News
New Arab Arts and Culture Class at NEHS
November 2011
One day the students read Khalil Gibran and discuss the oral poetry tradition in Arab culture, and on another day they draw connections between the improvisation in American jazz and taqsim in Arab music after listening to Mohamed Abdel Wahab.
This is how thirty-three 10th graders at the School District of Philadelphia’s Northeast High School spend their 7th period in an Arab Arts and Culture Class. Each day of the week the students explore an art form with a different Al-Bustan teacher. This program provides a unique opportunity for students to acquire technical skills in the creative arts while learning about Arab culture.
On Mondays, the students are exploring Arab/Islamic art and the elements of visual art with Tremain Smith. Using a compass and ruler the students are creating six-pointed star patterns, a design commonly found in Arab/Islamic art and architecture, and defining their patterns with watercolors and crayons.
On Tuesdays, Hafez El Ali Kotain teaches Arab percussion. He began by introducing the students to the instruments of Arab music, famous Arab musicians, and a demonstration on several percussion instruments. The students now each have a drum and are learning to play Arab rhythms, working towards presenting an arrangement to their school-mates in January.
On Wednesdays, cellist and oud player Kinan Abou-afach leads the students in an Arab music appreciation class. He seeks to draw connections between the past and present and Arab and western and pop music in order to give the students a greater understanding of the Arab music tradition. Abou-afach has embraced the centrality of taqsim (improvisation) in Arab music by encouraging those students who play instruments to bring them to class and improvise with him.
On Thursdays, Ellie Hutchinson introduces the students to forms of Arab poetry and the works of Kahlil Gibran and Naomi Shihab Nye. They have examined the use of rhythm, personification, and repetition in traditional forms of poetry as an introduction to the writings of Palestinian-American poet Suheir Hammad, who recently visited Philadelphia and will return for a performance on December 9. As they reflect on Hammad’s style, the students have explored in their own writings the themes of place, a minute in time vs. the events occurring around the world, community, and food.
On Fridays, Al-Bustan Executive Director Hazami Sayed teaches an Arab culture/history/language class. The students are learning about the geography of the Arab world and reading essays on culture and identity while being exposed to the Arabic alphabet, words, and phrases. Sayed asked the students to interview their parents and grandparents for stories that had significance in their life, which resulted in some students eagerly sharing their stories with classmates last week. The class gives the students with a knowledge base in Arab arts and culture while giving them the framework to creatively express themselves and reflect on their own heritage and identity.
Overall, this semester-long course provides students with an opportunity to experience Arab arts. Our goal is to encourage self-expression through art-making by providing opportunities for these youth of diverse backgrounds to acquire technical skills in the arts and a knowledge base in Arab culture and history. We are grateful for this partnership with NEHS, particularly to teacher Laura Engel, for facilitating this cross-cultural exchange and allowing us to work with her students.
We are most grateful for the support of Qatar Foundation International and the Philadelphia Arts in Education Partnership in making this program possible.
Saturday Arabic and Arts Underway
November 2011
Since September 17, 2011, a group of 17 children, ranging from grades Kindergarten to 5th, are having a weekly experience in Arabic language, arts, and culture at the new Salvation Army Kroc Center in North Philadelphia. They begin the morning with teaching artist Rachel Bliss in art class, where the letters of the Arabic alphabet and Arabic script are an integral part of their art-making using a variety of media. They also listen to Arabic storybooks and create their own artwork in response to these stories. After art, Arabic teacher Issam Bougtoub leads the students in a series of activities that include writing, reading, and speaking in Arabic, along with role playing exercises. The students come from diverse backgrounds with differing abilities in Arabic, so the challenge is to keep everyone engaged and improving their language skills. Parent volunteer Dania Bawadekji, who is a graduate of literature from Damascus University, works with the students in small groups and helps in integrating Arabic in the art classes. The programs ends on an upbeat and active hour of percussion instruction taught by Hafez El Ali Kotain.
Overall the goal of this program is to foster a love of the Arabic language and reinforce the language acquisition through the arts. This first trimester ends on December 10 and continues on January 21, 2012. The program is open for new students to join starting in January, including adults interested in taking one hour of Arabic in the morning.
Support Al-Bustan on its 10th Anniversary!
November 2011
Al-Bustan is pleased to celebrate its 10th anniversary! There is no better time to invite you to join us in commemorating ten years of successfullysowing the seeds of Arab arts and culture in Southeastern Pennsylvania.
