L o y o l a M a r y m o u n t U n i v e rs i t y C o l l e ge o f C o m m u n i c a t i o n & F i n e A r t s
“We must critically challenge the roles that teaching, schooling and education play or should play in the cultural and political nature of our society. An essential element of our pedagogy in the College of Communication and Fine Arts at LMU is to instill in students of all ages, as well as the diverse communities in that we immerse ourselves, the deep desire to have a positive effect on the world. We do this with a rigor of engagement through the critical and expressive arts of communication, theatre, music, art, dance, music and art therapy—and through an embodied praxis of our university mission that promotes the encouragement of learning, the education of the whole person, and the service of faith and the promotion of justice.” Bryant Keith Alexander, Ph.D. Dean, College of Communication and Fine Arts Loyola Marymount University
C F A’ S C O M M I T M E N T
Engagement at Every Level
ith its distinctive focus on the human experience, Loyola Marymount University’s (LMU) College of Communication and Fine Arts (CFA) seeks to provide its students, and the larger community, with resources to develop perspectives that will advance a more compassionate and just world. Through a variety of academic and volunteer options, CFA offers opportunities for students to engage with their community, impacting the lives of thousands of at-risk children, adults and families through community service programs. The programs outlined herein are dynamic—ever-changing in scope and form, with new and emerging possibilities constantly being explored and imagined. All of our departments are involved in service that combines to fully reflect the dynamic educational context of the College, reaching out through mentorships, coursework, awareness campaigns, therapeutic programs, partnerships, fundraisers and international programs, as well as over 100 free and low-cost performances and events each year that are open to the community. The students who emerge after four years in CFA not only benefit from an expanded knowledge base and critical thinking abilities, but also from the personal growth that comes from community engagement on a level that inspires a lifetime of leadership in creating a just world. CFA’s efforts are dependent upon the ongoing support of alumni, parents, foundations, corporations and friends of the University to make what we achieve possible. This support ensures that CFA can continue to educate ethical, talented and deserving students for generations to come. giving.lmu.edu cfa.lmu.edu
SERVICE LEARNING â€œAs our future leaders, we hope these students become more aware of the global community and gain a better understanding of our similarities rather than our differences. This program allows us to take the work we do in the classroom and make it real and physical.â€? Terry Lenihan, Professor of Studio Arts and Director of ARTsmart
he dual mission of ARTsmart is, first, to provide underserved schoolchildren with an education in the arts that will provide both the instrumental and the intrinsic benefits necessary to become well-rounded, productive members of a rapidly changing society. Second, ARTsmart is a leadership-development program for LMU student mentors that incorporates teaching in the arts and community service. With budget cuts affecting Los Angeles Unified School District art programs all over the city, ARTsmart has filled an important educational gap. Each semester, LMU student mentors from the Department of Art and Art History teach visual art to the students at Westside Global Awareness Magnet, an underserved K-8 school in LAUSD. ARTsmartâ€™s goals are to create visual literacy and build an appetite for the exploration of materials, concepts, and innovation that will serve students throughout their lives. ARTsmart also created a cultural exchange with students from Hoopa Valley Elementary School, a K-8 school on the Hoopa Indian Reservation in Humbolt County, California. The exchange with these two schools included 50 eighth graders from Hoopa and 50 eighth graders from Westside, who work together in LMUâ€™s Thomas P. Kelly, Jr. Student Art Gallery to create installation art about their shared journey of transitioning to high school. Frequent ARTsmart special guest, world-renowned architect Frank Gehry, joins the program to work with students as a mentor, and to answer questions about his life and creative process.
SMEERNVTIOC RE I N L EG A R N I N G Annual Children’s Concerts
n collaboration with the LMU Family of Schools, CFA’s Department of Music brings students and families on campus each year for the Annual LMU Children’s Concerts, which are free and open to the community. The Family of Schools is a University program dedicated to developing partnerships between the University and schools in the Westchester area. Children of all ages are invited to enjoy and participate in the performances presented by LMU students from the Chamber Ensembles, Sinatra Opera Workshop and other ensembles. The performances include costumes, readers, dancers, and integrate participation from elementary school performers. Students from all participating schools in the Family of Schools are featured in the concerts as narrators, actors, artists and musicians who work with LMU faculty, students and professional artists in creating exciting, accessible concerts of classical music for all ages.
