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August 26, 1996
GALLERY 37
Location:
Gallery 37
Date:
August 27, 1996
Time:
11:00 a.m. - 12:30 p.m.
From:
Jennifer Klein
I.
PURPOSE
To showcase Gallery 37 and highlight the importance of the arts for children, particularly for at
risk youth.
II.
BACKGROUND
Gallery 37
Overview. Gallery 37 (named for the city block where it is located) is a model of
cooperation between the arts community, business and government. It provides summer
employment and training in the arts for students between the ages of 14 and 21. The students or
"apprentice artists" are paid the minimum wage to work on visual arts, literary and performing
arts under the guidance of professional artists. The program, which started with 220 participants
in 1991, has more than tripled in size.
Diversity. Virtually every culture and Chicago neighborhood is represented at Gallery
37. Although admission to Gallery 37 is based solely on artistic ability and teacher
recommendations, sixty percent of apprentice artists come from economically disadvantaged
backgrounds.
Funding. Gallery 37 is funded by public and private sources. Public sources include
Federal Job Training Partnership Act and Summer Youth Employment Program funds as well as
state and local funds. Gallery 37 does not apply for National Endowment of the Arts grants.
Private sources include donations from corporations, foundations and individuals. Proceeds from
the retail store run by Gallery 37 also go back to the program.
A Model Program. Gallery 37 has been replicated in ten other American cities.
Roxanne Qualls, the Mayor of Cincinnati, learned of Gallery 37 at a U.S. Conference of Mayors
meeting and modeled a program in her city called "ArtWorks" after Gallery 37.
1
President's Committee on the Arts and the Humanities Report, Coming Up Taller
At a White House event that you hosted on April 27, the President's Committee on the Arts and
the Humanities (PCAH) released a report, Coming Up Taller, which describes effective arts and
humanities programs around the country for children. It features 218 model programs, including
Gallery 37 and the Manchester Craftsman's Guild, which you visited in Pittsburgh. The report
has been widely distributed to policy makers, opinion leaders, grant giving organizations and
community leaders. Maggie Daley served on the PCAH subcommittee that produced the report.
Additional Government Role
Since the early 1980s, the National Endowment of the Arts (NEA) has supported programs that
target at-risk youth through after school and summer classes, rehearsals and other activities.
During the Clinton Administration, the NEA has partnered with other Federal agencies, such as
the Departments of Labor and Justice and the Corporation for National Service to offer youth
positive alternatives to destructive behavior, safe outlets for self-expression, and academic and
job skills. The NEA recently published a book, Part of the Solution: Creative Alternatives for
Youth, which describes effective local arts programs supported by the NEA. (As noted above,
Gallery 37 does not apply for NEA funding.)
Manchester Craftsman's Guild
On June 8, you visited the Manchester Craftsman's Guild (Guild) in Pittsburgh. The Guild is a
multi-cultural arts education and performance organization located in one of the poorest
neighborhoods in Pittsburgh. Among other programs, the Guild runs an "Arts Apprenticeship
Training Program" that teaches ceramic art, computer drawing, painting and photography to
inner city youth from public schools. Seventy-four to eighty percent of participants in the Arts
Apprenticeship Program go to college, compared to twenty percent in the rest of the community.
III.
SCENARIO
HRC arrives and is greeted by Maggie Daley, Lois Weisberg, Cheryl Hughes and Mayor
Qualls.
HRC and greeters tour four tents and the retail tent.
In first tent (wood carving), HRC watches students and meets one student.
In second tent (furniture painting), tour participants have brief discussion with six
students.
In third tent (paper and bookmaking), HRC meets one student.
In fourth tent (portrait painting), HRC watches students.
In retail tent, HRC can purchase gifts and is presented with student artwork from
Maggie Daley and Mayor Qualls.
HRC, Maggie Daley, Lois Weisberg, Mayor Qualls join Quaraysh Ali Lansana and Jose
Salinas in retail tent and proceed to stage.
2
Maggie Daley gives welcoming remarks and introduces Jose Salinas.
Jose Salinas gives brief remarks and introduces Quaraysh Ali Lansana.
Quaraysh Ali Lansana reads preface to "I Represent: A Collection of Literary Works from
Gallery 37" and introduces Mayor Qualls.
Mayor Qualls gives brief remarks.
Maggie Daley introduces HRC.
HRC gives remarks.
Maggie Daley gives brief closing remarks.
[The Gallery 37 Salsa Band will play at the beginning and the end of the program.]
IV.
PARTICIPANTS
Greeters and Tour
Maggie Daley
Lois Weisberg, Commissioner of the Chicago Department of Cultural Affairs
Cheryl Hughes, Director of Gallery 37
Roxanne Qualls ("Quell"), Mayor of Cincinnati
Tent 1
Instructors -- David Philpot; Milton Mitzenberg; Kofi Setorgi
Student -- Talonie Crittenden
Tent 2
Discussion participants -- students Carolyn Armor; Jadie Robinson; David Handschuh; Paula
Green; Jessica Juarez; Katie Oleszkiewicz.
Tent 3
Student -- Jason Chew
Event
HRC
Maggie Daley
Jose Salinas, "Apprentice Artist" (18 year old student participating in Gallery 37)
Quaraysh Ali Lansana, "Lead Artist" (teacher)
Lois Weisberg
Roxanne Qualls
3
Audience
Approximately 600 people. VIP and arts community lists attached.
V.
PRESS
Tour of first tent (wood carving) -- closed.
Tour of second tent (furniture painting) -- open.
Tour of third tent (paper and bookmaking) -- closed.
Tour of fourth tent (portrait painting) -- expanded pool press.
Retail tent -- closed.
Event -- open press.
VI.
REMARKS
Prepared by Nicole Rabner.
4
Jen-
revised, for
DRAFT
Yr review O
FIRST LADY HILLARY RODHAM CLINTON
REMARKS FOR "GALLERY 37"
Wd love a Gakery 37
AUGUST 27, 1996
CHICAGO, IL
story
Nicole
Acknowledgements:
Thank you. I am delighted to be at Gallery 37. I want to
thank the many artists, parents, businesses and community
volunteers who help to sustain Gallery 37. But in particular, I
want to thank Maggie Daley, whose personal commitment and
dedication to Gallery 37 has made it into what it is today.
I am so glad to be back in Chicago. Indeed, there is no
more fitting place to celebrate the power of the arts to empower
and transform communities. Chicago has a rich tradition of
understanding the role that the arts can play in bringing us
together -- enriching life and strengthening communities.
Yesterday, I participated in the dedication of the Jane Addams
Park, named for the founder of Hull House, the extraordinary
project that brought education, good nutrition, music and the
arts into the lives of thousands of boys and girls and men and
women living in one of Chicago's poorest neighborhoods. Even
then - - nearly a century ago - - Chicago's communities recognized
the power of the arts to uplift everyday life and empower its
citizens - - particularly its young people.
Gallery 37 carries forward this great tradition. I just
visited several tents and saw firsthand the extraordinary work
that Gallery 37 does -- bringing together youth from many
backgrounds and all kinds of neighborhoods to learn creative
skills, training, and at the same time share a common experience.
The young people here not only beautify the city of Chicago by,
for example, creating murals for public spaces, but they sell its
artwork to help support the organization and thereby learn the
economic benefit of the arts as they create them.
My husband often says, "Children need something to say yes
to." And what better to say yes to than architecture, metal
jewelry making, bookbinding, papermaking, painting, creative
writing and journalism, public art, furniture painting, textile
art and urban landscaping - - all the things that Gallery 37 has
to offer.
