Bringing Arts Integration to Youth (BRAINY) at Colorado State University

Ting Fang Claire Chien, Patrick G. Fahey

Source Title: Engaging Communities Through Civic Engagement in Art Museum Education

ISBN13: 9781799874263|ISBN10: 1799874265|ISBN13 Softcover: 9781799874294|EISBN13: 9781799874270

DOI: 10.4018/978-1-7998-7426-3.ch007

MLA

Chien, Ting Fang Claire, and Patrick G. Fahey. "Bringing Arts Integration to Youth (BRAINY) at Colorado State University." Engaging Communities Through Civic Engagement in Art Museum Education, edited by Bryna Bobick and Carissa DiCindio, IGI Global, 2021, pp. 1-28. https://doi.org/10.4018/978-1-7998-7426-3.ch007

APA

Chien, T. F. & Fahey, P. G. (2021). Bringing Arts Integration to Youth (BRAINY) at Colorado State University. In B. Bobick & C. DiCindio (Eds.), Engaging Communities Through Civic Engagement in Art Museum Education (pp. 1-28). IGI Global. https://doi.org/10.4018/978-1-7998-7426-3.ch007

Chicago

Chien, Ting Fang Claire, and Patrick G. Fahey. "Bringing Arts Integration to Youth (BRAINY) at Colorado State University." In Engaging Communities Through Civic Engagement in Art Museum Education, edited by Bryna Bobick and Carissa DiCindio, 1-28. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7426-3.ch007

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Abstract

In this chapter, the authors demonstrate how a university Art Education program assists the university art museum and trains students to lead tours for BRAINY (BRinging Arts INtegration to Youth), the museum's educational program for Title I schools. The authors present how they guide student educators to develop tours for BRAINY by applying different interpretive strategies. The impacts that BRAINY creates for the visiting students and local communities include 1) the enhancement of civic engagement for young citizens, 2) high-quality art experiences for Title I schools, 3) the extended community program—Family Day. The impacts on student art educators are 1) knowing how to teach art in different learning contexts that are outside of the classroom, 2) applying the questioning strategies to their classroom teaching for probing art dialogues with students, 3) learning to be prepared but also flexible for unexpected situations. This chapter provides a practical and positive example to address a wonderful collaboration between an art museum, community members, and higher education.