W “Participating students in the LMU Orchestra receive valuable music education experience while making a real difference in the lives of WISH Charter’s string students.” Tania Fleischer, Applied Instructor of Music and LMU Chamber Orchestra Director
ISH Charter Elementary School is an independent school located in the Los Angeles Unified School District. In collaboration with the LMU Family of Schools, members of CFA’s Department of Music approached WISH with a desire to assist with its string instrument program. The school acquired about 40 string instruments, but were lacking in quality instruction for students. This was a perfect opportunity for CFA students to assist the music teacher by providing instruction to the new string students and operational support for the music teacher. The goal of the program is to create a robust string program at WISH in which members of the LMU Orchestra give semi-private and group instruction to the string students, and support the music teacher by assisting with instrument care and skill building.
“The Children’s Concert Series in the Department of Music has enabled the LMU Family of Schools with an excellent opportunity to enhance our arts education offerings. The mentorship component of this program has added tremendous value not only to our program, but has also provided creative and exciting opportunities for the Westchester, Playa Vista and Playa Del Rey communities to visit our campus and become a part of the Loyola Marymount University family.” Bryan Williams, Assistant Director, LMU Family of Schools
ART AS THERAPY Helen B. Landgarten Art Therapy Clinic
he work of the Helen B. Landgarten Art Therapy Clinic touches the hearts of children, adults, and families through the art process, supporting wellness throughout the Los Angeles community. Working without walls and reaching out into the community, the Clinic provides sustained art therapy services for the entire academic year. These services help a variety of clientele, including young people in school settings, as well as adults and families in community centers, shelters and veterans’ homes. Located in the Graduate Department of Marital and Family Therapy (MFTH) at LMU, the Clinic collaborates with multiple organizations including the Los Angeles Unified School District, Loyola Marymount University Family of Schools, American Red Cross, Barbara Sinatra Children’s Center, New Directions for Veterans, and Save the Children. These partnerships include seven different programs that deliver more than 1,500 hours of direct service. Throughout the academic year, the work of the Clinic provides important educational opportunities for the MFTH students and alumni, and also benefits individuals, children and families who would otherwise not have access to support.
This student from Thomas Riley High School depicted herself as a mythical creature that has many capabilities. “I’m awesome like a unicorn, strong like a panther and dangerous like a fire ant!”
“Art therapy gives survivors an opportunity to externalize and contain their trauma story. We were there six weeks after Hurricane Katrina hit, in a shelter containing thousands of severely traumatized people. They were in shock. By engaging them in the art therapy process, I began to realize the power of art therapy and its potential to heal. You don’t get that kind of learning out of a book.” MFTH graduate Lesley Van Sloten
n 2005 and 2006, a team of art therapists from the Graduate Department of Marital and Family Therapy made six week-long visits to shelters housing families displaced by Hurricane Katrina in New Orleans. During these sessions, they worked to engage individuals in clinical art therapy and help them acknowledge and express their feelings about the disaster, and to work toward developing a hopeful outlook for the future. The series of panels pictured above tell the story of a boy who was rescued from a levee after nearly two days of being stranded. He depicts the people walking up the bridge to safety above the water, and in the next panel he shows the road leading to his temporary shelter. He then draws the road going around the shelter, indicating his feeling that it would be a long time before his family would once again have a home they could call their own. In the last panel, he draws his dream home, where he’d like to live with his family. The lack of color in this last panel connotes that this part of his story was still developing at the time and was perhaps hard for him to fully conceptualize. What made this program so vital for the community was the persistence and perserverance of the therapists. The group was the only support program that came back to the area consistently, even after most programs had moved on. As a result, the therapists were able to establish strong and lasting relationships with many children and families. For many of the children, creating a bridge to explore the future was exactly what they needed to continue the recovery process.
ART AS THERAPY Supporting Pregnant and Parenting Teens
he Helen B. Landgarten Art Therapy Clinic provides art therapy services that address the needs of pregnant and parenting innercity teens who attend Thomas Riley High School (TRHS). After years of success working with parenting teens, a new group was initiated to provide for students who do not have children, yet struggle from severe circumstances. The art therapy groups have helped these young students take time to consider the complexity of their lives and make progress in five identified areas of development: Motherhood | Processing thoughts and feelings regarding becoming mothers Parenting Skills | Processing thoughts and feelings related to parenting Positive Self-Identity | Identifying aspects of creating an active positive identity Integration | Integrating different aspects of their lives School Achievement | Understanding the importance of attending school
One student described her art piece in moving terms, “This is a picture of when I became homeless. I felt so scared and alone. I didn’t know that anyone else had experiences like me until I came to art therapy group. Now I have a place to talk about my problems and I have learned that even when there is darkness, people are there to help. I hope that the clinic continues the new group that started this year, it’s the only place we can get support.”
