Do Inner-City Kids Need Art? – Day 198

In recent years, art education has been on the front line of school budget cuts in the U.S., which raises the question: Is art really a necessary component of an effective educational curriculum?

Ask the kids from a certain inner-city school in Chicago’s south side…….

Meg Peterson is an artist with studios in Chicago and London, who specializes in portraiture. Peterson has also been an arts educator in four countries: the U.S., Ghana, Italy and England, often in places stricken with the stereotypes of urban life: poverty, teenage pregnancy, violence, gangs and poor academic achievement. Being immersed in these communities, however, Peterson found many a fierce, vibrant vitality for life hidden below surface labels.

Peterson was so moved by her experience in Chicago that she created a series of portrait paintings capturing the personalities of the youth she taught. “This series reflects my experiences as an art teacher in an inner city,” says Peterson. “Many of the students I worked with were either personally or societally labeled as another statistic without hope or drive for the future. Each portrait serves as a personal testimony of the individuality, character and potential of each of these children. The series gives a very human familiarity to the subjects, playing off stereotypes and using imagery to portray positive messages of hope and a belief in the greater good.”

I asked Meg Peterson more about her experience working with inner city kids.

SerenaK:
What are some of the positive lessons you’ve seen your students learn through art?

Peterson:
“Art is an extremely powerful vehicle for students to express feelings and emotions in a positive way. So many of the children I have worked with often express anger, frustration or sadness in ways that harm themselves and others in the process. By teaching them to use art as a tool, they can take ownership over whatever emotions or circumstances they are going through, and surpass them. Art also teaches a sense of discipline – how to really stick with something in order to get better at it. Artistic talent and levels of intelligence are not fixed entities and through focused work in art class, students can really see their hard work pay off in their improved progress. My goal as an art teacher is not to make them all into professional artists, which would be fantastic, but rather to foster a love and appreciation for the arts as a means of expression and something that can enhance their lives.”

SerenaK:
Do you feel art is a necessary part of the school curriculum for these kids?

Peterson:
“Yes, most definitely! I think every person can get something out of participation in the arts. Even for those students who do not feel they are artistically inclined, the arts is such an important part of their development to help them to think in creative ways. Creativity in art improves their overall creativity in other areas, which will allow them to be more innovative in whatever they do choose to do. Having art in schools is even more important for those students, who are naturally drawn towards the arts. Many of these children are visual and kinesthetic learners, making the traditional structure of regular test taking, lectures and writing work difficult for them. Art classes give them something they can really shine at doing, providing a sense of accomplishment that keeps them engaged and involved in school and their futures.”

SerenaK:
Do you have an inspirational story about one of your students you’d like to share?

Peterson:
“There really are so many inspirational stories! One I will always remember is about a girl named Jalisa who had a very difficult upbringing and an unstable family life, resulting in school behavior that was often very worrisome to other teachers and her family. One day, after one of her first classes with me, I found her frantic in the hallway, wanting to find me and show me something. She opened her bag and pulled out an image full of life, color and vitality. She was very proud of her artwork and told me that the night before she was really upset by something her mother did. Instead of lashing out against her and others in her family as she normally did, she went to her room and got all her anger and frustration out on paper, making a beautiful piece of art, full of passion and intensity.”

Stories like this bring tears to my eyes, especially when school boards and many government entities fail to see how vital the arts really are to our society, and especially to those on the fringes.

Meg Peterson’s work is fueled by her passion for the arts as a means of self-awareness, empowerment, communication and education for all people of all backgrounds.

Let’s spark new conversations about art – ones that tell stories such as these, which could eventually change the way art is viewed by our neighbors, our schools and our government.

Artist Credits for the images included in this post:

We Rise Above
Meg Peterson, Illinois and England
Acrylic on canvas

Knowledge is Power #3: Narquice
Meg Peterson, Illinois and England
Acrylic on canvas

Aaron Looks Back Forward
Meg Peterson, Illinois and England
Acrylic on canvas

Waiting
Meg Peterson, Illinois and England
Acrylic on canvas

Cory
Meg Peterson, Illinois and England
Acrylic on canvas

Meg Peterson’s artwork and education projects can be viewed at: Meg Peterson

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The 365 Days Project

In 2012, Serena Kovalosky committed to writing an article a day for 365 days as an exploration into the lives of artists and the value of creative thinking in our society.

Experience the full evolution of the project! Click below to read the entire collection of articles.

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