Arts as Antidote for Academic Ills

 

Stationed in front of one of his large self-portraits, the
artist Chuck Close raised his customized wheelchair to balance
on two wheels, seeming to defy the laws of gravity.

By PATRICIA COHENPublished: December 18, 2012
NEW YORK TIMES

The chair’s unlikely gymnastics underlined the points that Mr. Close was making to his audience, 40 seventh and eighth graders from Bridgeport, Conn.: Break the rules and use limitations to your advantage.

The message had particular resonance for these students, and a few educators and parents, who had come by bus on Monday from Roosevelt School to the Pace Gallery in Chelsea for a private tour of Mr. Close’s show. Roosevelt, located in a community with high unemployment and crushing poverty, recently had one of the worst records of any school in the state, with 80 percent of its seventh graders testing below grade level in reading and math.

Saved from closure by a committed band of parents, the school was one of eight around the country chosen last year to participate in Turnaround Arts, a new federally sponsored public-and-private experiment that puts the arts at the center of the curriculum. Arranging for extra funds for supplies and instruments, teacher training, partnerships with cultural organizations and high-profile mentors like Mr. Close, Turnaround is trying to use the arts to raise academic performance across the board.

“Art saved my life,” Mr. Close told the children. And he believes it can save the lives of others, too.

So now he was giving a pizza party and answering a question about why he started to paint.

“I wanted people to notice me, not that I couldn’t remember their faces or add or subtract,” he said, referring to the learning and neurological disabilities that set him apart from his classmates when he was growing up in Monroe, Wash.

A terrible writer and test-taker, Mr. Close used art to make it through school. Instead of handing in a paper, he told the children, “I made a 20-foot-long mural of the Lewis and Clark trail.”

Starting in Pace’s large central gallery, where his giant portraits of other artists like Philip Glass, Paul Simon and Laurie Anderson looked on, Mr. Close told the group that “everything about my work is driven by my learning disabilities.”

Born with prosopagnosia, a condition that prevents him from recognizing faces, Mr. Close explained that the only way he can remember a face is by breaking it down into small “bite-sized” pieces, like the tiny squares or circles of color that make up his paintings and prints.

“I figured out what I had left and I tried to make it work for me,” he said. “Limitations are important.”

With Mr. Close were a few other members of the President’s Committee on the Arts and the Humanities, which helped develop the Turnaround program. One of them, Damian Woetzel, a former principal dancer with the New York City Ballet who is a mentor to two other Turnaround schools, picked up on his theme.

“In dance we limit ourselves, as well,” he said. “There are five positions and everything comes from that,” he added, quickly demonstrating the basic ballet poses.

Filling out the cultural spectrum were the Broadway producer Margo Lion, a chairwoman of the committee, and the musicians Cristina Pato, Shane Shanahan and Kojiro Umezaki, all members of the Silk Road Ensemble, an international collaboration founded by the cellist Yo-Yo Ma, who is also a committee member and a mentor. One by one, they entered from different doors, startling the students with an impromptu concert featuring a tambourine, a gaita (a Spanish bagpipe) and a Chinese flute.

Clapping and stamping in time to the music, Mr. Woetzel soon turned the gallery’s open space into a dance floor. A couple of students whipped out phones to record the proceedings, while others raced across the room to avoid getting pulled in as participants. One reluctant dancer, captured by Rachel Goslins, a filmmaker and the executive director of the president’s committee, rolled his eyes and mouthed “Oh my God” as she circled him around the floor. Other students joined hands and began dancing as Ms. Lion and the school principal, Tania Kelley, her head flung back, swung each other around.

Mr. Close swerved through the crowd in his wheelchair.

“I never danced before,” Carolyn Smith, 13, said excitedly when the music stopped. “Usually I sing.” Carolyn was the lead in the school’s production of “The Wiz” last year. A brain tumor had caused her to miss so much school that her literacy teacher initially wanted her to turn down the part and focus on catching up, Ms. Goslins said. But being in the play — and reading and memorizing the script — helped her reading skills so much, Ms. Goslins said, that the literacy coach later told her, “I’m a believer.”

The afternoon offered a series of firsts for many of the students. Most had never seen such instruments, heard of Mr. Simon or Mr. Glass, or even visited Manhattan.

“It’s pretty cool to be in New York,” said David Morales, 14, who later asked Mr. Close about his technique, explaining, “I like how he makes it, how it comes all together.”

David, like the other Roosevelt students, had studied Mr. Close’s work in class and met him when he visited the school last month. So Mr. Close patiently answered questions.

“Is it easy to make these pictures?” (Well, it can take a while, Mr. Close replied.)

“How do you know what colors to use?” (Trial and error.)

“Can you draw? (Yes.)

“There is no artist who enjoys what he does every day more than I do,” Mr. Close told the group, setting off applause from the students. Repeating advice he often gives to young artists, he said: “Inspiration is for amateurs. The rest of us just show up for work.”

When the bus arrived for the return trip, Ms. Pato and Mr. Shanahan again took up their instruments, this time to lead a parade of clapping students and teachers out the door.

Carolyn Smith, a pink rose in her hair, paused at the doorway and turned to Mr. Close. “I had a blast,” she called out. “Bye, Chuck. See you later.”