Imagine Magazine - Johns Hopkins - January/February 2015 - (Page 34)

The Arts for Everyone by Jenna Karp I was mesmerized. Striking works of art covered the walls around me: detailed figure drawings, maroon and yellow collages assembled from online images, handmade maps of Manhattan, and Jackson Pollock-style paintings pulled my attention in every direction. I knew that the students at this school where I was volunteering, the McCarton School for children with autism, regularly received recognition in the classroom for their artwork and creative writing. In fact, part of the reason I was volunteering at this school was to contribute to its supportive environment. However, while later scanning publications and blogs for ways in which these students could be recognized more widely, I was surprised to find not a single publication highlighting creative arts programs in schools for students with learning differences. To me, that seemed a missed opportunity for both students and an audience of people who would appreciate their art. Unlocking Imaginations I thought back to my own experiences in the arts. I had attended two summer arts camps and remembered how I'd returned from them much more attuned to detail. I thought about the year I had volunteered in a citywide arts-in-the-schools program and how much students there benefited from photography class; for instance, one elementary student had trouble sitting still but was fully engaged when expressing himself creatively. In that same program, other students who had trouble working together bonded over a shared photography project and celebrated together when their images turned out well. After volunteering at the McCarton School and other schools, taking a university summer psychology course, and conducting online research, I realized just how essential arts programs are to cultivating students' imaginative capacities. Students with autism who are nonverbal especially benefit from this alternative means of self-expression. Additionally, the arts aid the development of motor and decision-making skills. By holding crayons and paintbrushes, children develop the motor control needed for handwriting. After thinking about the wide-ranging benefits of the arts to education, I saw even more value in a magazine 34 imagine that could connect the arts to schools. As I laid the groundwork for the magazine, I thought about the significance of encouragement and recognition to the learning process and to other aspects of child development. When children are encouraged while immersed in an activity and are recognized afterward, they are more likely to think positively about the activity and do it again. I hoped that recognizing young artists through a magazine could promote positive behaviors and self-confidence. Making Creative Connections To help bring this encouragement to life in the form of a magazine, I contacted a child psychiatrist at a local medical center, as well as a neighborhood social worker. I also enlisted the support of my brother, who has volunteered in two summer programs for children with special needs as well as in the New York public school system, and an artist-friend who attends a school for those with learning dif-

Table of Contents for the Digital Edition of Imagine Magazine - Johns Hopkins - January/February 2015

Big Picture
In My Own Words
Land & Sea
Going Full Circle with Ocean Conservation
At Home in the Water
Diving into Marine Science
Ocean Views
Becoming a Steward of the Seas
Engineering for Ocean Health
Selected Opportunities and Resources
The Wonderful World of MOOCs
Super
Off the Shelf
Word Wise
Exploring Career Options
One Step Ahead
Planning Ahead for College
Students Review: UC San Diego
Creative Minds Imagine
Mark Your Calendar
Knossos Games

Imagine Magazine - Johns Hopkins - January/February 2015