Impact

The following is a reflection of our EPIC Arts Spring 2020 cohort. Teacher’s and artists were asked to remain anonymous when answering the survey questions.

How has participating in the EPIC project influenced your teaching practice or personal pedagogy?

“EPIC helps to ground me in a larger rationale for education - we are preparing our students to be global, empathetic, and expressive citizens!”

“It has revitalized my love of charged community art and the gallery. Redline is so professional and involving, and you can really tell the hard work and care put in from the schools with the great help of JC.”

“EPIC Arts authentically connects my students with the art world outside of the classroom walls. It takes the exhilarating world of art from videos and pictures on a screen in a dark room, and brings students into the actual living and vibrant world of art.”

Do you anticipate continuing to use student-directed art projects in your classroom/remote learning after participating in EPIC?

“Definitely. Projects like Epic really show and prove to students that they do have a voice, and all you need is a few good ideas and some art to express yourself.”

“The EPIC Arts model coalesces seamlessly with my personal teaching philosophy and practice; student directed learning experiences facilitated by teachers and artists that tap into the personal life contexts and guide students to create meaningful work. Teaching students that art is a viable and powerful way to communicate and use their voices to influence the world.”

What were the successes of the EPIC Project in developing one or several of these skills? Do you have any suggestions for improving the project’s success at developing one or several of these skills? Was there anything that you did in your classroom/remote learning that was particularly successful?

“This year, we were unable to see the same level of success with each indicator due to remote learning. Although, students who did engage with the project expressed a sense of purpose and empowerment. Once they identified social disparities in the world, they felt a self of responsibility to help make it right.”

“EPIC gracefully forces students to not only think about the social issues, positives/negatives, and there own personal interaction amongst their community, but also promotes critical thinking, self awareness, and of course creativity. Brainstorming past their point of comfort I believe was a good tool. Showing that process is everything and there is always another perspective to view the world from.”

“The EPIC project amplifies student directed learning opportunities and takes them from the classroom and into the world. It gives students a glimpse of possibilities that exist in artistic channels. EPIC allows students to see in real time what these skills mean outside of the classroom, whether their problem solving is artistic or practical in terms of navigating life circumstances.”