Maggie Daley and I serve together on the President's
Committee on the Arts and the Humanities. This past April at the
White House, the Committee released a report that documents arts
and humanities programs in communities across America that offer
opportunity for children and youth to learn new skills, expand
their horizons, and develop a sense of self, well-being and
belonging.
The report, called Coming Up Taller, offers compelling
evidence that the arts and humanities provide young people with
creative, productive, and safe outlets for their energy. The
Committee's report cites numerous instances of children whose
school work, social habits, and outlooks on life have improved
with exposure to arts and humanities programs. Gallery 37 is one
of the 218 programs featured in the report.
Let me share with you a few of the stories:
One teenager, at risk of dropping out of high school,
became involved with an artists-in-training program sponsored by
the Opera Theatre of St. Louis. Now she has a full scholarship
to college and is in her second year studying voice.
A sixth-grader growing up in a low-income area of
Philadelphia joined the People's Light and Theatre Company, which
works with students after school on a year-round basis. The
students wrote, and improvised and performed plays, including
Shakespeare. Today, the girl is one of the top students in the
12th grade and is hoping to become a lawyer. Her 19 classmates in
the program graduated from high school this past spring.
A four-year-old boy came to pre-school every day but
never talked. One day, as part of an early childhood arts
program, the boy drew a picture in class, and began to tell his
classmates the story behind his picture. Since then, his
development has flourished through the arts.
I have seen some of these success stories for myself. In
June, I visited the Manchester Craftsman's Guild, which is a
multi cultural arts education and performance organization
located in one of the poorest neighborhoods in Pittsburgh. In a
community that overall sends 20% of its students to college, the
Manchester Craftsman's Guild sends between 74-80% of its
participants to college.
[INSERT GALLERY 37 Example]
Each of these cases illustrates the benefits that come when
children are engaged in activities that teach new skills, build
strong interpersonal relationships, emphasize excellence, and
provide a stable, safe environment that enhances learning and
growth.
You know, every day, through the media, particularly
television, we hear so many negative stories about America's
children. We hear about children floundering in a sea of
confusion, frustration, anger and violence. We hear about
children growing up in environments that are so impoverished
economically and spiritually that they cannot resist the lure
of drugs, gangs, and other forms of destructive behavior.
But there are so many more positive stories to tell. There
are SO many young people and children, who despite the odds, are
going forward with optimism and confidence in their own lives.
We all must do our part to make sure that the positive stories
get told the examples of children who might otherwise have
been written off discovering joy and fulfillment and
discipline and confidence. Often the way they are doing that is
through artistic and intellectual expression.
The President is extremely proud that his Administration
primarily through the National Endowment for the Arts and the
National Endowment for the Humanities -- has consistently
supported creative alternatives for young people.
Clearly our nation today faces great challenges and
difficult choices when it comes to how we allocate resources,
whether federal, state and local dollars. But I hope that, as we
establish priorities for a new millennium, Americans will
appreciate that the very small amount of public support given to
the arts and humanities is a down payment on our future. It is
not only an investment in our young people it is an investment
in the values we claim to honor and the cultural traditions in
which our democracy has flourished for more than 200 years.
This is what Mayor Daley and Maggie Daley have done so well
in Chicago through the Department of Cultural Affairs and
wonderful programs such as the one we celebrate today, Gallery
37.
I would like to thank all of you: to the young people here,
for your creativity and enthusiasm and for the example you set
for all of us; and to the adults who support and sustain Gallery
37, for your resilience in the face of opposition and
misunderstanding, for continuing to believe in America's
children, and for understanding the roles that the arts and
culture play in our individual and collective lives.
Thank you very much.
AUG-23-96 FRI 17:46
DCA Commissioner's Ofc.
FAX NO. 312 744 1616
P.15
GALLERY 37
BUDGET INFORMATION
The combined support of public and private funding sources is the
key to the Gallery 37 success. The public/private partnership
allows the project to overcome obstacles that have hindered other
summer jobs programs. Multiple funding sources allow the program
to be supplemented when one source cannot cover all of the costs.
In 1996, Gallery 37 paid each apprentice artist a salary of $800.
The public/private breakdown is as follows:
PUBLIC FUNDING SOURCES (state, local and federal) are the
backbone of the program. These sources cover: 1) salaries for
apprentice artists whose family income level is below the federal
poverty guidelines; 2) salaries for teaching assistants (emerging
artists not the lead instructors; 3) city agencies that provide
services and assist with site development (i.e., construction,
security, planning, site clean-up, landscaping and equipment; and
4) programmatic monies from state and federal arts agencies.
The Job Training Partnership Act (JTPA) These are the federal
dollars given through a state job training coordinating council
then to a local or regional "private industry council" (PIC).
These monies are to fund job-training for the nation's
unemployed, dislocated and disadvantaged workers*.
Summer Youth Employment Programs (SYEP) is a component of the
JTPA program. Designed for eligible youth 14-21 years of age,
from many families with an annual income below the poverty level
(as determined by the local PIC). This program offers a minimum
wage of $4.25 per hour for a summer job training program. The
total available hours of work varies per location.
Sixty percent of the Gallery 37 apprentice artists and 50% of the
teaching assistants are funded by this program. In Chicago, the
mazimum number of hours an apprentice artist can work is 20 hours
per week for eight weeks, 160 total.
SYEP also funds adult supervisory positions, in Chicago they are
paid $9.00 per hour for 25 hours per week. In most summer jobs
programs in the nation, these are the primary supervisors and
instructors. At Gallery 37, this position is termed "teaching
assistant," and they are supervised by the teaching artists who
are funded by private dollars. We believe that there is an
important distinction between a teaching assistant and a teaching
artist, thus it is necessary to raise the additional funds to
hire the more experienced and established teaching artists. The
creation of the more advanced position of teaching artist to
mentor the teaching assistant has been a key point of Gallery
37's success.
PRIVATE FUNDING SOURCES (corporate, foundation and private)
provide: 1) salaries from apprentice artists, whose family income
AUG-23-96 FRI 17:46
DCA Commissioner's Ofc.
FAX NO. 312 744 1616
P.16
level is above the federal poverty guidelines, allowing the
program to have a broad socio-economic mix; 2) art supplies and
instructional materials and equipment; 3)salaries formestablished
professional artists serving as instructors.
The Commisssioner and the Gallery 37 Committee select local arts
agencies to participate as Gallery 37 Teaching Organizationa.
These organizations are subcontracted and receive a program grant
between $8,000 - $15,000 for curriculum development, instructor
salaries and instructional supplies. The Gallery 37 Director
works as a liason between the Commissioner, Gallery 37 Committee,
and each teaching organization to facilitate the educational
components of the projects. Continuing evaluation, curriculum
development and administrative input is solicited from the
teaching organizations.
Gallery 37 teaching organizations are selected from a diverse
group of arts organizations and agencies ranging from major
institutions to local community based operations. Together with
the Department of Cultural Affairs, this consortium of
organizations share the common goal of building bridges for
communication and understanding among social and ethnic groups
using the common languages of visual, performing, literary and
media arts.
*A directory of private industry councils is avialable through
the U.S. Department of Labor, or through the National Association
of Counties, (202) 393-6226.
State Street
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PAGE 2
Contact:
DRAFT as of: August 20. 1996 at 61 AM
Cheryl Hughes w/ Mayors office
from Liz Bouyer
312-744-7131
Hillary Clinton's Visit to Gallery 37
Tuesday, August 27, 1996
Overview
Gallery 37 provides Chicago high school students with on-the-job training in the
visual, literary and performing arts to help teach them the job and life skills they
need to succeed. Apprentice artists are paid to work 20 hours a week. creating art
that is displayed in public venues around the city or sold in the Gallery 37 Store.
