DAC program: human and social development through arts and sports

PhD. Omar Cerrillo Garnica Instituto Tecnolgico y de Estudios Superiores de Monterrey (ITESM)

Abstract This text makes a reflection about a social learning program developed in Mexico with college students of "Instituto Tecnolgico de Monterrey" in Mexico City that were giving classes in arts and sports in urban marginalized communities in a social service program called DAC. First, this paper gives the theoretical fundaments for this program. In the arts area, this program was supported in the ideas of Howard Gardner, Elliot Eisner and Jose Antonio Marina; in the side of sports, it was reinforced by Santiago Coca, Jose Maria Cagigal and Alexis Vasquez. For measuring the results of this program, we make some surveys in the community and some interviews in the college students that participate in the program. We find that the effects of these actions were very positive, restating social tissue links between college middle-class students and high school low-class students.

Key Words: social learning, arts, sports, social capital, civic engagement

DAC program: human and social development through arts and sports

Citizenship has become a leading topic in a world where the roll of State is turning out to be more uncertain and with less presence in the public space, and where the citizen is vulnerable to a lot of actors like transnational companies, labor unions, mafias and others that invade public sphere with their own particular interests1, transforming citizens in their hostages without the support of a strong State that could give some protection to their people. The strengthening of civic practices is with no doubt one of the fundamental objectives that we have as social scientists, because it can makes a strong and well-based opposition to these particular powers. On the side, the civic action implies a growth in the social participation; it is very common to express it through politics and economy, developing projects in the defense of minority rights or for creating new forms of economical integrations, the cultural citizenship is commonly put aside (Miller, 2004). This concept is regarded through the sense that culture is capable to produce national consolidation, granted by the state institutions and it is fundament of authority to restrain anarchy contributing to design the modern person, the liberal individual (Miller, 2004: 21 -222). It is about the maintenance and the progress of the cultural line in virtue of education, usual behaviors, language, religion and the acknowledgement of difference in and between hegemonic cultures (Miller, 2004: 40). As an example, David Lloyd and Paul Thomas (1998) described the progression of culture in the British State seen from time and space in school, the teacher roll and the intellectual as leader Gramsci dixit for reproducing the hegemonic scheme. Another example is found in the Fifth Republic in France and the trace of cultural politics for the De Gaulle Regime, an essential action for the new foundation of the country after war (Fumaroli, 2007). One more example is given through the strong necessity of establishing multiculturalism in American society through cultural
1

In Mexico, these actors with influence in public sphere are recognized as de facto powers (Casar, 2009) identified as emerged from collective action and the use of private resources, used in the form of lobbying and corruption, or simply, by the force (Acemoglu and Robinson, 2006; in Casar, 2009). Some effects of the neoliberal reforms in the nineties in Mexico become in the strengthening of this private institutions that have become more powerful than State and Civil Society. We strongly believe that, if State gives up space to these de facto powers, civil society should emerge for restating balance politically and socially speaking. 2 Generally speaking, the references in this essay were obtained from sources originally written in Spanish. All the translations in this paper are made by the author. So, many of them are not literary citations.

politics in search for the recognition of the different. Gustavo Lins Ribeiro (2003) sees the presence of Brazilians immigrants in San Francisco through the Carnival Parade and other common places for this community. This example makes evident that minority groups need transnational politics for their insertion in multicultural States, like USA. In the following lines were going to present how two big areas of cultural apparatus contribute to the construction of cultural citizenship: arts and sports. After that, we expose the results and achievements of the DAC program in "Tecnolgico de Monterrey" in Mexico, between 2009 and 2011 through some surveys and interviews that let us measure the reach and possibilities of this program.

Arts and social development A common accepted idea in certain intellectual sectors is that arts dont generate any social or economic benefits and they just work as a distraction, or, in the best scenario, as distension and personal relax. It is commonly believe that inspiration and introspection in artistic creation (it doesnt matter if we talk of music, literature or painting) make of this activity something very personal, with no impact in rational mind, and with no impact for community development. On the other hand, there is an idea of exalting them to the most precious symbol of greatness, to the point that political leaders make it a matter of national identity and greatness of Homeland, position that also nullifies its communitarian transcendence because it only considers the macro social level and not the micro one. For demonstrating that arts have a great impact in human and social development, we will take as reference the work of two important researchers in the field. First, we consider that Howard Gardner (1973), in restating some ideas of Jean Piaget, considers that children and teens can develop their cognitive abilities through arts. He finds some relations between arts and sciences through this cognitive approach, because both of them have a lot in common: a) there is a message given by an author, b) theres a public that receives and qualifies the work, c) works are supposed to donate answers for some intellectual questions, and d) both starts with a creative process (Gardner, 1973: 311). In consequence, the cognition emerged from arts and sciences are not different one to the other. In conclusion, if science can stimulates human and social development, so arts can do it.

