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Arts and Community Development
Instructor: Tom Borrup
Saint Mary's University of Minnesota (Summer 2008)

Course Description:

This course explores vitality in geographic communities and the unique role played by culture. We’ll examine the dynamic relationships that exist between artists, cultural organizations, and communities and ways that culture can be an active agent or catalyst for economic, social, and civic development. Topics include a historical overview of the community development field, concepts of creative community building, and how the civic and economic impact of the arts can be measured. Case studies of cooperative partnerships will also be explored. Specific areas of concentration include arts-based community building strategies, and how indicators are used to measure outcomes.

Student Learning Objectives:

Upon completion of this course, students are expected to be able to

1. Discuss the unique role of arts in the development of social and economic capital
2. Analyze characteristics of community development programs including who is benefiting and what are the power relationships
3. Identify and assess the assets of geographic communities
4. Discuss economic and social indicators relevant to community development
5. Articulate the process of engaging community members in the planning, implementation, and evaluation of community projects
6. Design effective, measurable community development programs that integrate cultural assets

Textbooks and Media:

• P. Grogan & T. Proscio, Come Back Cities
• T. Borrup, Creative Community Builder’s Handbook
• L. Servon & J. Rausch, Community Based Arts and Cultural Organizations as Curators of Urban Economic Development (article via PDF)
• M. Kavaratzis & G. Ashworth, City Branding (article via PDF)
• A. Garrison, The Third Ward (film screened in class)
• M. Jackson, et al, Cultural Vitality in Communities

Library Resources:

The Library is available to help students access online and print resources, develop search strategies, find scholarly sources, evaluate information and more. Please see the Library Web page at www.smumn.edu/tclibrary For further assistance, contact a librarian at the Twin Cities Campus Library at 612-728-5108 or toll-free at 866-437-2788, ext. 108.

Writing Center:

Writing Center consultants are available in LaSalle 106 to help students with any writing assignment. Appointments are available between 1 p.m. and 9 p.m. Monday through Friday, and between 10 a.m. and 2 p.m. on Saturday. To make an appointment, call 612-728-5154 (toll free 866-437-2788, ext. 154) or e-mail. Writing assistance is available online at the Writing Center Web page at www.smumn.edu/tcwrite

Topical Course Outline:

Week 1: Friday, May 9, 6:00 – 10:00 p.m.

• Introductions
• Review syllabus, objectives, readings, grading, assignments
• Explanation of Daily News – students will be expected to find and bring items to class for discussion addressing the impact of culture, heritage, and identity on the economic, civic, and social development of communities
• Presentation and discussion of key terminology and Asset-Based Community Development
• Group activity: Students explore assets
• Reading for week 2: Borrup, Introduction and Part One; Gogan, pages 1 – 61 for discussion week 2
• Assignment: Students will be provided a community case study to review and write an analysis of the partnerships, power relationships, beneficiaries, and metrics that can measure progress in their case study for presentation Week 3.

Week 2: Friday, May 16, 6:00 – 10:00 p.m.

• Daily News
• Discussion of the elements addressed by community development (Gogan)
• Discussion of social capital (Borrup)
• Exercise: Iterative visioning
• Reading: Grogan, Pages 63 – 145
• Assignment: Each student will identify a formal civic meeting in their community to attend and review. Students will observe the process, purpose, desired and actual outcomes, and provide some historical background/context of the particular civic body. What are its explicit and implicit purposes? For Presentation Week 5.

Week 3: Friday, May 30, 6:00– 10:00 p.m.

• Daily News
• Discussion of Comeback Cities (pages 63 – 145)
• Presentations and discussion of student case study analysis
• Film screening and discussion: Third Ward by Andy Garrison
• Reading: Creative Community Builder’s Handbook, Section Two introduction, one strategy, and two case studies to be assigned for presentation in class, week 3; and Kavaratzis and Ashworth article on city branding

Week 4: Friday, June 6, 6:00 – 10:00 p.m.

• Daily News
• Students will review the strategies described and profiled in the Creative Community Builder’s Handbook; each will be assigned one to illustrate for presentation to the class reflecting on: 1) a description of the strategy and how it builds on capacities unique to the arts; 2) summary of the examples used; 3) a description of how this strategy has been – or could be – applied by an organization locally or in a place with which the student is familiar
• Discussion of place branding and identity (Kavaratis and Ashworth)
• Simulation Exercise – Devising strategies for Smallville USA
• Reading: Gogan, Pages 147 – 173 and 241 – 268 for discussion Week 5 and Servon & Rausch article on cultural organizations as “curators” of local economic development

Week 5: Friday, June 13, 6:00 – 10:00 p.m.

• Daily News
• Reports by students on civic meetings
• Discussion of group and civic process
• Discussion of community development partners, (Grogan) and the role of community based cultural organizations in economic development (Servon and Rausch)
• Reading: Jackson, et al, Cultural Vitality in Communities and Borrup, pages 190 – 203
• Final assignment: Each student will identify and choose a community-based organization in the area and develop an understanding of its mission, programs, and community in which it’s situated. The student will identify key assets existing within that organization and its surrounding community. They will then devise a strategy for a hypothetical arts-based community development program in which this organization would exert leadership to employ existing assets to address key challenges facing that community. Each student will write a paper between 2,000 and 3,000 words describing and analyzing how the organization could go about implementing this strategy, what assets will be employed, what might be the role of potential partners, and what measures will be used to ascertain the outcomes of this effort. Each student will present a 15-minute oral summary and lead discussion on their choice of strategies. Due week 7.