In 2002 Al-Bustan was launched as a summer camp for 18 boys and girls. Since that time, Al-Bustan has become an established year-round organization serving youth and adults. With the support of individuals like you, our expanded programming has made a difference in our community in many ways by:
- offering school and community-based educational arts and language programs
- targeting underserved communities of immigrants and Arab-Americans
- providing educators with resources for instruction on Arab arts and culture
- exposing the broader public to presentations of the highest quality Arab arts
- fostering cross-cultural understanding and exchange
We need your help to sustain these invaluable programs!
A generous donor has pledged $10,000 to Al-Bustan if we are able to match it with another $10,000 between now and December 31, 2011. You can double the impact of your support and help us raise $20,000 by making a tax-deductible contribution to Al-Bustan today! Donors at the $500 level and above will be invited to an exclusive event with Tunisian vocalist Sonia M’Barek during the week of March 19th!
Although we have been successful over the past years in obtaining grants, such as the National Endowment for the Arts for the 6th consecutive year, given the state of the economy, we are facing major cuts from public agencies and private foundations. Now more than ever, we need you to demonstrate that you value what we do with your financial support.
The reality is that fees for programs and ticket sales do not cover the costs of our work.
We hope you will choose to support the unique work of Al-Bustan and make your tax-deductible gift – click here!
Workshops with Poet Suheir Hammad
October 21, 2011
“How many masks do you wear in a day?”
Poet Suheir Hammad stretched the minds of three groups of students in Philadelphia when she asked this and many other questions during workshops with high school students at Parkway Northwest and Science Leadership Academy, followed with a group of students at UPenn’s Greenfield Intercultural Center. She shared some of her own poetry and stories and gave the students the opportunity to consider their identities and what they hold to be true, while stressing the power of writing to elucidate and convey that truth.
She established the workshops as a time for the students to share their beliefs by beginning each one with various personal questions. “How do you make sure you speak for yourself? What happens when we don’t feel safe but we have something to say? Has anything ever happened to you that stopped your language?” These high school students typically don’t openly consider such philosophical questions, particularly in school where conformity it often more important than their own thoughts. Hammad kept the conversation grounded in the reality of the students’ lives and successfully engaged the students in very personal conversations by turning the conventions of the classroom on their head.
Hammd’s penchant for asking questions allowed the students to decide the trajectory of the workshop. Like a philosopher, never comfortable in her own knowledge, she didn’t enter the classroom as an authority prepared to impart her wisdom but rather as one curious to learn more. Indeed many of the questions she asked the students seemed to be related to things she herself was pondering. “Does everything make sense to you? Why do you want to share your opinions?” For some students the answers were clear. After losing his book of writings, one student remarked, “I’m still looking for it. I think someone stole my soul.” . . .clearly his opinions and thoughts were the fiber of his being. This launched a conversation about the importance of the written word. “Language is power,” another student stated simply. “But what if what you’re putting out there is just what people are telling you—what they’re feeding you?” Hammad asked.
In one of her most forthright moments, she told the students at SLA and Parkway Northwest that they lie to themselves everyday by wearing multiple masks over the course of the day to cater to the demands of a particular environment or situation. “After a while we learn to tell people what they want to hear.” After the workshops she expressed some anxiety about the fine line she walks between offending students with her frank questions and assertions and getting them to open up by being honest with themselves…. though she needn’t have worried. With her humor and approachable demeanor she managed to create a safe environment where she could make provocative comments that inspired honest conversations. Far from being offended, these students affirmed that they alter their behavior to suit the expectations of others whether those are teachers, parents, or friends. One student noted, “you have to be a chameleon. You have to see how you can fit in.” But how do we stop the lying and see what makes up our core?
Hammad stressed that it is through writing that we can explore our own identity and share our thoughts with others. She asked the students at Parkway Northwest, “Do you think you could write a poem to yourself that was true or honest?” To facilitate this process Hammad had the students describe that space where someone or something no longer exists. Then she asked the students to write it backward because, “writing it backward allows you to not lie. It’s the same truth but it looks a little different. Writing poetry allows you to drop the mask for yourself.”