In addition, Elliot Eisner makes a direct question: what can art contribute to society? What can arts do, generally speaking, () to increase life standards of people and society? What benefits can art give to the world where people live? (Eisner, 1972: 255). The author answers that art is an engine for life standards because its non-instrumental nature; because its main proposal is the development of human sensibility and the possibility to attend not to huge monumental things, just in the small ones (Eisner, 1972: 256), what contributes to refine our perceptual system and let us focus in finest and detailed matters, through the urgent and collapsing accent of almost everything in our modern world. Later, Eisner (2004) says that, any form of knowledge is correlated with a particular form of perception. The scientific work has as a beginning point the phenomenon observation, which result is the diagnosis; this process is centered in a perceptual recognition. So, the perceptual skills given by arts are a very important tool for the cognitive process of science. From these ideas, is very remarkable the importance of arts in the development of creativity, an unquestionable characteristic of the aesthetic education. First, is important to mention that every single creative act is preceded by a memory exercise, because it must appeal to what is known (Marina, 2003: 129-133). There's no single invention that comes from the nothing; everything comes from previous knowledge, the primal basis of human development. The relation between subject and object is not only in relationship kind; it also tries to transcend to a new relation between subject and object where they are merged in a "relationship of interaction", becoming a "fertile form of unity" (Lpez-Quints, 2002: 134). That means that creativity is also a very useful tool for inserting the individual in his environment, shape it in society through education, one important way to establish cultural citizenship. With these authors, we can find not only theoretical basis, also some practical ideas of how arts have relevance in the construction of self and society. Further by, it goes beyond this scientific and academic sphere. The ideas of Gardner and Eisner can have an impact in social and civic spheres. We have a pair of examples of this. The first one is the work of the group Build a Bridge, a foundation that is dedicated to promote artistic work as community service; particularly in Nairobi, Kenya (www.ivanmendoza.net) where they worked with a group of displaced people by the civil war and that have been installed in a place where bad conditions for life: pollution, illegal merchandise traffic and criminal

organizations make the site a non-recommended one. In consequence, peoples attitude was laid down. The group BaB developed an arts week in the community bringing international artists to Nairobi trying to restate hope in people and children, showing a different way of community and defining routes for changing their life standards (www.ivanmendoza.net). The other example is Marvin George, a young leader from Trinidad & Tobago, who promotes the program Arts in Action not only in his country, also in other Caribbean countries. One particular action that leads AiA is the theater play Jus Once that tries to make conscious people about AIDS and HIV in the region. They give information about this malady and its symptoms. For example, they make emphasis that people with HIV dont seem sick persons, but you may catch the disease if you have sex with them, or also that you may not get sick if you have a friend with HIV (www.iadb.org). Both examples sustain a very important action for human and social development, having a great impact in the deep necessities of the communities. They also stimulate the sense of citizenship through compromise with vulnerable human groups. Reinforcing these ideas, Mihalyi Csikszentmihalyi (1998) makes an important research through creative minds, in people who were important in sciences and arts. this author emphasizes that this people needs more than a "hard work" for do it well in college; it was also very important to appeal to curiosity to go further by. This attitude is commonly inspired by the teacher, a natural example in the university. "College teachers (...) can wake up the sleeping attention for some new topics; it can provide an intellectual incentive to lead people through vocation for entire life (Csikszentmihalyi, 1998: 217). In this sense, we believe that our college students taking part now as a high school teacher can become a very good model for students that, probably has this creativity we are talking about, but they don't have structures and resources to develop this creative mind. Our program can give them this possibility. But we should look now what sports can do to stimulate creativity and sociality.

