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Rock and Roll1

lives, most students benefit more from the mood of the surroundings and the sight of large numbers of people (people who often look just like them) quietly contemplating the objects found in the Art Institute. To see that there are activities which other people value in the way they value their own engagement with Pop culture does give them alternative images with which to view and categorize the folk they will meet as they continue to be challenged by the larger world which higher ed and embarking on careers exposes them to. However, for a long time I had felt dissatisfied with the Art Institute trip. I was becoming increasingly uncomfortable with the fact that this particular experience, no matter how I chose to talk about it or warn against certain views, still reinforced the ideas that art was done by others ("creative geniuses"), that the value of art was institution-bound, and that all public activities had gift shops attached to them. Regardless of the spirited discussions we would have in class making connections between the enormous prices that some paintings fetched and the astronomical salaries received by sports figures, or about the rather one-sided representation of white males in the art world, or about the debilitating Art-in-a-box syndrome, here I was implicitly giving credence to just such ideas by honoring the experience of going to the Art Institute. This discomfort was coincidental with several other situations in which I was involved. First was the experiential education projects I was asked to help with by the head of the Student Activities Office at Sauk, projects which were in response to our schools attempt to incorporate outcome-based objectives into the curriculum. The second situation was my growing concern over how few Sauk students had any kind of significant arts experience in their background. Cutbacks in educational funding as well as a general anti-intellectualism (which extends to the arts) abr...

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