Mrs. Clinton's visit to Gallery 37 on Tuesday, August 27. will be a chance for her,
and the media covering her activities, to see a successful national model of a
public/private partnership providing training and jobs for children in the arts.
Tour
The event begins with a tour for Mrs. Clinton by Mrs. Daley of 3-4 of the larger tents
alive with artistic activity and each with strong visual impact. [The selection and
sequence of tents TBD.] At the first tent, Mrs. Clinton and Mrs. Daley can talk to and
interact with a group of young artists. This first stop can be a preset media
opportunity with platforms for cameras, microphones and d direct feed for sound.
As Mrs. Clinton tours the second tent, staff will move the media SO they are in place
for her stop at the third tent, where she will again stop in to see what the artists are
creating. Any conversation here will be treeform, without microphone, that the
media can observe and photograph candidly. As Mrs. Clinton views the fourth tent,
the media will be led to the press position for the brief program.
Program
The 20 minute program will be an opportunity for Mrs. Clinton, Mrs. Daley and
others [TBD] to offer remarks about the program and the importance of arts
education and job opportunities for youth. The 400 apprentice artists can join the
audience of Gallery 37 invitees [organizations and names TBD by Gallery 371 to hear
Mrs. Clinton address the group.
Additional potential participants in the program could include:
Jane Alexander
the Mayor of Cincinnati, where they have a duplicate of the Chicago program
one of the apprentice artists to describe the impact Gallery 37 has had on them.
Retail shop
Following the program, Mrs. Clinton may wish to browse privately In the retail tent.
If so, she could exit the stage and work a rope line leading her to the retail shop. At
the end of the line, we propose shielding her path into the tent with a mural
designed by the artists that will also serve as a creative cut-aw dV shot. As she
browses, the audience can exit at the opposite end of the site and clear the area before
Mrs. Clinton returns to her awaiting car.
CHICAGO DEPARTMENT OF CULTURAL AFFAIRS
CHICAGO CULTURAL CENTER
78 EAST WASHINGTON STREET
GO. ILLINOIS 60602 USA
NEWS RELEASE
TEL: (312) 744-1424
FAX: (312) 744-2089
TTY: (312) 744-2947
NEW AFTER SCHOOL PROGRAM TO PROVIDE JOB TRAINING IN THE ARTS
Gallery 37 To Conduct Art Workshops in 16 Chicago High Schools
Mayor Richard M. Daley has announced that the Chicago Public Schools, in partnership with Gallery
37, has launched a new after school program to provide job training in the arts in 16 Chicago high schools.
The art workshops, which are now in session, will run through the end of the school year.
Gallery 37 After School is an initiative of Paul Vallas, Chief Executive Officer of the Chicago Public
Schools, who envisioned an arts education and job training program modeled after Gallery 37.
Mayor Daley stated, "Gallery 37 has demonstrated the value of providing meaningful employment
and jobs skills in the arts. The program has served as a model in cities throughout the United States and in
several foreign countries. We are pleased to see Paul Vallas not only adapt the Gallery 37 model into an
after school program but also to form a partnership with Gallery 37 to see the program implemented."
Paul Vallas stated, "We are really excited about being a part of this. We are particularly impressed
with the workplace skills such as critical thinking and measuring that the program teaches children."
Like Gallery 37, the after school program will use independent arts organizations to develop and
implement the arts curriculum, employing Chicago arts professionals as teaching artists. Operating on a
budget of $432,000, the program will pay 340 apprentice artists (20 in each school) a stipend of $400 for
140 studio hours of work. In addition, it will employ 30 to 35 teaching artists to provide training in the
visual, performing and literary arts.
The Chicago School Reform Board of Trustees approved $150,000 in funding for Gallery 37 After
School, and the City Council will be asked to approve a $150,000 matching grant when it meets on
Tuesday, March 26. Additional funding includes a $30,000 grant from the Polk Bros. Foundation, and
$6,000 from the participating high schools.
Initiated by the Chicago Department of Cultural Affairs in 1991, Gallery 37 provides on-the-job
training in the arts, operating for eight weeks each summer on State street between Randolph and
Washington. It also operates satellite programs in several Chicago neighborhoods. In 1994, Gallery 37
earned the City of Chicago the First Place City Livability Award of the U.S. Conference of Mayors. In its
first five years, Gallery 37 has employed 3,500 Chicago youth as apprentice artists, and several hundred arts
professionals as teaching artists.
An American Celebration
(OVER)
Chicago'96
CITY OF CHICAGO
RICHARD M. DALEY. MAYOR
DEPARTMENT OF CULTURAL AFFAIRS
LOIS WEISBERG, COMMISSIONER
FACT SHEET: 1996 GALLERY 37 AFTER SCHOOL PROJECTS
Arts of Living High School
'21 North LaSalle
The Guild Complex - Word Pop-Images and Words is a workshop that will combine the images and sounds
of popular culture with discussion and writing exercises. Apprentice artists will view and discuss the images
as a subject. and then write about their impressions of films. videos. paintings. live performances and other
images. There will be no restrictions on the styles or forms of writing. participants will be able to write
poems. essays. image-inspired prose and other writing forms. The workshops will consist of viewing images.
discussing the subject and writing exercises. A collection of the writing will be compiled. along with images.
to present at the end of the workshops. which will culminate in a public reading in the Guild Complex literary
series. The goal of the project will be to present the compilation of writing in published form for sale in the
Gallery 37 Store and distribution in school libraries.
\ustin High School
31 North Pine
Urban Gateways: The Center for Arts in Education: Lead artist Angelina Amankwa and teaching
assistant Erin Shakoor. The After School furniture painting workshop that will allow the apprentice artists to
experience and learn a variety of art forms reflecting the dynamics of contemporary art. The apprentice artists
will develop skills in design and painting by using decorative motifs derived from diverse cultural
communities in the city of Chicago. This multi-cultural approach will teach the young people to freely use
their culture and images to hooor and do justice to the reality of their families and communities by seeking to
constructively transform them through an arts process. resulting in painted furniture products.
:ogan High School
Mexican Fine Arts Center Museum - This project will focus on the refurbishing and creation of functional
939 W. 79th St.
are The apprentice artists will explore artistic and practical techniques for refurbishing furniture to serve a
functional yet aesthetic purpose for the enjoyment of the consumer. All aspects of furniture rehabilitation and
restoration will be taught. including techniques of color. design. paint chemistry and finishing. The Mexican
Fine Arts Center Museum will encourage the apprentice artists to reflect various Mexican folkart designs and
motifs on the refurbished furniture.
hicago Agriculture
Lill Street Learning Center The emphasis of this After School project will be on learning the basics of
307 West 111st
working in clay. Apprentice artists will be introduced to ceramic surface treatments such as under glazing and
glazing techniques. along with surface design such as texures. carving and the integration of two dimensional
surface with a three dimensional form. The focus of this curriculum will be on the creation of smaller objects.