Art First Program
he Clinic provides training and response to traumatic events and disasters. When hundreds of senior citizens in a West Hollywood retirement community were displaced from their residence due to flooding, the Art First Program responded to this event over the course of several weeks. Students and alumni were able to join together to provide support for the elderly. Many of the seniors engaged in making art and were able to process how the current event surfaced unresolved trauma in their lives. One resident created this tree and recalled returning home after a prolonged hospitalization due to polio when he was just 8 years old. He said that it was just before the Thanksgiving holiday and he was in the back of an ambulance at a stop light. When the vehicle started moving forward the fall leaves swirled into the air. He told the entire trauma story and remembered this moment of wonder amidst a life altering event.
Summer Arts Workshop
he Dolores Mission School Summer Arts Workshop (SAW), facilitated by alumni and students of the Graduate Department of Marital and Family Therapy (MFTH), has celebrated 10 years of providing arts-based services to address the needs of adolescents at great risk of gang affiliation. The three goals of the SAW have remained consistent: 1. To provide sustainable services to an underserved population. 2. To educate LMU students to expand their sense of service to the community. 3. To support inquiry and investigation into the SAW’s accomplishments in order to inform and improve future programs. Each year, the middle school workshop participants collaborate with MFTH faculty members, graduate students and alumni over the course of a week to explore and express their experiences and personalities through art. The Dolores Mission School is located in what was once the poorest mission in the city. The students are primarily Latino first and second generation immigrants from Central American countries whose families are facing adversity.
“During the week, our young students create a shared story using words to describe their art piece. The shared collaborative process of making art ultimately creates a deeper understanding not only of themselves, but also of their peers.” Jessica Bianchi, Lecturer of Studio Arts and Marital & Family Therapy and Summer Arts Workshop Director cfa.lmu.edu
National Dance Education Organization
FA’s Dance Program maintains a student chapter of The National Dance Education Organization and its local state affiliate, the California Dance Education Association. CFA’s NDEO Student Chapter provides students who are interested in dance and dance arts education with opportunities to mentor local dance students, raise money to benefit local dance initiative and charity programs, and make lasting connections with community organizations to offer dance workshops or classes. The Student Chapter strives to provide a forum for intellectual and creative exchange for the talented students enrolled in CFA’s Dance Program. In 2016, dance students raised funds to travel to Panama over their spring break to support children in orphanages, a project they coordinated with an organization called Movement Exchange. As international “dance diplomats,” they taught dance twice a day to children in two different orphanages. This experience was a rewarding one, both during and after the trip, as the NDEO Student Chapter received a service award for most philanthropic student organization at LMU in 2016.
Dance as Service
tudents in the Dance Program participate in dance service work and community projects. Dance majors and minors volunteer off-campus, teaching dance to children and adults at the Westchester Family YMCA, Mar Vista Family Center and Loyola Village Elementary School. Additionally, the program has a student teaching placement at Gabriella Charter School for students who are pursuing dance education as a career. Through the DANCEsmart program, teams of students work with Kindergarten through 8th grade students at Westside Global Awareness Magnet School. On campus, our students perform and speak with elementary school students as part of LMU’s Family of Schools “Lion for a Day” program. These opportunities enliven dance students’ connection to LMU’s mission statement through their dance studies. In this way, our students develop the skills necessary to be successful dance professionals who work in a wide variety of settings and communities.
