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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