Week 6: Friday, June 20, 6:00 – 10:00 p.m.

• Daily News
• Discussion with guest speaker representing a local hybrid organization with in-depth experience in creative community building
• Discussion of outcomes and indicators (Jackson and Borrup)
• Exercise: Students will devise outcomes and indicators (cards & dots)
• Check in on final assignment progress

Week 7: Saturday, June 28, 9:00 a.m. – 3:00 p.m.

• Presentations of final assignment, discussion
• Reflections on learning
• Class evaluation

Teaching Methods:

While carefully structured, this class depends primarily on the observations, participation and analytical contributions of students. Sessions will be informal and will take into account student interests and responses to readings, assignments, and exercises. The teacher will present some material, but group discussion of readings, group exercises, and student presentations comprise the majority of class time. The class includes readings about theory and analysis, interactions with community and arts practitioners, first-hand observations, and analytical writing and discussion. Readings, discussion and the final paper are designed to synthesize the key elements being studied: the socio-economic-political environment (the context in which the work is taking place), identification of community assets, the process of arriving at community identity, vision, and strategies to overcome challenges.

Synopsis of Assignments:

(Also see Topical Course Outline Week 1, Week 2, and Week 5)

• Assignment 1 - Paper (1,500 to 2,000 words) and oral presentation: Student will be provided a community case study to review and write an analysis of the partnerships, power relationships, beneficiaries, and metrics that could measure progress of the case study. Students will turn in paper and make a class presentation Week 3.
• Assignment 2 - Field observation, paper (1,500 to 2,000 words) and oral presentation: Each student will identify a formal civic meeting in their community to attend and review. Students will observe the process, purpose, desired and actual outcomes, and provide some historical background/context of the particular civic body. Students will turn in paper and make a class presentation Week 5.
• Assignment 3 – Paper (2,500 to 3,500 words) and oral presentation:Each student will identify and choose a community-based organization in the area and develop an understanding of its mission, programs, and community in which it’s situated. The student will identify key assets existing within that organization and its surrounding community. They will then devise a strategy for a hypothetical arts-based community development program in which this organization would exert leadership to employ existing assets to address key challenges facing that community. Each student will write a paper words describing and analyzing how the organization could go about implementing this strategy, what assets will be employed, what might be the role of potential partners, and what measures will be used to ascertain the outcomes of this effort. Each student will turn in their paper and present a 15-minute oral summary and lead discussion on their choice of strategies. Due week 7.

Assessment of Student Performance:

Student performance will be based on the following criteria:

1. Contribution and analysis of Daily News items
2. Completion and quality of assignments
3. Organization of ideas for presentations to class
4. Application of concepts from readings to written analysis, as evidenced in papers

Grades will be weighted as follows:

1. Selection and analysis of Daily News items = 10
2. Outline for first assignment on case study analysis = 25
   1. Explanation of purpose and strategies employed
   2. Analysis of power and benefit
   3. Correlation of concepts from reading and class discussion
   4. Organization of presentation
3. Second paper on civic process = 25
   1. Description of civic meeting and environment
   2. Observations of participant reactions and behaviors
   3. Contextualization of civic process
   4. Integration of concepts from readings and discussions
   5. Organization of presentation
4. Final project paper on the creative building program design = 40
   1. Thoroughness of asset and situation analysis
   2. Clarity of purpose and strategies
   3. Appropriate choices and roles for partners
   4. Integration of concepts from readings and discussions
   5. Clarity of outcomes and usefulness of indicators
   6. Summary and organization of presentation

Total Grade Points = 100

Grading Policy:

(As listed in current Catalog and Student Handbook)

Class Preparation and Attendance:

In-class exercises and participation are essential ingredients to the success of the learning process. It is expected that students will prepare for class thoroughly by completing the assigned work and bringing with them pertinent questions and comments to enhance the classroom experience. Therefore, it is each student’s responsibility to attend every class session and to do so on time.

Academic Policies and University Conduct:

Students are responsible for following all current School of Graduate and Professional Programs (SGPP) policies as posted on the Saint Mary’s University Website. It is expected that students have read and know the academic and university conduct policies listed in the most current SGPP Catalog and Student Handbook, most particularly those associated with all aspects of grading, the Good Name Policy, academic dishonesty, and class attendance.

Instructor’s Perspective:

The instructor believes that the successful arts and culture manager is, in fact, a community leader. The presence and actions of a cultural organization within a community have profound impacts on that community regardless of intentions. For their work to be relevant and sustainable, cultural leaders must be aware of the broader impact of their work and organizations, and they must work collaboratively with other community leaders around broad and inclusive community interests and concerns. Cultural leaders must also maintain a critical awareness of current local and global social, political, and economic affairs, and understand their efficacy in those affairs.