“When we think broadly about who gets to dance and where dance takes place, the professional dance world widens considerably. Dance is happening in every corner of our city: schools, community centers, the streets, stages. Our service and outreach programs not only bring dance to communities off-campus, they deepen LMU students’ connection to dance, and often open up new professional pathways to pursue after graduation.” Kristen Smiarowski, Clinical Assistant Professor of Dance and Director of Community Engagement
PARTNERSHIPS American Red Cross
he Helen B. Landgarten Art Therapy Clinic has formed a partnership with the American Red Cross to develop disaster response training for clinicians. Mental health training supports participants’ learning of the key concepts required of anyone volunteering to respond in Disaster Mental Health (DMH). It prepares licensed mental health professionals to respond across the continuum of disaster preparedness, response and recovery. Unlicensed alumni are welcome, however only licensed MFTH alumni can become certified DMH with the American Red Cross. Psychological first aid training provides a framework for understanding the factors that affect stress responses in disaster relief workers and the clients they serve. In addition, it provides practical suggestions about what clinicians can say and do as they practice the principles of Psychological First Aid.
New Directions for Veterans
he Clinic has a collaboration with the Veterans Administration program New Directions. This program provides art therapy groups for the most challenged of our nation’s military heroes, homeless veterans, who often face problems with substance abuse. The collaboration with New Directions for Veterans has a direct impact on the lives of homeless veterans struggling with Post-Traumatic Stress Disorder from exposure to trauma.
“Art therapy helps me express what has been left unsaid my whole life. I feel a sense of relief because the drawings say it all – just looking at the art tells the story of my trauma. Now I can start a new story.”
The image to the left depicts a female veteran who experienced extensive trauma as a child and escaped the violence by joining the military. After completing her service, she returned to a violent environment and continues to suffer from the residue of those traumatic events.
CSJ Center for Reconciliation and Justice
or many years, CFA has partnered with LMU’s CSJ Center for Reconciliation & Justice. The Center, which is run by the Sisters of St. Joseph of Orange, offers a forum for dialogue, a place of education and a resource for reflective action. Through a diverse array of offerings, the CSJ Center aims to be a presence for the needs of the LMU community in terms of the pursuit of LMU’s mission to encourage “the service of faith and the promotion of justice” at LMU and beyond. The CSJ Center honors individuals and groups who exemplify justice and reconciliation in their lives. Beginning in 2013, the CSJ Center has honored faculty, staff, students and alumni through an award named “Hidden Heroes.” The contribution of each awardee is celebrated through the telling of their story in a dramatic performance given by theatre students. Each recepient is also honored through the presentation of an award and a celebration with family, colleagues and friends at a reception.
BENEFITS AND FUNDRAISERS
“Fighting AIDS is not just about fighting the virus and saving lives. It is also about showing respect and giving dignity to those who are infected, regardless of their race, gender, sexual preference, nationality, or age.” Neno Pervan, Lecturer of Theatre Arts and Director of “Raft of the Medusa”
ince 2006, CFA’s Department of Theatre Arts has hosted an annual fundraiser event to benefit local AIDS charities. Each year, a theatre production is performed by students to educate and inform the audience about AIDS, with donations collected at the door and all proceeds going to organizations such as Project Angel Food, AIDS Project Los Angeles and AIDS Healthcare Foundation of Los Angeles. These performances serve a dual purpose, first of which is to expose both theatre arts students and the audience members to an up-close look at the AIDS crisis. The second purpose is to use this awareness to achieve the goal of ending discrimination against those currently affected by the disease, and instilling an appreciation for early victims who faced demonization before the illness was fully understood.
or the last ten years, CFA’s Department of Theatre Arts has been hosting fundraisers to remember Sam Wasson, a beloved student who died in a car accident when he was a sophomore theatre arts major at LMU. The pair of fundraisers held in Sam’s honor are Crosswords, a series of one act plays performed by LMU alumni and professional actors, and BTLS4SAM, an event where the LMU community gathers to play and listen to Beatles music in memory of Sam and to raise funds for the Sam Wasson Theatre Arts Scholarship. The proceeds from these events directly fund a scholarship given each spring to a student who is involved in both the performance and technical side of theatre, and who also embodies Sam’s warm, funny and open-hearted spirit.