Objects to be created will include: picture frames. mirror frames. cylindrical forms. box forms created from
tiles, candle stick holders and table art. This project will teach apprentice artists about working with the
medium of clay and the promotion of self expression within a structured framework.
enger High School
Lead Artist: Bill Close, The Art of Sound Sculpture, exploring percussive strings and drum building
1220 South Wallace
age Park High School
The Guild Complex - Word Pop-Images and Words is a workshop that will combine the images and sounds
530 South Rockwell
of popular culture with discussion and writing exercises. Apprentice artists will view and discuss the images
as a subject, and then write about their impressions of films, videos. paintings, live performances and other
images. There will be no restrictions on the styles or forms of writing, participants will be able to write
poems. essays, image-inspired prose and other writing forms. The workshops will consist of viewing images.
discussing the subject and writing exercises. A collection of the writing will be compiled. along with images,
to present at the end of the workshops. which will culminate in a public reading in the Guild Complex literary
series. The goal of the project will be to present the compilation of writing in published form for sale in the
Gallery 37 Store and distribution in school libraries.
arian High School
Muntu Dance Theatre of Chicago Apprentice artists will learn movement and songs focusing on a
52 South Michigan
particular country and ethnic group in West Africa. In addition. the artists will use percussion instruments
such as bells. rhythm sticks and hand drums to teach basic rirythms. The After School sessions will be
sequential, with each one building on skills and information from previous sessions. Through this project. the
apprentice artists will develop techniques and skill in the discipline of African dance and music. The
instruction will focus on understanding and mastering fundamental principles. including: the use of the body
and breath in execuring movements and rhythms: the relationship between movement and music; the
terminology of the discipline; and releasing each individual's creativity.
yde Park High School
Randolph Street Gallery - "Painting Our Voice Loud." an interdisciplinary approach to the painting
20 South Stony Island
medium. will incorporate. in a critical process, issues of identity through the exploration of drawing. collage.
silkscreen. photocopy-transfer and acrylic painting techniques. Themes that will be investigated include
representation of self in media and cultural tradition through the depiction of form. The focus of the sudio
workshop will be on creating expressive and representational works. Apprentice artists will benefit by
acquiring job skills including carpentry. math. building. sketching and framing canvasses. formal presentation
and exhibition of art. photographic slide documentation for portfolios and marketing of their work.
Jannedy High School
Lead Artist: Phil Schuster Ceramic artist and sculptor Phil Schuster will conduct an intensive educational
325 West 56th St.
and training program in the fine are of relief sculpture in clay. Apprentice artists will learn skills involved
with transposing one dimensional drawings into two and three dimensional relief sculptures. Apprentice artists
will learn skills required to create and manufacure ceramic artifacts for sale in the Gallery 37 Store.
in
'igh School
Lead Artist: Lisa Evans - Apprentice artists will explore methods. media. history and concepts involved in
4.
Drexel
creating low relief sculpture. Media explored throughout the course will primarily involve wood. plaster.
sheet copper. styrofoam. sand clay and wax. which will allow students to work quickly and spontaneously
through many ideas but are also versatile enough to allow for individual interpretation and in-depth
exploration. Most of the final results will be realized in plaster, wood. sheet metal. bronze and alumimum.
akeview High School
Street-Level Video and Live Wire Youth Media The Street-Level Video and Live Wire Youth Media
15 N. Ashland
project will use the media arts to address the sources of urban problems. their economic implications and
actual success stories of individuals who have escaped 3 life of poverty. This documentary and investigative
video project will help urban youth examine the items and attributes that are of value to them. The fmal
product will be a 30-minute video that will be both instructional and empowering. Through traditional video
documentary methods as well as experimental approaches to production. the apprentice artists will attempt to
invent a new paradigm for urban community that reflects their own vision of life in the future as well as the
needs of all community members. The completed video will be shown on Chicago Cable Access Channel 20
during the summer of 1996. and the video will be submitted to other public television stations for possible
broadcast.
adblom High School
Chicago Botanic Garden The Garden Installation Program will introduce apprentice artists to the process
0 South Wolcott
behind incorporation of gardening and art. Apprentice artists will explore mosaic and stained glass
construction of garden boxes. glass blocks. urns and pots. A large scale hanging garden and hydroponic
projects will transform the school greenhouse. Neighborhood garden plors will be created in boxes.
burz High School
Lead Artist: Judy Petacque - Textile artist Judy Petacque will introduce apprentice artists to the basic
01 North Milwaukee
concepts of composition and design through work in paper collage. Utilizing multi-culmral sources, apprentice
artists will layout designs and translate them into printed silkscreens. Apprentice artists will acquire skills in
textile design, color separation, silkscreen preparation and printing techniques. Prints will be created for
individual framing and as greeting cards. scarves and place mars.
a
h School
Anchor Graphics - This printmaking workshop will create limited edition prints. During the first week. an
00 North Glenwood
Anchor Graphics Artist/Printmaker will guide the students through a basic drawing fundamentals class. The
next week will begin the main themes and techniques of the workshop. Apprentice artists will create self
portraits in linocut. using hand printing and mechanical princing methods. Apprentice artists will learn how to
print editions and will then reprint the images using monotype techniques, producing prints that are first
printed in color and then printing the key or linoblock on top. In the next phase, the apprentice artists will
explore drypoint printmaking. In this medium, the group will explore myth, landscape and portraits. The f
phase will be collographs, 2 printmaking medium in which the surface is built up and then printed like a
drypoint print. The prints will be fantasies. based on dreams or memories and printed in multicolor. During
the exploration of different mediums, the printmaking project will hold critique sessions weekly, during which
time the apprentice artists will discuss their work and the printmaking experience, and share their conce
about the images and the techniques being explored. All prints will be available for sale in the retail store.
tulding High School
Lead Artist: Melanie Liss - In the project proposed, the students will make two- and three-dimensional
$ W. Washington Blvd.
mosaic objects reflecting their own individual sensibilities. They will make bowls and flat framed pieces
which will be displayed and sold in the Gallery 37 store, as well as a group mural that will be permanently
installed in the school. They will be required to plan and draw out designs, make color choices, and cut down
ceramic tiles into small mosaic tessere (pieces) with tile nippers. Over the course of fourteen weeks. students
will gain experience in direct and indirect methods of mosaic. learn about the various mortars and glues
and learn how to group and finish off their pieces professionally. Students will also participate in slide shows
and discussions about mosaics from all around the world. both historical and contemporary. including the
mosaic work of other teens in Chicago and the many historical Chicago mosaics.
stinghouse High School
The School of the Art Institute of Chicago - This painting workshop will introduce apprentice artists to the
1 West Franklin
traditional medium of egg tempera and the contemporary medium of acrylic psint. The basic fundamentals of
painting and drawing will be stressed throughout the program with a special emphasis on the history of these
two mediums through slides and personal exploration. Specific techniques of each medium will be taught
stressing their similarities and differences. especially with regard to color mixing and application. The
resulting products will include two paintings. hand painted wooden eggs and wooden boxes.
MEMORANDUM
TO:
Marsha Scott /Stephanic FYL - This is goodsbuff!
FROM:
Judy Gold
SUBJECT:
FLOTUS/CONVENTION IDEA SUMMARY-non cultural
(Lois Weissberg is forwarding you the three
cultural ideas under separate cover)
DATE:
July 17, 1996
In addition to the kids convention '96 idea that we discussed earlier which we feel is an excellent
choice as it takes place on a Sunday at Whitney Young High School, if that does not meet the
scheduling requirements, the following sets forth additional possibilities for any of the Convention
days.
As you know Chicago Cares (the city's largest hands-on volunteer organization) has invited
the visiting first families to participate in their community service projects during the convention. In
addition to the initial ideas provided to you, the following sets forth their top choices for the First
Lady:
1.
Kids Create at The Chicago Christian Industrial League. Project with chikdren and families at
Illinois' largest transitional homeless family shelter. This project focuses on educational and
recreational activities that boost the childrens' self esteem. The First Lady would meet the
children, parents and Chicago Cares volunteers. Volunteers participating in this program
have the opportunity to join the younger children ages 6-10 or the older children ages 11-15
as they enjoy indoor and outdoor summer activities. There are about 30 children participating
and 10 volunteers from Chicago Cares.
