Stanford University: Lessons Learned

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In April, 2010, Lively Arts and SiCa presented an evening of faculty-nominated student works in the theme of Art + Invention. Photo by Jason Chuang, SiCa Photographer

In April, 2010, Lively Arts and SiCa presented an evening of faculty-nominated student works in the theme of Art + Invention. Photo by Jason Chuang, SiCa Photographer

  • Planning: Recognizing that different campus entities have different planning timelines, and strategizing accordingly.
  • Artist selection: Pre-residency interviews and faculty meetings are crucial for campus buy-in and artist integration into campus curriculum.

  • Artist deployment/residency structure: Experimenting with different residency models (length of visit, duration of visit, nature of activities)  has been helpful this year in learning which departments and students benefit most from each type of residency.

  • Artist creative work versus teaching duties: Clear and early communication with artists about the relationship of their residency/teaching work to their private studio/research time on campus is crucial.

  • Context: Providing the context of where and how a particular program fits into the overall campus project is important for creating a community of partnerships

  • Partnership readiness: Different campus individuals, students, groups, departments will be ready and able to collaborate at different points in the project timeline.

  • Flexibility: Building in flexibility in terms of program content, partners, evaluation methods is helpful along the way.

  • Partnership imagination: Some partners can’t imagine a project until it is already happening, pilot years may be rocky, but it is important to show the campus what is possible, especially if pilot projects are followed by additional opportunities to collaborate.

  • Theme programming: Themed arts programming helped increase visibility for the work SLA and SiCa do; created impetus for new collaborations; helped establish a spirit of reaching across disciplines and a desire to be part of something greater than one’s own department.

  • Know your campus environment: Tailoring your project to address the very specific arts environment and needs of your university is critical.

  • Faculty artists: Visiting artists help reconnect faculty artists to their own artistic practices, so planning more interactions between faculty and visiting artists can heighten faculty support.

  • Student work – Students are appreciative of outlets for artistic expression, especially when their work is presented in a professional forum.

  • Funding for students and faculty: Granting programs to faculty and students have the direct result of encouraging participation, instigating projects that could not happen otherwise, and increasing visibility of the arts on campus.

  • Evaluation and documentation: Don’t underestimate the additional staff resources required for in-depth program evaluation and documentation.

Summary | Partnerships | Lessons Learned | Sustainability | Resource Materials | Contact Information >> View All Creative Campus Projects

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