Suheir Hammad will return to Philadelphia for a performance as part of Al-Bustan’s Arab Music Concert Series on December 9 at 7:30pm
The Philadelphia October-December 2011 visits of Suheir Hammad are made possible with the support of the John S. and James L. Knight Foundation. Al-Bustan is most appreciative of Hammad’s time and inspiration and the Knight Foundation’s desire to promote arts and culture while providing platforms for engaging with Arab American artists.
Teen Campers’ Video: Through the Camera’s Eye
Media educator Suzy Salamy, who worked daily for three to four hours over 15 days with nine teenagers at Al-Bustan Camp 2011, reflects on the experience…
Working with the teens was as much a learning experience for me as it was for them. They all brought so much energy and personality to the table that it made each day fun. I followed a social justice curriculum dissecting race, class and gender. We also connected these threads to the Arab world. The curriculum analyzed media images like commercials and mainstream movies through the lens of societal oppression. Once the teens had these tools of analysis we went ahead and learned the basics of story boarding, shooting video, editing and shooting street interviews.
When it came time to decide what to do for the final project I left it open for them. They decided to shoot two short narrative pieces that they created from scratch and then to mix it with documentary style interviews from the streets of Philadelphia. The short narrative stories and the interviews were connected by topic.
The teens created a list of questions that they asked each interviewee. The questions related back to their education about different forms of oppression. When it came time for editing they spliced in these interviews to match and complement the short narrative pieces.
Each teen contributed to the project in his/her own way. Some teens excelled in shooting, others preferred editing, while others enjoyed acting. Together they put together a fantastic video that illustrates their abilities individually as well as their strength as a team.
Enjoy the video and see what three weeks can create!
In the words of the teens…
“It was cool to go out and interview people on the street.”
“I loved the subject matter. Discussing race, gender, and ethnicity etc. is a topic I find enlightening.”
“I learned a variety of different shots, Final Cut Pro, and storyboarding.”
“[Suzy] was so nice and helpful. She was great with people new to working with the camera.”
Al-Bustan Receives George Bartol Arts Education Award
Al-Bustan is honored to be the 2011 recipient of the George Bartol Arts Education Award. The Award is given by the Stockton Rush Bartol Foundation to an organization that provides sustained, meaningful exposure and participation in the arts; that demonstrates an active engagement in the lives of its students and community; and that maintains high artistic standards for its faculty and students.
The George Bartol Arts Education Award was established in 2001 to recognize outstanding arts education programs by a non-profit cultural organization. Each year, a grant of $5,000 is made in memory of George Bartol, founder of the Stockton Rush Bartol Foundation, who believed that the key to a thriving arts community was an investment in arts education for its children. As part of its annual grant review process, the Foundation designates one grantee to receive this additional award of $5,000 to further support its arts education programs. This year’s award is made possible through a gift from Mr. Bartol’s children.
“This Award is made to Al-Bustan for its commitment to arts excellence and as the only arts education organization focused on Arab culture in our region,” said Beth Feldman Brandt, Executive Director of the Stockton Rush Bartol Foundation. “Through its after-school and summer programs, Al-Bustan builds bridges across cultures and highlights positive images of Arab-American identity for young people in Philadelphia.”
“In addition to presenting arts education by the finest Arab artists in the region,” explains Founder and Executive Director Hazami Sayed, “Al-Bustan encourages youth and their families to engage in meaningful dialogue about culture and identity. Through the arts, we seek collaborative, peaceful ways to resolve conflicts, both within the diverse Arab-American community and broader American society. We affirm the richness of Arab culture, seeding alternatives to the negative images and understandings that dominate in these times.”
The Stockton Rush Bartol Foundation, as the only local Foundation devoted solely to supporting local arts organizations, seeks to foster an environment where arts and culture can flourish. Created in 1984, the Foundation provides financial and technical support to non-profit arts and cultural organizations in Philadelphia. Through its grantmaking, the Foundation works to ensure a vibrant cultural life for all of its citizens through programs that use art as a catalyst for meaningful communication and connections, strengthening the social fabric of Philadelphia’s neighborhoods.
Al-Bustan is most grateful for this award and its recognition of our staff’s dedication and creative efforts.
Al-Bustan Camp 2011 in Videos
Al-Bustan Camp had a fantastic 10th anniversary program. We are so fortunate to have assembled a dynamic team of educators, teaching artists, and counselors, all of whom gave so much of their time and energy to a wonderful group of campers that hailed from a diversity of backgrounds. Thanks to all who participated!
