The faculty members of the Working Committee on the Arts at Amherst recently submitted a document to the CAP and the Amherst Faculty, outlining their perspectives on academic issues common to their departments. This document, available online at http://www.amherst.edu/~deanfac/working_groups/ArtsRev.pdf, emphasizes that the practice of the Arts is a fundamental, rather than a merely supplemental, part of a well-rounded education. As many student artists know, the study of the Arts encourages creative thinking in all fields and serves as a meaningful reference point for growth through the schedule of varied coursework which makes up the ideal liberal arts education. The beauty of a liberal arts curriculum, as opposed to that of a conservatory, is that it allows students to engage seriously in the study of the Arts while encouraging a more diverse body of artists, who are able to bring other academic interests into the studio.
Despite these benefits, the Arts have historically been
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marginalized at Amherst, leading to deficits in resources for both faculty and students. While the College continues to accept many talented student artists every year and encourages many more to take up artistic practices after arriving on campus, the arts departments are grievously understaffed and unable to provide the support these students need without heroic efforts on the part of the faculty. Many of the shortcomings, such as over-enrolled and insufficiently scheduled introductory courses and special topics courses being offered in the place of advanced courses and few interdepartmental courses, could be remedied by hiring new professors and offering more stable positions to current members of the faculty and staff. This is an important way for the College to demonstrate that it takes the Arts seriously and to make a commitment to improving the Arts curriculum, which is crucial for our leadership among comparable institutions. Many students agree with the Working Committee's concerns and goals, and would like to add some of their own perspectives to this discussion.
First of all, for students, the practice of Arts does not necessarily involve the Arts departments directly. The music department is one example of this, with its multitude of self-governing performance groups. These extracurricular groups draw participants from all departments, with a scope comparable to that of the athletics department. They are a vital part of the Arts culture at Amherst and successfully integrate student artists from all areas of study. However, there are many more students on campus who could be encouraged to participate in this culture with additional support in terms of practice space, funding and the opportunity to work with informal faculty advisors. The success of these groups is a model for the kind of integrated Arts experience needed on campus, and not only should these groups receive additional support because of their success, but other groups of their kind should be encouraged.
Second, student artists are concerned that work in the Arts is not considered as valuable a part of the institution by the College culture as are other academic pursuits. When showings, concerts and performances open to sparse audiences, it is demoralizing to the artists who have created these events with serious effort and consideration. This culture encourages students to lower expectations for appreciation of their work, which is less than conducive to creative excellence. Student artists create work for display or performance, as well as for education, and increased motivation for the student population to support artistic events with their attendance is essential.
A third concern is that the cost of both art materials and music lessons is a serious burden for many students, especially those whose financial situation is just short of qualifying for financial aid or who are on financial aid but cannot afford to take the yearly Music course required for the coverage of lessons, due to pre-medical or major requirements outside the Arts. If a student is financially unable to receive the support of an instructor, or to provide the materials requisite for progress in their studies, it becomes impossible for them to rigorously practice their work. Many students could be encouraged to commit more fully to the arts curriculum by lessening or eliminating these prohibitive costs.
The final issue involves non-departmental institutional resources, such as the Career Center and Marsh House. For instance, the arts house could be improved by setting standards of more serious and effective promotion of the Arts on campus. The House has a unique opportunity to comprehend and support the needs of student artists, but in the general perception, it is not currently taking advantage of this opportunity.
For practicing artists looking for positions in their fields, the Career Center's resources are minute. The database of jobs and internships is poorly organized and requires inordinate amounts of effort on the part of students looking for employment opportunities outside the typical Amherst fare of investment banking, teaching and graduate school. Student artists need to be taken seriously in their desire for information about paying jobs related to the practice of the Arts. These jobs do exist, and many have been able to find them through relationships with members of the faculty, but it is the responsibility of the Career Center to show support for work in the Arts, as it does for other occupations.
For the College to provide educational excellence, allowing students to attain their academic goals and faculty to teach most effectively, the ideal role of the Arts must be seriously reconsidered. There is now an opportunity for dialogue to advance from isolated settings and to begin affecting staffing policies, academic structure and extracurricular support. It is imperative for improvement of the Arts to proceed, and for discussion to include students as well as faculty and administrative officials.
Boyle (Fine Arts), Rodriguez (Music) and Rosenberg (Theater and Dance, English) are student artists who recently initiated the Student Arts Forum, a group dedicated to promoting open dialogue and creative solutions regarding the role of the Arts in the Amherst education.
For more information, please contact Rosenberg at earosenberg@amherst.edu.
Boyle can be reached at
abboyle@amherst.edu
Rodriguez can be reached at
awrodriguez@amherst.edu