Sports and social development In the side of sports, the situation is not far away from arts. They are also another activity that in academic circles it is commonly seen as a banality, something too much trivial to

take it a little bit serious; it is, at far, just positive leisure. But, just as arts, we can see that sports have much more deep sense. First of all, as an intrinsic human act, sports constitute a way of humanism (Coca, 1993). From sport activities, human beings can appreciate themselves as a whole self, in its corporal, gestural, ludic and competitive; men can build themselves in body, soul and mind through sport (Coca, 1993). That ancient proverb that states a healthy mind in a healthy body is just the basement for constructing a more complex idea of human being through sports. In addition, sports play a fundamental roll in children education and development. Their practice should be more than just part of the physical and psychomotor improvement; they also allows them to build new and more complex social concepts, as teamwork, goals achievement, frustration tolerance, fair competence, ethical behavior, etc. In a more social point of view, it is unquestionable that sports cooperate in social integration. Since Ancient Greece, Olympic Games allows the union and assimilation of Greek cities: a month before the celebration of these exceptional exercises, weapons were deposed in all parts and soldiers often accompanied jubilantly those who were going to participate in the games (Lacier, in Vasquez, 1991: 43). This sense prevails to our times with modern sports, where there are no social differences inside the courts and fields, and between the fans it is possible to build a new communion () sports build new links between people and offers a common ground for speaking anywhere, anytime and anyhow (Vasquez, 1991: 41). Another important point to consider around the social importance of sports can be found in the positive manage of aggressiveness and violence. If its a fact that these two attitudes are essential parts of animal nature and humans are animals, and there are no animal for whom aggressiveness is not part of its surviving systems (Cagigal, 1990), it is true that at the time passed, mankind has found many ways to control these instincts; and one of it are sports. As Cagigal says, the fact that sport can be assumed as a positive way of leisure, it transforms it into liberation of energy through activity, and a reorientation of aggressiveness into a new object freely chosen (Cagigal, 1990: 74). The author emphasizes how competition under the strong regulation, which is common to every popular sport, set people to self-control, which is fundamental for frustration management, the principal cause of violence and aggressiveness in human kind.

Far beyond theory, we can find a lot of benefits for individuals and communities through sports. As same as in arts, we can bring some good examples to show how it works for the building of a proactive citizenship. First, lets mention Defensores Del Chaco Foundation in Argentina, which is dedicated precisely to communitarian work through arts and sports. Specifically speaking of the second one, we point out the Street Soccer League, that wants to stimulate a) gender equity, by playing men and women together, b) peaceful solutions of conflicts and prevention of violence, by playing with no referee and establishing their own rules for each match, and c) developing social leaders. They also give training for social mediators, who usually observe the games and they only take part if players asked for (www.habitat.aq.upm.es). With these characteristics, the match is more than just a game; it becomes an engine for social changing in relegated communities. The second example is found also in South America, in the Chilean foundation "Asciende", that promotes social sports through a series of products, services and projects directed to human development. The specific work of the project "Methas" tries to develop learning methodologies that allows the application of sport as science, an art in the transference of social abilities to people and organizations as strategies for goal achievements and institutional accounts (www.fundacionasciende.com). Generally speaking, the works of this organization are determined to create a program of social activation through sports in Chile. In addition to this, we must reinforce the communitarian roll of sport through the words of Fernando Carrin, who defines soccer as an element that generates a strong multiple and collective identification, symbolic and symbiotic. Anyone can identify through origins, socialization or membership. The best example is the soccer team Barcelona FC, who has a strong roots in the Catalan community, it doesnt matter that they are part of globalization because in their lines there are players from every continent (Castells, 2006). The balance between global and local is possible in this world, just because civic action can modify in social practices the sense of immigration and multiculturalism, blurring the outlines between liberal individualism and cooperative communitarianism (Miller, 2004: 43). The civic practices that sport promotes necessarily oscillate between the gang community and the national team fan, and that doesnt mean that the social construction roll can disappear between these two extremes. Both, arts and sports, are also promoted in the Brazilian foundation Gol de Letra, who donates sports and arts classes in marginalized favelas of Sao Paolo. Originally created