2.
Inspiration Cafe. At this project the First Lady would join volunteers providing friendship
and sustenance as they cook, clean and serve meals to homeless individuals who are ready and
motivated to make a positive change in their lives. This is not a regular soup kitchen but a
multi-service restaurant where clients are dignified by their interaction with volunteers in a
real-world restaurant setting. This project was created by a former Chicago female police
officer
3.
Read to Me with Cabrini-Green Youth Programs at the Harold Washington Public Librarylor
Cabrini Field House. Volunteers will have the opportunity to discover all the treasures
hidden within the covers of a good book. Children benefit from the encouragement and
individualized attention they receive from the volunteers. This program is designed for ages
3-7 because it fosters the love of reading at an early age, building the childrens' self esteem,
social skills and attention span at their most formative age.
5.
Build a Book at the House of the Good Shepherd. Meet the authors at the House of the Good
Shepherd for this summertime book club. The children living in this shelter for families who
are victims of domestic violence will write their own short novels with creative illustrations
and unbelievable plots. If they have finished the book by this point, they could share the
stories with the participants. This project is about the enjoyment of writing and reading.
6.
Discovering our World. Join young elementary school aged children in interactive educational
activities. Visit a Chicago Public Elementary School and join the students for interactive
educational activities. Together, new worlds can be discovered by building & model solar
system, learning about continents and making paper mache globes or studying the
environment and what students call discovering our world.
Chicago Cares is an award-winning, not-for-profit volunteer service organization dedicated to
improving the quality of life for disadvantaged individuals in Chicago by activating busy working
people into community service. Founded in May, 1991, Chicago Cares creates, manages and leads
hands-on group volunteer projects which address the critical social, educational 2nd environmental
needs of the Chicago community.
With its unique model, which takes into account volunteer interests and availability,
Chicago Cares has attracted over 5,000 volunteers who currently participate in over 90
hands-on group volunteer projects monthly. Since its inception, Chicago Cares has led over
4,000 group community service projects, accounting for over 150,000 volunteer hours. Over
100 new volunteers join Chicago Cares each month.
By providing its volunteers with easy access to hands-on community service, Chicago
Cares is able to expose tomorrow's managers and decision makers to the critical issues faced
by our community today. The Chicago Cares experience instills in volunteers a civic
awareness and an understanding and appreciation of need which can lead to an active
commitment to solve community problems when faced with them in the future.
Please call either Leslie Bluhm (312)715-4052 or Judy Gold (312)715-4925 to discuss
this matter further. We would also be delighted to involve you or members of your staff in
any of our community service projects. As you know, volunteering is a wonderful team-
building experience and a great way to get to know the city.
Thank you for your time and consideration of this proposal. It would set a wonderful
example and be a great honor to have our nation's leaders rolling up their sleeves to help
make Chicago a better place to live and work.
In addition to the above projects, there is a brand new women's health facility at
Northwestern Memorial Hospital headed by Dr. Lauren Streicher (312/654-1166) who is 2
very active supporter of the Administration and strong advocate of the importance of
women's issues. Northwestern Hospital is conveniently located on Chicago's Lake Front and
the new facility would be well worth a visit.
MEMORANDUM TO STEPHANIE FOSTER
FROM:
Marsha Scott
DATE:
July 16, 1996
SUBJECT:
Scheduling Ideas for the First Lady
1. Sunday: The Whitney Young High School is hosting a Kids' Convention. 800-1,000 young people
from grades 4-9 will attend a mock convention. The purpose is to explain the party process and raise
awareness. It is sponsored by the Board of the Kohl Children's Museum, Chicago Public Schools, United
Airlines, Dominick's (local food chain whose parent company is Ron Burkle's Yucaipa in California),
World Book Encyclopedia. The hours are 1:45-5:45. It is a bi-partisan event with both the Governor of
Illinois and the Mayor of Chicago planning to attend. They are also expecting the two Illinois Senators.
There will be large local coverage and they are negotiating with CNN and C-SPAN. The First Lady would
be given any role she wants during that time period. This is a favorite venue of the Daley folks. It features
children and looks to the future. This school is a highly regarded magnet school with great diversity: 54%
African American, 25% Hispanic and the rest Asian and White. Highlighting educational achievements
while talking about the bi-partisan political process for electing a President works both our national politics
and the local ones. Overhauling of the educational system is a major goal of Mayor Daley's
administration. Doris Matsui is well aware of this project and has more details if needed.
2. Monday or anytime: Dedication of Jane Addams Park. The First Lady received invitations from the
X
Mayor of Chicago and Lois Weisberg, Commissioner of Cultural Affairs, to keynote the dedication of this
park. This is the first park in the history of Chicago to be dedicated to a woman. This is incredible given
that this town has many beautiful parks - all named after men. Jane Addams is arguably the most famous
woman from Chicago except for the First Lady. It is a three acre plot on the lakefront. A sculpture was
commissioned and is ready to be placed at the dedication. The sculptor is Louise Bourgeois of New York.
She is world famous but probably unable to travel because of age. She is 85. The ground breaking was
held 1 year ago but they have held up the dedication ceremony to have it coincide with the Convention.
This is the top priority request of both the Mayor's office and the Chicago '96 Host Committee. This
coincides with Woman's Day and could be tied with HRC visiting the Women's Caucus at 11:00 or
inviting them to accompany her to the park dedication. There are many ideas that could spring off this
event.
3. Anytime: Gallery 37: This is a summer arts program for 600 young people, ages 14-2, which runs
July - August 30. It has earned many awards including the First Place Livability Award from the US
Conference of Mayors for the city of Chicago. Because of its' success its' operations have been
extended year round and is a model for ten other cities. The city dedicated three acres across from
Marshall Fields to house the tented, outdoor studio. Artists come from all over the world to work with
the young people. Their work is then exhibited and sold and the Gallery 37 Store. Students are
selected based on artistic ability and teacher recommendations. Sixty percent come from economically
disadvantaged backgrounds. This is a place of real pride for both the community and the students and
teachers who participate. A walk-through visit with the student artists' would garner large local and
national news attention.
I will be happy to provide more suggestions if needed Call me at 312-336-5243. Thanks
Gallery
37
Page 22
2ND STORY of Focus printed in FULL format.
Copyright 1996 Chicago Sun-Times, Inc.
Chicago Sun-Times
July 10, 1996, WEDNESDAY, Late Sports Final Edition
SECTION: NWS; Pg. 17
LENGTH: 337 words
HEADLINE: Art in season at Gallery 37;
Young artists earn while they learn
SOURCE: JOHN H. WHITE
BYLINE: BY REGINA M. ROBERTS
BODY:
Equipped with a mirror, canvas and charcoal, Tiffany Williams, 15, sat under
a huge tent with other apprentice artists Tuesday, sketching a picture of
herself at Gallery 37.
"It's teaching me a lot, and you can get away from your neighborhood," said
the West Side resident. Tiffany is one of 1,100 apprentice artists in the
on-the-job training in arts program, which started its sixth season Tuesday.
Gallery 37 will be a prime example of cooperation between students, artists,
government and private sectors when the Democratic National Convention comes to
the city in August, Mayor Daley said at opening ceremonies.
"This is a tremendous success
a summer jobs program, he said.
Gallery 37 has extended into communities, park districts and, this summer for
the first time, public schools. The program, which started out with 220
youngsters in 1991, now has 1,100 apprentice artists and more than 200
professional artists.
