b'1Figure 1. Holiday themed cardmaking. Author ImageFigure 2. Collaborative cardmaking exchange. Author Image.2Art education is continuing to evolve to prepareRedefining CommunityHow well students do in school is heavily influenced by what students to meet the needs of a rapidly changinghappens outside of the school environment (Hornby & Blackwell, society. However, art teachers know that art serves2018). Students are influenced by numerous individuals outside of the classroom daily including their immediate family members more than just students and that their art programs cansuch as parents and siblings, extended family members such support relationships to empower community membersas aunts, uncles, and cousins, and non-family members such as family friends and neighbors. The powerful influence of these surrounding the schools in which they teach.individuals not only impacts student achievement but also exists as a potential resource for collaboration through the arts. To build Traditional education throughout the United States is characterized bya community rich in collective respect for diverse values and accountability and standardized outcomes which often bear little relevancebeliefs, art teachers must consider who their students interact to the cultures of communities surrounding schools (Schlemmer, 2017).with outside of school and plan opportunities to link those Opportunities for authentic community collaboration are missed whenindividuals into the art room. Repositioning the community to classrooms are isolated from the outside world. Schools must strive toencompass individuals within the local context who are influential become more responsive to the cultural institutions surrounding themto the well-being and success of students ensures that the arts that share the same breath and life with them (Fishman, 1991). Art teachersbelong to everyone and can be used as a vehicle to unite, inspire, have unique opportunities to bridge the gaps between their schools andand transform. Through this lens the community becomes part communities by harnessing the art room as a space to engage communityof a reciprocal relationship which alters the dynamics of learning members in sustainable collaboration through artmaking. This articleand classroom spaces. Embracing these relationships yields a explores how the art room can be utilized as a creative space to fosternew terrain of ethically sound consciousness though art that collaborative artmaking while simultaneously strengthening communityencourages fresh ways of seeing the world, expressing, making, bonds.reflecting, and social dialog (Schlemmer, 2017). TRENDS // PAGE 38PAGE 39 // TRENDS'