by the ex-soccer players Leonardo and Ra, they started to work on December 10th 1998 (International Day for Human Rights). They have encouraged youngsters to have better perspectives of their own, now not only in Sao Paolo, also in Rio de Janeiro and Goias. This feeling is so close to the active citizenship that also governments have used them to endorse their national projects. In the side of arts, it is well known the ideological side of Mexican muralism to consolidate the post-revolution regimes of the 20, when art was assumed as a didactical tool for teaching history to people and consider the idea of the Revolution as necessary (Giraudo, 2008). Another well-known example was cinema, theater and graphic design during the Nazi regime in Germany. This artistic media was used for reaffirming a national pride in German people, and for establishing that the current regime for the time was the responsible for the greatness and resurrection of this country. From the side of sports, Pablo Alabarces and Graciela Rodrguez (1997) described the important function of soccer to generate in Argentina an official nationalism, political ideology identified in this country between 1945 and 1955, and that consists in the use of the State apparatus for the affirmation of national identity where the popular masses are the beneficiaries of this project (Alabarces & Rodrguez, 1997: 4). Another popular one is the rugby team in South Africa in the 90s, commanded by Francois Pienaar and inspired by President Nelson Mandela for the construction of the Rainbow Nation distinguishing it with the Apartheid Nation through the World Cup in 1995. This example is well recognized through the movie Invictus (Eastwood, 2009). If governments have recognized the significance of arts and sports for civic engagement, it is also possible that civil society take both of them as social goods that can regenerate social tissue and positive civic action.

Our own experiences One personal interest I had over stimulating civic engagement emerged in the fact that crime organizations in Mexico were taking advantage of the lack of positive social activities in current social relegated urban communities. Many abandoned sports facilities were used as places for gang reunions, where crime organizations recruited teens and also

children for their activities3. In consequence, recovering these spaces for their original purpose, sports, could be a way to reduce these crime organizations. We also considered the proposal of Henry Etzkowitz called Triple Helix (2007). It considered that University plays a leading role in Knowledge- based Society, making shift from secondary to primary institutional sphere. He states that this model should allow modern societies to transit from a Statist Model were Industry and Academia actors depend on State; to a Laissez-Faire Model were the three actors can interact at the same level, allowing focal point were innovation is stimulated. This model is commonly used for industrial sphere; we consider that it is possible to translate it to a State-Society-University model where knowledge and creativity is still the core of the model. Noticing these ideas, we decided to start in 2009, inside "Tecnolgico de Monterrey" one of the most recognized private universities in Mexico a communitarian project through arts and culture. At the beginning, when the idea was still in modeling process, it was called "Desarrollo del Arte y la Cultura en la Comunidad" (DACC)4. In this first approach, we developed the project with only eight students, trying to give a Short Literature Story Class in public schools in order to place literature as a source of imagination and intellectual development in the urban relegated community of San Jos El Jaral, in Atizapn, Mexico. At the time, the project was presented to the principals of the junior and high schools at the place. In these first interviews, we noticed great interest in both schools about the project. So, after that, we decided to increase our offer to Music and Drawing classes too. This allowed us to reach 350 students distributed in eight groups in Preparatoria No. 210 High School, were we started the program. After that, we made an interview with the principal and he told us that the program effects were very positive. So, for January 2010, the project continued and it was still growing. The demand for participating in DAC reached the number of 24 college students. That permitted us to achieve new goals: some students were working as coordinators and survey makers; we can reach new institutions, like Secundaria Oficial No. 548 Josefa Ortiz de Domnguez Junior School, the old-man asylum Residencia Corpus Cristi 2000, A.C., and the school

We can mention some examples. In 2010, the government program Todos Somos Jurez made a diagnosis of the social and security crisis in Ciudad Jurez. Some of the measures considered in the plan were the promotion of local artists and the creation of new sports and exercise activities in public spaces to recover them (Gobierno Federal, 2010). 4 Culture and Art Development in Communities in English

for handicapped children Capacitacin y Desarrollo Integral (CADI)5; the assisted population also grew to nearly five hundred people; and we offered new classes like Arab Dance, Acting, Art Appreciation and Artistic Graffiti. At the time, our project received a lot of recognition in El Jaral and Tec de Monterrey communities. In summer of 2010, we decided to integrate sports to our offer, simplifying the name to Desarrollo del Deporte, Arte y Cultura en la Comunidad (DAC)6. For this summer period, we recruited 13 students for teaching classes in: Soccer, American Football, Arab Dance, Acting, Drawing and Music, reaching more than a hundred children between 6 and 15 years old, from the community of "Hogares", in Atizapn, Mexico. This successful summer allowed us to build cooperation agreements between our collegestudent organization and some governmental institutions through the next year. So, the next year we reached bargains with the municipality of Tlalnepantla through the Department of Culture for working in the Culture House in the community of "Barrientos"; and we continued working in "Hogares" through the Department of Sports of Atizapn. This new arrangements let us grow to receive 40 college students in our program, teaching new and innovative courses as Piano, Violin, Parkour, Martial Arts and Volleyball. For this year (August, 2010-May 2011), we continued working at Preparatoria No. 210 High School at El Jaral, Secundaria Oficial No. 548 Josefa Ortiz de Domnguez Junior School at the same time; so, it was very difficult to make a census for the attended community, but it could be more than a thousand people learning some art or sport in our program. But the most important facts of this project arent seen through numbers, but in the citizen arena, where we can find the notions of reconstruction of social tissue (Jusidman, 2010), helping to build new social tissue links between both parts of the program: collegestudents as teachers and their pupils in marginalized communities. We decided to start a small research to validate that this arts and sports free-teaching community program was really improving in our college students their civic engagement desire after the classes in this program; and that the pupils of marginalized communities, in the other side, perceive it as something that makes their lives more pleasant.