"This summer we have grown unbelievably," said Maggie Daley, the mayor's
wife, who chairs the program. "We're 10 times as big.'
Located in the vacant block bounded by State, Washington, Dearborn and
Randolph, Gallery 37 was created to train high school students in the visual
arts.
"The main thing is that the kids learn, and learn that their art has value," "
said Mary Rickard, spokeswoman for the Chicago Department of Cultural Affairs.
"It's a self-esteem thing. It's a job."
Students are paid the minimum wage of $ 4.25 an hour to create artwork.
Classes include papermaking, furniture painting, ceramics, metal jewelrymaking,
journalism, photography and other art forms.
Page 23
Chicago Sun-Times, July 10, 1996
FOCUS
"Gallery 37 has proven to me and others that our individual creations are the
most important contributions to the people's awareness and understanding of
ourselves,' said Abra Johnson, an apprentice artist for three years.
Visitors can observe the apprentice artists at work and buy their art from 11
a.m. to 3:30 p.m. weekdays and can attend free art classes Saturdays through
Aug. 30.
GRAPHIC: Mayor Daley chats Tuesday with apprentice artist Abra Johnson (left)
and teaching artist Quraysh Ali at opening ceremonies for Gallery 37, a program
in which young artists take classes and earn $ 4.25 an hour.
LANGUAGE: English
LOAD-DATE: July 10, 1996
Page 24
11TH STORY of Focus printed in FULL format.
Copyright 1994 Chicago Sun-Times, Inc.
Chicago Sun-Times
September 20, 1994, TUESDAY, Late Sports Final Edition
SECTION: NEWS; METRO BRIEFINGS; Pg. 4
LENGTH: 366 words
BODY:
CLINTON TABS MAGGIE DALEY: Maggie Daley's role as prime mover behind
Gallery 37, the innovative summer arts program in the North Loop, won her a seat
Monday on President Clinton's Committee on the Arts and the Humanities. Mayor
Daley's wife was one of three Chicagoans named to the presidential panel, which
is charged with promoting public understanding of the arts and establishing new
partnerships between federal agencies and the private sector. Other appointees
are John H. Bryan, chairman of the board of Sara Lee Corp., and Lerone Bennett
Jr., executive editor of Ebony magazine.
61 YEARS IN GANG KILLING: The last of four gang members convicted of the
drive-by murder of a 10-year-old boy and the wounding of three other youths on a
South Side porch was sentenced Monday to 61 years in prison. Gilbert Taylor, 19,
and two co-defendants were convicted last month in the June, 1991, slaying of
Rashee Black. The victims were wounded by stray bullets as they sat on the porch
of Black's home in the 7800 block of South Seeley. Taylor and Clark Brown, 17,
who pleaded guilty and is serving a 55-year sentence, fired the fatal shots,
prosecutors said.
BUSES FILL IN FOR EVANSTON L: From Friday evening through Monday, CTA shuttle
buses will replace Evanston L service while a new train bridge is installed at
Washington, just south of the Main Street station in the north suburb, transit
agency officials said. The new 90-foot-long steel bridge is pre-assembled and
will be set into place after the existing concrete structure has been
demolished. The shuttle buses will carry riders between Howard Street and the
Linden Avenue terminal in Wilmette, mainly on Chicago, Sherman and Ridge avenues
and on Sheridan Road. Buses will stop at any safe location along the route.
Service hours will be the same as for the Evanston L.
NEWBORN'S DEATH: The newborn baby girl found dead in an alley Saturday died
of multiple blunt trauma, the Cook County Medical Examiner has ruled. Detectives
were questioning residents near Albany and Madison to try to find the baby's
parents. The child was wearing a T-shirt and was wrapped in a towel. The
umbilical cord still was attached, police said.
LANGUAGE: English
LN-ACC-NO: METRO20091994
LOAD-DATE: September 20, 1994
Page 25
14TH STORY of Focus printed in FULL format.
Copyright 1994 The Times Mirror Company
Los Angeles Times
July 17, 1994, Sunday, Home Edition
SECTION: Special Section; Part S; Page 15; Column 1
LENGTH: 388 words
HEADLINE: THE NEXT LOS ANGELES / TURNING IDEAS INTO ACTION;
LIVABLE L.A.;
HOW CAN WE BUILD A SENSE OF COMMUNITY AND IMPROVE THE QUALITY OF LIFE AWAY FROM
JOB, FREEWAY, POLICE STATION?;
SUCCESS STORY;
SCRUFFY BLOCK BECOMES 'ZONE FOR MINDS'
BODY:
Take a scruffy downtown block left vacant by the recession. Add hundreds of
restless young people who need jobs and outlets for their creativity. And put
them in contact with thousands of nearby office workers and shoppers in the
summer heat.
Sound like a recipe for urban disaster? Not in Chicago, where that very
mixture has created a dream come true.
The result is called Gallery 37, a project that is helping to revive a
stretch of Chicago's State Street while giving local high school students summer
jobs and training in the arts.
The young people and their teachers work under tents on a block (numbered 37
on municipal zoning maps) where older structures were demolished and plans for a
high-rise office complex stalled. Entering its fourth year, Gallery 37 has
proven so popular that any attempts to move it for eventual construction may
meet with protests.
"It is a magical art factory, a fertile zone for minds, a golden opportunity,
a wise and worthy investment, raves Sharmin Ghaznavi, one of 500 students in
last year's program.
The U. S. Conference of Mayors also had high praise, recently giving Chicago
a coveted "City Livability" award for Gallery 37. And New Orleans and Tucson are
using the project as a model for their own versions, officials say.
The three-acre Chicago property is lent by the would-be developer. A mixture
of federal, state, city and private funds helps pay the $800,000 annual budget
for salaries and supplies. (The program has political clout because its
chairwoman is Maggie Daley, wife of Chicago Mayor Richard Daley.)
Rolled back into the funding is about $140,000 from the students' artworks,
which have been sold at a popular on-site retailing tent, and from commissions
for painting murals and benches in Chicago.
Page 26
Los Angeles Times, July 17, 1994
FOCUS
Gallery 37 students are paid minimum wage, not bad at a time when any summer
job is hard to find. They compete through auditions and portfolios for a chance
to expand their artistic horizons at a time when budget cutbacks have
devastated cultural classes in Chicago public schools.
Adele Simmons, president of the John D. and Catherine T. MacArthur
Foundation, which helps support the program, urges other cities to examine
Chicago's model. "If you want people to see the possibility of our nation's
kids," she says, "just take them to Gallery 37."
LANGUAGE: ENGLISH
LOAD-DATE: July 29, 1994
Lainie Feldstein
312-337-8189
Aug. 24, 1996 03:54 PM
12/3
Draft as of August 24, 1996
Visit of First Lady Hillary Rodham Clinton
to the
Democratic National Convention
EVENT:
Gallery 37
DATE:
Tuesday, August 27, 1996
TIME:
11:00 a.m. - 12:30 p.m.
LOCATION:
Gallery 37, boundaries are State St., Dearborn St.,
Randolph St. and Washington St.
PARTICIPANTS:
HRC, Maggie Daley, Mayor of Cincinnati
Roxanne Quill; Lois Weisberg, Commissioner of Cultural
Affairs; and Cheryl Hughes, director of Gallery 37
PRESS:
Pool press and open press
SCENARIO: HRC arrives and is met inside a Gallery 37 entrance by Maggie
Daley, Mayor of Cincinnati, Lois Weisberg and Cheryl Hughes. (Mayor Daley
may also greet HRC.) They then proceed to five different tents. Maggie Daley
will conduct the tour (this needs to be finalized). SEE ATTACHED
DIAGRAMS.