“Sam was a truly special student who made a huge impression on everyone in the Department of Theatre Arts even in the short time he was with us here at LMU. Every year, it is so gratifying to watch our students participate in events that honor his memory and provide for a generous scholarship, while having a fun learning experience. It has been truly amazing to witness Sam’s spirit continue to have a positive effect on our students.” Jason Sheppard, Department of Theatre Arts Technical Director
INTEGRATING SOCIAL JUSTICE AND AC Voices of Justice
FA’s Department of Theatre Arts offers an oral history class called Voices of Justice, where students explore issues of reconciliation, justice, social action and collaboration throughout the course of the semester. The course concludes with a fundraiser performance in which students learn about current issues by reenacting scenes based on real-life accounts. Topics covered in the class have included sexism, human trafficking and homelessness, with proceeds going directly to treatment centers. As part of the class, the students meet extensively with people who are affected by these issues—trafficking victims, homeless inviduals, sexual abuse survivors—to inform their final presentations. The experience of this course is intended to be a consciousness raising one. The goal is to tell stories that wouldn’t necessarily be told otherwise, and it shows students and audience members how they can get involved in solving the world’s problems. The popularity of this course is apparent by the fact that it is cross-listed within six CFA departments that all support and give their students credit for this class.
“Storytelling is healing. It heals those who tell and those who listen. Storytelling creates community. In most of the problems that the world faces, it is because different people don’t know each other. Once we hear each other’s stories, we see how we are alike rather than how we are different. I think we understand what it’s like to walk in another’s shoes when we hear their stories.” Judith Royer, Professor of Theatre Arts and Director of LMU’s CSJ Center for Reconciliation & Justice
“We go to a school that is always talking about social justice, and being ‘a man or woman for others’ but I never really found a way to combine the two until now. I’m not in a service organization or anything like that. But this class has shown me how to bridge my passion for playwriting and service work.” Voices of Justice student Amanda Zeitler
INTEGRATING SOCIAL JUSTICE AND AC
esign Entrepreneurship, a course offered within CFAâ€™s Department of Art and Art History (Studio Arts), recently took students to Florence, Italy, to engage with local artisans and community leaders. The goal was to measure the potential of design to positively impact Florenceâ€™s urban well-being, raising awareness of social and environmental issues in the local community and among visitors. Students participated in a series of visits and activities in order to better understand the local context and collect information toward their own project proposal. To this end, students worked closely with the volunteer non-profit organization Angeli del Bello, which organizes cleanups in parks and piazzas around the city. Alongside local volunteers, students cleaned graffiti behind the Santa Maria Novella train station and tended to the Rose Garden in Oltrarno, just below Piazzale Michelangelo.
Art Therapy at Juvenile Hall
art of the Graduate Department of Marital and Family Therapyâ€™s commitment to social justice and serving diverse local communities is introduced to students early in their coursework. While enrolled in Child Art Psychotherapy and Adolescent Art Psychotherapy courses, the graduate students are guided in facilitating thoughtful art-making experiences with adolescents housed at the Central Juvenile Hall in Los Angeles. The opportunity to facilitate art-making, while considering developmental and contextual variables impacting the children they meet, prepares the graduate students for the complex demands of becoming effective therapists. At the same time, these hands-on experiences provide the children and teens with creative and caring engagement that expands what their current settings and curricula offer.
â€œOur goal with this course is to challenge students to view the impact of contemporary art and design through a social justice lens. At the end of the program, they were asked to propose their own entrepreneurial design venture, reflecting what they learned about the history and unique contemporary challenges of the city.â€? Saeri Dobson, Associate Professor of Graphic Design cfa.lmu.edu
INTEGRATING SOCIAL JUSTICE AND AC Art Therapy in Mexico
his summer program was developed by CFA’s Graduate Department of Marital and Family Therapy in order to help inform clinical skills with social justice and cultural awareness. This two-week long summer program teams LMU art therapy students with students from the Mexican Institute of Art and Psychotherapy (IMPA). The program concludes with a week-long art therapy workshop that is offered to low income community members participating in a women’s clinic in the San Miguel de Allende region. In recent years, groups have focused on children and adolescent issues, domestic violence processing, loss and grief, and life transitions, to name a few. The workshop allows participants the opportunity to normalize and support healing with others who have endured similar challenges. Art pieces are discussed in a supportive and confidential setting of the intimate group dialogue, and the week culminates in a presentation of group pieces, which are then displayed at the women’s clinic for the following year, reminding participants of their shared voyage.
ADEMICS “The workshop is intended to open up another perspective of what family means for our students. How we raise our children, our rituals, the rules and norms under which families operate—these differ so much across cultures and settings. The course invites students to enter a deeper dialogue about the way societal and political realities pose challenges on families from both sides of the border, and the myriad ways that families respond to these challenges.” Einat Metzl, Assistant Professor of Marital and Family Therapy and Director of Art Therapy in Mexico
INTERNATIONAL Luchando hasta Encontrarlas
uchando hasta Encontrarlas is a muralism project about the missing girls and femicides in Ciudad Juárez y Chihuahua, México. This group uses murals as a form of consciousness-raising and education about femicide. To date, the group has produced 14 murals, with the faces of 18 missing and murdered girls. Because of their actions, other families of victims have organized themselves to paint their daughters. Luchando hasta Encontrarlas is part of a growing movement to stop the impunity surrounding femicide, and a living example of the power of art for social change.