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Comprehensive Development and Training in English Sports, Arts and Culture Development in Communities in English

We define our research hypothesis in the fact that social action through sports and arts can create social engagement between college mid-class students and high-school low class students, and that it can restore social tissue and build new ways of social capital. With a small survey between our community pupils in DAC program, we noticed that children and teens in social marginalized urban communities have strong desires to practice both, sports and arts, such as soccer, basketball, guitar, drawing, dance, etc.; but in several cases, they werent able to receive this kind of instruction. They also considered that our service was very satisfactory and gave them new social activities to spend free time. This idea was reaffirmed by the Principal in Preparatoria No. 210 High School, in "San Jose El Jaral", Mr. Jaime Hevia:
They come to enrich our culture () with this kind of classes, (our students) are very enthusiastic, they participated a lot, and they commented it a lot. We have a lot of acceptance from their parents (J. Hevia, interview, 2011).

On the other hand, we have our college students. The first important point was the great variety of courses they proceeded from. We have people studying in programs as: Communication, Digital Arts, Psychology, Industrial Engineer, Computing, Marketing, Finances, and many others. Some of them were part of the official groups in arts or sports in Tec de Monterrey, but many others have practiced them in some other places for at least three years. We also decided to make some interviews to notice what they were learning from this program. They were very motivated to do their social service work in activities that they consider enjoyable for themselves, and qualified as a satisfactory activity to donate this kind of classes. They also mentioned that they have a new image of their social environment; they enjoyed these activities because of the knowledge they exchange with their pupils, and the possibility of building new kind of relationships between socially different people. We have some strong statements as: You make youngsters grow by redirecting their attention through their likes (Joshua); it was wonderful to share with them and tell them you got talent, you can do the things (Santiago); thanks to DAC I discovered my teaching talents () now I can start my own dancing academy (Lilia); definitely, DAC was for me no longer an scholar obligation, it becomes a lifestyle () Im so in love with

what I do that I would like to stay in the program after finishing my social service (Sindy); it allowed me to help people through something completely universal, that is music () it also allows me to grow in a professional way, I can help them (DAC) to grow as an organization, to expand this movement (ngel). (Cerrillo, 2011).

Conclusions After all this information, we can notice that arts and sports operate as social stimulators of social capital, which is defined as the group of institutions, relations, attitudes and values that govern interactions between people; and contributes to social and economic development (Grootaert, 2002: 2). This program also reinforces the importance of culture in the advance of civic engagement, as said by Kliksberg:
The creation of cultural spaces reachable for the disadvantaged sectors, with a good stimulation, can build unique integration channels (). At the time, culture can reinforce significantly educational capital in poor populations. () Culture can be a very attractive frame for integration for the huge amounts of Latin American youngsters that are now outside the labor market and that are outside the educational system, what makes them a vulnerable population, something profitable for the crime organizations (Kliksberg, 1999: 99).

The compromise that is promoted through social projects, particularly in cultural activities, like arts and sports, brings the possibility to build that complete citizen that we were talking about at the beginning of this essay; that is configured in his political, economic and cultural dimensions. Through their stay in DAC program, our college students recognize the importance of cultural practices that they had in life and they observe that, by sharing them, they gain not only in generosity, also in the contribution to build a better social environment. After this research, we also confirm that this program contributes to build new social links between different social-class youngsters: middle-class college students and low-class high-school and elementary students; establishing new links that create confidence between the parts, which is theoretically understood as social capital, joining those who were originally different kind of people by the link of a common activity, such as any sport or art.

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