The first tent (#12) they will go to is a wood-carving tent where 30 students
will be working on staffs and canes. Maggie Daley will introduce HRC to the
instructors -- David Philpot, Milton Mitzenberg and Kofi Setorgi -- and show
HRC canes made by the students. They will then walk over to the staffs,
where a student, Talonie Crittenden, will explain to HRC how the staffs are
made. They will then proceed to the second tent (#16).
This is a bench-making tent. It will have the press pool and the local press
pool. There will be several tables where about 20 students will be making and
painting benches. HRC and Maggie Daley will first briefly stop at a table,
which will have cluster mics, look at the artwork, and talk to students. Then
they will sit at a table and have a discussion with five or six students about
Gallery 37. There will be cluster mics on the table and lavaliere mics on
HRC's and Maggie Daley's chair. The discussion will last about 15 minutes.
They will briefly stop at a third table, look at the artwork, and then proceed to
the third tent (#15).
The third tent (#15) is a book and paper-making tent. HRC and Maggie Daley
will talk to Jason, a student, about the projects. They will then proceed to the
fourth tent (#11).
Lainie Feldstein
312-337-8189
Aug. 24, 1996 03:54 PM
3/3
Draft as of August 24, 1996
The fourth tent (#11) is a painting tent. This tent will have the pool press
only, using wild sound. HRC and Maggie will walk around and talk to the 15
students who will be painting still lifes and portraits.
The fifth tent is a retail tent. There will be no press in this tent. HRC will be
able to purchase (with cash or check) the art in this tent. The student and the
teacher in the program will meet up here with HRC and Maggie Daley.
Maggie Daley and Mayor of Cincinnati will present two gifts to the FIRST
LADY. Maggie Daley is presenting a bench and the Mayor of Cincinnati is
presention a piece of art.
HRC and Maggie Daley will then proceed and walk through tents # 4 and 5 to
get to the stage. They will walk on stage left, and take their seats for a
20-minute long program. Gallery 37 Salsa Band will play at top of program
and during the rope line. At the conclusion of her remarks, HRC exits stage
left, works a rope line left to right, then departs.
PROGRAM as of 8/21/96
Welcome remarks by Maggie Daley; introduces student
Remarks by student; introduces instructor
Remarks and poem by instructor
Lois Weisberg introduces Mayor of Cincinnati
Remarks by Mayor of Cincinnati
Maggie introduces HRC
Remarks by HRC
Closing remarks by Maggie Daley
outstanding issues:
seal on podium (Gallery 37 or city seal)
student's names who will be sitting at the discussion table
AUG-23-96 FRI 17:39
DCA Commissioner's Ofc.
FAX NO. 312 744 1616
P.04
TUESDAY, AUGUST 27, 1996
11:00 a.m. . 12 noon
First Lady Hillary Rodham Clinton's Visit to Gallery 37
Speaking Program
Maggie Daley
To act as Master of Ceremonies
Welcome everyone to Gallery 37
Introduce Gallery 37 apprentice artist
Gallery 37 Apprentice Artist
Name to follow
Maggie Daley
Thank Gallery 37 Apprentice Artist
Introduce Quraysh (CAR RESH) Ali, a Gallery 37
Lead Artist
Quraysh will read the preface to the book, I
Represent: A Collection of Literary Works from
Gallery 37
Quraysh Ali
Reads literary piece.
Introduce Mayor Roxeanne Qualls of Cincinnati
Mayor Qualls discovered Chicago's Gallery 37
during her first U.S. Conference of Mayors meeting
a few years ago. Since then, Mayor Qualls has
started ArtWorks, a program in Cincinnati based on
Gallery 37.
Mayor Qualls
Remarks
Maggie Daley
Introduce First Lady Hillary Rodham Clinton
Hillary Clinton
Remarks
Maggie Daley
Thank everyone for coming Gallery 37
Tell everyone to please enjoy the taped music by
Gallery 37's Latin Big Band
FOR INCLUSION IN GALLERY 37 BRIEFING:
President's Committee on the Arts and the Humanities report, Coming Up Taller
At a White House event that you hosted on April 27th, the President's Committee on the Arts
and the Humanities (PCAH) released its report, Coming Up Taller, which documents model arts
and humanities programs around the country for children. It describes what makes arts programs
for at-risk youth effective and features 218 model programs, including Gallery 37 and the
Manchester Craftsman's Guild, which you visited in Pittsburgh. The report has been widely
distributed -- to policy-makers, opinion leaders, grant-makers and community leaders.
Maggie Daley served on the PCAH sub-committee that helped shape the report.
Additional Government Role
Since the early 1980s, the National Endowment for the Arts has been supporting and
encouraging programs that target at-risk youth through after school and summer classes,
rehearsals and other activities.
During the Clinton Administration, the NEA has partnered with other federal agencies, such as
the Departments of Labor and Justice, and, more recently, the Corporation for National Service
to offer youth positive alternatives to destructive behavior, safe outlets for self-expression and
self-definition, and disciplines that provide academic and job skills. The NEA recently published
a book, "Part of the Solution: Creative Alternatives for Youth," which describes effective, local
arts programs supported by the NEA.
Manchester Craftsman's Guild
On June 8th, you visited the Manchester Craftsman's Guild (Guild) in Pittsburgh, PA. The Guild
is a multi cultural arts education and performance organization located in one of the poorest
neighborhoods in Pittsburgh. In operation for 27 years, the Guild conducts classes in visual and
performing arts in its own studios. Its Arts Apprenticeship Training Program at the Guild
teaches inner-city youth drawn from public schools the technical and aesthetic elements of
ceramic art, computer drawing, painting and photography. 74-80% of participants in the Arts
Apprenticeship Program go onto college, compared to 20% in the community.
GALLERY 37 [CONF]
--Lynn Lockwood 312/744-2789
--Rick Jasculca
-Funding??
state/city, no federal (per JK)
-significance of the name?
-ages of kids?
PURPOSE:
To showcase Gallery 37 para underscore the importance of various arts programs in assisting
at-risk youth.
BKGRD:
This example of a public/private partnership is featured in "Coming Up Taller", the report of
the President's Comission on Arts & Humanities.
A year-round program for the performing and visual arts, serving students/youth.
The gallery is downtown, and is actually a large outdoor site of XXXX tents, where kids ages
XX-XX hold performances and create quality, intricate?arts and crafts. Crafts are sold at the
retail shop on site, which raises money/donates profits to XXXX.
Maggie Daley, who, as you know, serves on the President's Commission on the Arts &
Humanities, is the Program Director??founder??
This successful program has been duplicated in 14 (ck) other cities, such as ----
Kids are paid?? $5/hr.?
-- Funding
--describe how program replicated in other cities
--the breadth of work they do and talent
-- describe program layout (tour, perf.)
Program
A total of 950 people are expected in the audiende, including 600 kids and 350 adults
-Upon arrival, you will tour XX tents which house the various projects/a tent where projects
from various tents have been gathered.
-HRC to watch performance
-testimonial from kid (name)
-remaks of Mayor from city where program has been replicated
-Magie Daley
-HRC
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
April 26, 1996
FIRST LADY HILLARY RODHAM CLINTON
REMARKS AT ARTS AND HUMANITIES FOR
AT-RISK YOUTH EVENT
THE WHITE HOUSE
Thank you all. Thank you very much. Thank you and welcome
to the White House. And I want to start by thanking the Chicago
Children's Choir because we were, Richard and the rest of us, in
the Blue Room getting ready for the program. I'm going to ask
them to sing again in the middle and the end of the program
because I really appreciate their being here.
