This project examines how art-based workshops can bridge the gap between schools and
families in a community that is predominantly Black and faces significant economical
disadvantages. Despite the known benefits of family-school partnerships, systemic barriers,
including those tied to race, class, and historical distrust, often hinder authentic engagement at
Bettye H. Holston Elementary. As the school’s art teacher, I implemented a series of workshops
in community spaces, such as local community centers and libraries, to meet families in
environments where they felt most comfortable. Through qualitative inquiry, I explored how
creative activities like rock painting and collage serve as catalysts for dialogue. Findings suggest
that these art-based sessions lowered social barriers and fostered organic, high-level engagement that traditional school-based methods often fail to achieve. The project concludes that moving beyond the school’s walls and utilizing art is essential for building the trust and mutual respect
required for more equitable partnerships.