This summer we were particularly fortunate to have Temple film student KYLE GARVEY working with us to document the daily activities with his thoughtful, methodical, curious eye. Take a look at a series of short video clips that he edited and see how much fun and learning took place in just three weeks!
Showcasing Campers’ Talents
Drama by Group Ta'
In preparation for Al-Bustan Camp’s culminating performance on July 28, 2011, campers spent the afternoon rehearsing the debkeh dance, percussion, singing, and dramatic performances they have been developing over the course of the three weeks. Their enthusiasm for camp was clear in their joyful presentation of everything they had learned about the language, arts, culture and environment of Lebanon from our dedicated team of teaching artists.
The evening began with short scenes that the campers had prepared in Drama Class based on personal accounts of those living in Lebanon and stories from Lebanese publishing house Dar Onboz founded by Nadine Touma.
Drama by Group Ba'
Group Ta’ drew on stories that architect Abdallah Tabet relayed to the Campers about growing up in Lebanon during the Civil War to compose a scene about the disruption to daily life that the Civil War caused. The characters in Group Ta’s scene wait in a shelter for the violence of the Civil War to end. While they wait they tell a fantastical story inspired by Nadine Touma’s Seven Plus 7, which Group Ba’ presented as their scene. Group Alif entertained everyone with their play The Boy Who Wanted to be the Moon, which encouraged us all to embrace who we are.
The precision and coordination of the campers’ group percussion and dance performances wowed the audience. Percussion and Dance instructor, Hafez Al Ali Kotain, introduced campers to the music and dance of Lebanon including Yaba Yaba Lah by Tony Hanna and Al Ayn Mulaitain by Samira Tawfik. In addition to presenting their prepared percussion medleys, all three groups finished with a call and response.
Debkeh by Groups Alif & Ba'
The Shabab, Arabic for “teens,” debuted Through the Camera’s Eye, a short film that they worked to create over the three weeks in Video Class. The film embraced the discussions they had under the guidance of media educator Suzy Salamy about stereotypes, including what characterizes an ideal American. Their film was comprised of interviews with pedestrians in Center City as well as short narrative pieces depicting situations of discrimination. In addition they stunned the audience with their powerful poetry. As they read their poems, images of their artwork were projected on the screen behind them.
Each group delighted the audience with a song by legendary Lebanese singer Fairouz that they had learned in Singing Class. Campers performed the classic songs Tik Tik Tik, Kan Enna TaHoon, and Amara Ya Amara. So moved by her camp experience, Gaida, our singing teacher and acclaimed singer in her own right, composed an Al-Bustan Camp song. The song celebrates a sense of community based on friendship and a shared appreciation for Arab culture that Al-Bustan Camp has fostered for10 years. “Love and seeds we grew and watered, hope and knowledge, we planted and built.” The evening drew to a close with Groups Ba’ and Ta’ singing the song.
Debkeh by Group Ta'
In addition to the performance, examples of the campers’ experience in their other classes were on display in the auditorium. The books of Dar Onboz and the geography of Lebanon informed the trajectory of Art this summer. The books are visually stimulating–communicating the story line not just through text but through images, including many collages. Beginning with explorations of the elements of drawing, including line, texture, space, value, and color, campers made materials to be used in collages. Campers created individual collages while also working on a collaborative project using collage to depict the 28 letters of the Arabic alphabet.
The walls of the auditorium were also filled with campers’ artwork inspired by the varied geography of Lebanon. Groups Alif and Ba’ used drawing and printmaking to depict Lebanon’s coast, mountains, and iconic cedars. This landscape informed many poems that campers wrote in poetry class.
While Groups Alif, Ba’, and Ta’ did not recite their poems, their works responding to what they learned about Lebanon filled an anthology that poetry teacher Eric Hitchner assembled. Integrating what they learned in poetry and art classes, campers filled large scrolls with their poems and Arabic letters cut out from their doodles and collages.
Also on display in the auditorium was the olive oil soap made by campers during science class. Following the technique practiced in Lebanon of making soap from the country’s abundance of olives, campers made orange blossom and lavender scented soap with science teacher Mary Walsh.
We hope the learning process continues as participants share what they experienced at Camp with friends and family. Thanks to all the staff, participants, and families for their keen interest and boundless support!
Check out the Al-Bustan Blog in the coming months to stay abreast of other happenings at Al-Bustan .
— above photos by Dana Scherer of Bamboo Photography