I want to thank so many people, but let me start with
Sheldon Hackney, and Jane Alexander and Diane Frankel who,
through thick and through thin, have remained tireless in their
efforts to promote our nation's rich cultural and artistic
legacy. And the good news is that a day after there was an
agreement on the 1996 budget, we still can say that the United
States supports the arts, and the humanities and our museums.
And we're just so grateful for the constancy of effort that many
of you brought to this struggle in encouraging members of
Congress and others to understand that our country needed to have
the kind of commitment represented by these agencies. So, I want
to thank all of you for making that possible.
On behalf of the President, let me also convey our very deep
appreciation to the members of the President's Committee on the
Arts and the Humanities. Under the leadership of John Brademas,
you have devoted considerable time and attention over the past
year to helping children discover their creative potential
through art, words, and ideas. And I would like to ask all the
members of the President's Committee on the Arts and the
Humanities, starting with Mr. Brademas, to please stand so that
we can recognize and thank all of you for your work.
I would also like to take this opportunity to commend the
countless artists, teachers, museum professionals and community
leaders across our country who are offering our children positive
alternatives, often amidst violence, and destruction, and
despair. These men and women, many of whom are in this room
representing thousands and thousands of others across our
country, believe in the promise of every child, and in the power
of the arts and humanities to transform children's lives. Your
dedication and expertise have given and will continue to give
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thousands and thousands of children new hope and confidence in
their own future. And I am very grateful that those of you who
could be here were able to join us today.
You know, every day, through the media, particularly
television, we hear so many negative stories about America's
children. We hear about children floundering in a sea of
confusion, frustration, anger, and violence. We hear about
children growing up in environments that are so impoverished --
economically and spiritually -- that they cannot resist the lure
of drugs, gangs, and other forms of destructive behavior.
But there are so many more positive stories to tell. There
are so many young people and children, who despite the odds, are
going forward with optimism and confidence in their own lives.
I was in a school in Philadelphia a few weeks ago, and a
young boy in seventh grade said, "You know, Mrs. Clinton, all we
hear about are the bad kids; nobody really pays attention to us,
and we're trying real hard to do the best we can." He said, "It
must be like when an airplane crashes; everybody pays attention,
and people forget about the thousands that land safely everyday."
And I told him that I would do my part, as each of you is doing,
to make sure that the positive stories get told. That we know
that in every corner of America there are examples of children --
- who might otherwise have been written off --- discovering joy,
and fulfillment, and discipline and confidence. And often the
way they are doing that is through artistic and intellectual
expression.
The study that the President's Committee is releasing today,
called "Coming Up Taller," offers compelling evidence that the
arts and humanities provide young people with creative,
productive, and safe outlets for their energy.
My husband often says, "Children need something to say yes
to." And what better to say yes to than music, dance, painting,
poetry, writing, drama, history, photography and other forms of
creative expression.
The Committee's study -- which was funded entirely by
private sources -- cites numerous instances of children whose
school work, social habits, and outlooks on life have improved
with exposure to arts and humanities programs.
I couldn't possibly relate every story. I hope you will
read the report with the care it deserves. But for example, let
me just mention a few:
-- One teenager, at risk of dropping out of high school,
became involved with an artists-in-training program sponsored by
the Opera Theatre of St. Louis. Now she has a full scholarship to
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college and is in her second year studying voice.
-- A sixth-grader growing up in a low-income area of
Philadelphia joined The People's Light and Theater Company, which
works with students after school on a year-round basis. The
students wrote, improvised and performed plays, including works
of Shakespeare. Today, the girl is one of the top students in the
12th grade and is hoping to become a lawyer. I'll have to talk to
her about that decision. Her 19 classmates in the program will
all graduate from high school this spring.
-- A four-year-old boy came to pre-school every day but
never talked. One day, as part of an early childhood arts
program, the boy drew a picture in class, and began to tell his
classmates the story behind his picture. Since then, his
development has flourished through arts projects.
Each of these cases illustrates the benefits that come when
children are engaged in activities that teach new skills, build
strong interpersonal relationships, emphasize excellence, and
provide a stable, safe environment that enhances learning and
growth.
The President is extremely proud that his Administration --
through the National Endowment for the Arts, and its partnerships
with the Department of Justice, the Department of Health and
Human Services, the Department of Housing and Urban Development
and the Corporation for National Service -- as well as the
ongoing work of the National Endowment for the Humanities and the
Institute of Museum Services, has consistently supported creative
alternatives for young people.
Clearly our nation today faces great challenges and
difficult choices when it comes to how we allocate federal
resources. But I hope that, as we establish priorities for a new
millennium, Americans will appreciate that the very small amount
of public support given to the arts and humanities is a down
payment on our future. It is not only an investment in our young
people -- it is an investment in the values we claim to honor and
the cultural traditions in which our democracy has flourished for
more than 200 years.
If we care about civility, character, and our democratic
freedoms, then we ought to support the federal agencies and
institutions whose mission it is to make American culture
available to all children, not just those whose parents can
introduce them, but every child in whom that spark can be lit if
they are given the chance.
Now this is National Poetry Month, and there is probably no
better way to express what we all feel and what brings us
together here than to quote some of the eloquent words from Rita
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Dove, our National Poet Laureate from 1993 to 1995. As Ms. Dove
reminds us:
"If children are unable to voice what they mean, no one will
know how they feel. If they can't imagine a different world, they
are stumbling through a darkness made all the more sinister by
its lack of reference points. For a young person growing up in
America's alienated and disparate neighborhoods, there can be no
greater empowerment than to dare to speak from the heart -- and
then to discover that one is not alone in one's feelings. Once
hope and self-esteem have been engendered, the work of redefining
the future can begin.'
Well that is what we are about the business of doing,
engendering hope and self-esteem and trying to redefine a better,
more optimistic and confident future. Indeed, when we hear the
extraordinary voices of the Chicago Children's Choir, or the
words of the two young people who will talk to us today -- or
when we learn from Bill Strickland about his experiences as a
student and teacher in children's art programs -- we know that
our rich cultural traditions are alive and well and safely
guarded for the future.
Thank all of you for your resilience in the face of some
opposition and misunderstanding, for continuing to believe in
America's children, and for understanding the roles that our arts
and culture play in our individual and collective lives.
We are so honored today to have one of our finest actors and
citizens with us. Certainly those of us who have followed his
career have appreciated so much of what he has brought to the
screen, the way he has moved us, the way he has provoked us, but
recently he has, through a particular movie, reminded us of how
important the work teaching of young people is when it comes to
the arts. I was asked recently what my favorite movie of the
year was, and I said " Mr. Holland's Opus." Not only because it
started in the 1960's, when I was in high school, so I sat there
looking at those white socks and tennis shoes the girls were
wearing, seeing the scenes in the hallways, living through all
that I can recall, but also remembering what it was like when I
was in high school and even the smallest school, in the poorest
state - like my husband's school in Hot Springs, Arkansas - had a
band, had an orchestra, had art classes, had drama classes, put
on plays. And now I look around, and just as we saw in the
movie, those are considered frills. They're being cut out. No
one wants to go to the trouble or spend the relatively meager
resources needed to give children a chance to flower in ways that
will give them the positive direction that some many of them
need. I'm really grateful for that movie, but I'm even more
grateful for the support and the career of Mr. Richard Dreyfuss.
Please join me in welcoming him here today. Thank you.
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