“Our students should have an opportunity to engage. It’s about working for social justice and gaining awareness. But in the end, we are just the vehicles; mechanisms to get the mothers’ stories out.” Nina Lozano-Reich, Associate Professor of Communication Studies
Faculty members and students from CFA’s Department of Communication Studies have traveled to Mexico, raising funds for, and participating in, the creation of some of the murals. Communication Studies has also hosted members of the Mother’s Committee for Juarez to visit campus and speak to students and the LMU community on the issue of femicide, including one of the mothers of a missing girl who was memorialized by the project.
Ni Una Mas
ince 1993, violent female homicides have escalated in Ciudad Juárez in Mexico, even as the state continues to deny that a problem exists. CFA’s Department of Communication Studies faculty members and students are involved with the Ni Una Mas movement, which seeks to challenge the Mexican rhetoric and bring attention and awareness to this issue, as well as to the missing girls and women. Members of the LMU community joined family members of the murdered and disappeared women while on a trip to Ciudad Juárez, Mexico, to paint black crosses onto pink backgrounds where the bodies of eight women were found in a river canal along the Juárez-El Paso border. Communication Studies has a course that covers femicide and gender violence, and for several years faculty and students traveled to Juárez until escalating crime and violence derailed the alternative break trips.
“We need to address mass incarceration in the United States. We need more than just legal consideration, we need a vital public debate. It’s starting to happen, and communities have been leading the conversation. By exposing our students to this debate while they are in school, we hope to inspire them to be conscientious citizens in this area once they graduate.”
Kyra Pearson, Associate Professor of Communication Studies
FA’s Department of Communication Studies has brought a number of speakers to campus regarding prison reform and the rights of prisoners. Stephen John Hartnett (pictured above), President of the National Communication Association, visited campus to talk about “Communication, Social Justice, and Prison Pedagogies in the Age of Ferguson.” This talk tackled tough questions related to recent social justice actions taking place across the country and reinforced the course curricula of the Department of Communication Studies. Most recently, the Department brought former death row inmate Gary Tyler (pictured right) to address the LMU community. Gary was wrongfully convicted of murder at age 16, becoming the youngest person to be sentenced to death row in Louisiana. His case was taken up by Amnesty International, and in the 1970s, Rosa Parks even campaigned for his freedom. In May 2016, he was released on appeal after serving 41 years in Angola State Prison. Since his release, he has been speaking about the death penalty and his experience of wrongful conviction. Additionally, students in the course “Culture, Crime and Punishment” have visited local prisons to conduct a needs assessment related to prison education at the Century Regional Detention Facility, also known as the Lynwood Women’s Jail. The students designed and participated in focus groups with the incarcerated women. cfa.lmu.edu
Youth Camp Art Education
n collaboration with the organizations Arts for Incarcerated Youth and the Armory Center for the Arts, faculty in the Department of Art and Art History have been visiting various juvenile detention facilities in the Greater Los Angeles Area to facilitate art education for the young residents. The end goal is to design and paint an onsite mural, which both engages the residents in the art process and beautifies their surroundings. Following the completion of the murals, the young participants are invited to a culminating party where they are awarded certificates. Camp McNair is part of the Los Angeles County Challenger Memorial Youth Camps and is located in Lancaster. The youth there collaborated with Studio Arts Program faculty to create the mural pictured above over 25 visits working with two groups for two hours at each visit. Projects included drawing lessons, printmaking, watercolor, mixed media and painting techniques, as well as time brainstorming mural ideas. Another mural was created with the young residents at Camp Scott in Santa Clarita as part of this effort.
â€œI noticed that, at first, the participants were skeptical that their art could actually improve. Sometimes the class would conflict with other popular activities, which made some of the kids less receptive at first. But as time went on, the group became very devoted to the project and felt a true sense of accomplishment upon completing the mural.â€? Nery Lemus, Lecturer of Studio Arts
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