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Arts students pose in front of a mural

Arts

Examining the role of The Arts as a catalyst for healing, transformation and action

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Introduction

The practice of Art—in its infinite forms, functions and implications—is the most accessible and universal way of constructing meaning out of the world we inhabit.

Our Philosophy: The Arts are not just for experts. They are not solely for the enjoyment of the elite. They are not a superfluous extravagance. The Arts are for us all, expert and novice alike. They are not just an end in and of themselves, but a means. They shape, and are shaped by the world we inhabit.  

Students in the Arts Scholars program gain a deeper understanding of the impact of art as a means to explore society and culture against the backdrop of our individual differences and shared experiences.  

What you can expect: No matter your major, area of artistic interest, or skill level, as a member of our community, you will be challenged to strengthen your personal artistic skill set, experiment with new and different art forms, and gain a deeper understanding of the value of the arts in our personal and collective lives. We will investigate the power of the arts to:

  • Communicate difficult concepts
  • Advocate for social change
  • Investigate the human experience
  • Explore our own identities
  • Develop our capacities as creative problem solvers and critical thinkers
  • Reinforce, but also upend existing systems of inequality and oppression
     

Colloquium and Lecture Topics

Through a mix of lectures, discussions, demonstrations, collaborative art-making and interactions with guest artists, students consider:

  • What is art? What is “good” art? Understanding social definitions of art and their influence on our beliefs of what should or should not be considered art.
  • What does research look like in The Arts? Exploring common methods of research aligned with professional artistic practice.
  • How have The Arts legitimated and perpetuated systems of inequality across race, socio-economic status, gender, etc.?  Conversely, how can we leverage The Arts to generate equity and belonging? How can The Arts reshape or recontextualize understanding of our (individual and societal) learned history, biases and beliefs?
  • West African djembe: Exploring the role of music in community building, storytelling and cultural understanding.

I have been challenged to think differently, work cooperatively, embrace creativity and, most importantly, go beyond the limits I have set for myself. Because of this program, I can confidently say I feel infinitely more prepared for the “real world,” and for that confidence and growth, I could never be more grateful.

Alexandra Curry
Alexandra Curry, '22

Other Learning Opportunities

A variety of learning opportunities supplements the Arts curriculum. As an Arts Scholar, you will be introduced to artists, professional ensembles and world-class institutions each semester, through workshops led by guest artists; attendance at live performances in Washington, DC, New York City and on campus; and visits to the Smithsonian's renowned art and history museums.

In addition, you will get a chance to:

  • Conceptualize, execute and present a capstone project of your choosing during your second year;
  • Participate in service-learning with local schools and arts nonprofit organizations; and
  • Cultivate valuable leadership and communication skills through peer mentoring and peer teaching opportunities.

Curriculum Overview

Over the two-year program experience (four semesters), students will complete up to 6 credits of supporting courses that will count toward your Arts Scholars citation. In most cases, these will also fulfill General Education requirements. Note that your Scholars courses—colloquiums, capstone practicum and supporting courses—will generally be in addition to any courses you take to satisfy major requirements.

The following represents a typical two-year curriculum, but individual schedules may vary. Details about courses and requirements can be found on the Arts Citation Checklist. 

SEMESTER COURSE CREDITS
Semester 1 CPSA 100: Colloquium I 1 credit
Semester 2 CPSA 101: Colloquium II 1 credit
Semester 3 CPSA 200: Colloquium III 1 credit
Semester 4 CPSA 201: Colloquium IV 1 credits
CPSA 240: Service Learning; or
CPSA 250: Research (DSSP); or
CPSA 260: Peer Teaching (DSSP)
2 credits
2 credits
2 credits
Semester 1, 2, 3, or 4 Supporting Course (var. Gen Ed)
Supporting Course (var. Gen Ed)
Supporting Course (DVUP or DVCC)
3 credits
3 credits
3 credits

Sponsoring College 

College of Arts and Humanities

Office Address

1110 Bel Air Hall

Office Phone

301-405-0522

Faculty

Portrait of Harold Burgess

Harold Burgess

Program Director, Arts
Portrait of Heather Bremenstuhl

Heather Bremenstuhl

Associate Director, Arts
Portrait of Irene Park

Irene Park

Graduate Assistant, Arts

Arts News

Showing 115 - 120 of 170
  • College Park Scholars Awards First Ken Joseph Scholarship

    College Park Scholars has awarded the inaugural Kenneth A. Joseph Memorial Endowed Scholarship, to first-year Media, Self and Society Scholars student Amanda Hernández. “Affording college was always something that I worried about, especially when I was trying to decide where to enroll,” says Hernández. “This scholarship is not only helping me on that front but has also inspired me to do more. I’m incredibly grateful for being chosen and hope to represent College Park Scholars more in the future.”

  • Scholars Alum: Sean Murphy, Creator of Peer Mentors

    As part of our yearlong #ScholarsAt25 recognition of our 25th anniversary, Scholars is publishing occasional profiles on our alums. To be considered for an alumni profile, please fill out the form at go.umd.edu/alumniprofile. Sean Murphy Alum of: Science, Technology and Society (STS) Year graduated: 2012 for first degree, 2016 for the second—I originally graduated with a BS in mathematics. After a failed year in graduate school in applied mathematics, I reevaluated things and decided to go back to UMD for a BS in electrical engineering.

  • Scholars Recognizes 2019 Citation, Founders Circle Award Winners

    In 2017, College Park Scholars welcomed more than 800 freshmen to what would become its 24th citation class, the Scholars Class of 2019. All who successfully completed the requirements of their Scholars program received their official Scholars citation. But there were some that went above and beyond the expectations, leaving a lasting impact on the community. On Oct. 18, 2019, Scholars honored these extraordinary students at its annual Citation Awards. Those recognized included 24 juniors—two from each program—chosen by their program directors for outstanding achievement and 24 for outstanding citizenship.

  • Journalist Alison Burns Appointed Interim Director of Media, Self and Society

    Broadcast journalist Alison Burns has been appointed interim director of College Park Scholars’ Media, Self and Society program. She takes over from Kalyani Chadha, who will be on leave during the 2019–2020 and 2020–2021 academic years. Burns’ appointment was made by the University of Maryland (UMD) Philip Merrill College of Journalism, which sponsors the Media, Self and Society Scholars program.

  • 8 Lessons Learned From Migrations Annual Theme

    College Park Scholars has been coordinating an annual theme for four years—starting with “Trash: The Problem of Waste in Our Lives and Our World” in the fall of 2015. The annual theme gives our students, who tend to spend most of their Scholars classroom time within their individual programs, an opportunity to interact across programs. We take on a complex, multifaceted problem, work to understand its causes and impacts, and discuss how we might address it. Because each student comes into the discussion with their unique perspectives and the perspectives they’re learning in their respective Scholars program, the annual theme affords students a larger venue in which to make interdisciplinary connections.

  • International Studies Alum Turns Multiculturalism Passion Into Career Path

    When Sophia Burton first entered college, she had little idea what major she wanted to declare, much less what career she wanted to pursue. “I never planned it out this way,” says Burton, who graduated from the University of Maryland (UMD) in 2007 and currently works on migration issues in Germany. “I’m not saying one shouldn’t have a plan, but for me it was never like, ‘I know I want to be an engineer or a lawyer.’” Her lack of a plan, however, was made up for by a passion that even those with clear-cut career aspirations sometimes lack. Family migration history For Burton, that passion was in multiculturalism—particularly the cultural dynamics surrounding migration and international relations.

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