needs of homeless children, to reveal and overcome
possible educational barriers, to explain current legislation and
policies, and to provide practical advice to those working with-
in the system.
Philadelphia Cultural Fund Youth Initiative Grant
Dinners Provided by: Touch of Elegance Catering & Wedding Planning, Kuttyscatering & Honey Restaurant
Announcing BuildaBridge’s 2012 Institute!
Open Institute June 6-10
Arts Relief June 11
BuildaBridge Institute 2011 Report - Page 9
BuildaBridge Institute 2011 Poster