Implementing an Art Program for Children in a Homeless Shelter

May I take this home to show my mom?" Makisha (pseudonym), a third grader, asked as she held up her large, dripping watercolor. As teacher educators leading art in a shelter for homeless families, we were immediately struck by her use of the word "home" and the lack of space in the small rooms that families share in the homeless shelter. Even with experience teaching in a variety of non-school settings, we were increasingly aware of the particularities to implementing a program in this context. Art educators are encouraged to consider pedagogy in culturally and socially diverse contexts, and to address issues in relation to various settings and contexts in which art education occurs, such as community collaborations in out-of-school settings (Congdon, 1996; Stokrocki, 2004). This perspective includes considerations of the physical environment and socio-cultural factors (Stokrocki, 2004), and also suggests inquiry into the content related to context, culture, instructional settings, and community collaborations (Congdon, 1 996). The assertion is that if the form, content, meaning, and value of art are determined by art's context, then it is important to understand how art is taught in culturally and socially diverse settings (Congdon, 1996; Stokrocki, 2004). The purpose of this article is to develop a better understanding of the role of context in the implementation of an art program in an emergency shelter for homeless families.Community arts programs sometimes focus on children perceived as at-risk due to ongoing problems such as neighborhood violence or exposure to a traumatic event. For example, some have focused on the art of photography to address issues of stereotypes of urban neighborhoods, while others seek to benefit children with physical and mental challenges (Heise, 2007). Some programs focus on strengthening individual and community resilience by helping them cope with disaster. For example, Hurricane Katrina spawned art programs for evacuees residing in temporary shelters (Kim, 2005). Bleiker (2006) reported that art education provided avenues for individuals to come to terms with the terrorist attacks of September 1 1, 2001, and increased human capacity for understanding political challenges. Wexler (2004) used painting as a form of expression for those with traumatic brain injury. Art can help young people make sense of their experiences and be an effective form of communication (Heise & MacGillivray, 2010). For many, visual expression is easier than verbal expression (Appleton, 2001 ; Orr, 2007).There is some research on the relationship between art and homeless adults. For instance, Feen-Calligan (2008) found that art can allow people to express their experiences of homelessness, to challenge negative stereotypes, and to show the contributions homeless people can make to society. Stokrocki, Andrews, and Saemondsdotter (2001) conducted Internet art programs that resulted in healing, increased self-respect, and social bonding. However, an online search of academic articles produced no empirical research on teaching art to children in homeless shelters. This article describes the key issues surrounding the implementation of an art program in a shelter for homeless families. As university professors, one in art education and the other in literacy, we seek to inform teacher preparation for both school and communitybased programs.BackgroundAn interest and background in out-of-school learning experiences brought us together to design, implement, and evaluate a program in an emergency homeless shelter in an urban area in the midsouthern United States. The program provided children positive interactions with print and exploration of art materials. This initiative offers the field of art education a better understanding of a homeless shelter as one kind of community setting. An art education undergraduate also participated as co-instructor in this engaged scholarship effort.The unaddressed needs of children who are homeless led us to focus on this population. …