This document summarizes Lisa Whittington's presentation on Tupac Shakur and arts education. It discusses how Tupac was engaged in arts education from a young age through programs in New York, Baltimore, and California. His exposure to the humanities through the arts helped develop his intellect and spirituality. The presentation argues for the importance of quality arts education for urban and oppressed youth, citing how the arts saved Tupac's life and allowed him to synthesize his experiences into philosophical works of art. It also discusses advocates like Tupac, Paulo Freire, and the Tupac Center for the Arts who recognize the role of arts in empowering youth and addressing social injustice.

1. By Lisa “Love” Whittington
Doctoral Candidate, University of Georgia
Tupac AmaruShakur Collection Conference
Atlanta University Center/Robert Woodruff Library
September 29, 2012

3. “I'm not saying I'm gonna change
the world, but I guarantee that I will
spark the brain that will change the
world.”
― Tupac Shakur
Tupac knew what he was doing when he
made this statement…he’s talking about
YOU.
Knowledge is power..so let us learn…

4. The Humanities
The Humanities Arts are academic disciplines that nurture
intellect, exercise the right brain and engage holistic thinking
Branches of the Humanities : visual arts, performing
arts, music, philosophy, religion, literature
The humanities teaches us about the world, about other cultures, and
about ourselves.

5. The 5 Canons of Humanities Arts
 Human Nature – (I was born this way)
Human Behavior –(Culture conditioned me this way)
Human Condition –(Why am I this way?)
Human Struggle –(This is my conflict)
Human Psyche –(This is in my head)
HUMANities inform us
what it is like to be human.

6. What is Art?
Art is a product
of human Many of Tupac‟s works
are cathartic. Cathartic
experience. means relief through the
expression of strong
emotions.
Entertainment and art are not the same thing. Entertainment is recreational while
true artistry sticks to the human soul.
An artist will authentically deliver a canon of the humanities.

7. Tupac’s favorite artist was most likely Vincent Van Gogh.

8. Van Gogh created this painting of sunflowers that Tupac refers to in his
poem “Starry Night.”

9. Vincent Van Gogh was an artist that struggled with strong emotions. He was made
fun of and did not sell many paintings while he was alive. He created this painting
while in a mental institution. Van Gogh shot himself and died one year later. He
died thinking he was a failure.
Tupac was engaged in an arts based curriculum. At the age of 19 Tupac wrote a
poem honoring Van Gogh’s life and his painting of “Starry Night.”

10. Starry Night
A creative heart, obsessed with satisfying this
dormant and uncaring society you have given
them the stars at night and you have given them
Bountiful Bouquets of Sunflowers but 4 u there
is only contempt and though you pour yourself
into that fame and present it so proudly this
world could not accept your masterpieces from
the heart. So on that starry night you gave to us
and you took away from us the one thing we
never acknowledged your life.
Poem by Tupac Shakur
Painting by Vincent Van Gogh

11. Left Brain people
and left brain
learning
Right Brain
Holistic people and holistic learning people and right
creates a bridge between the two brain learning

12. Left Brain people Right Brain people
Left Brain education: Right Brain education
Analytical Holistic
Logical Colors outside the lines
Concerned with being right and Creative
wrong Emotional
Language Intuitive
Science and math Art and music
Walks a straight line Thinks outside of the box
Stays inside the lines, afraid to go Can agree to disagree but
out can still value the
Values testing perspective of others.
Keeps track of time Products are evidence of
Data driven success and achievement
Needs numbers to prove success Qualitative
and achievement Loses track of time
Quantitative

13. Baltimore School of
the Arts
Offered more right brain
education: Humanities arts was
integrated with regular academics
and kept Tupac engaged in his
Tamalpais High School education. Educators understood
how to work with Tupac and
Offered more formal education: students like him.
Tupac became unengaged, got
involved with the wrong crowd, and Circumstances forced Tupac to
dropped out of high school in the have to move away from
twelfth grade. Baltimore School of the Arts. He
moved to California.
Educators did not understand how to
work with Tupac or students like him.

14. “Between the east
coast, the Bay area,
LA, and Baltimore,
those places made
me. Made me who I
am, and what I am,
and made me stand
out.”
- Tupac Shakur

15. Tupac Shakur, born in Harlem, NY.
Age of 12, enrolled in Harlem’s 127th Street
Repertory Ensemble. Was cast as the young Travis in
“A Raisin in the Sun” at the Apollo Theater.
Shakur family moved from NY to Baltimore.
Tupac enrolled in Paul Laurence
Dunbar High School in Baltimore.
Transfers to Baltimore School of the Arts and is
engaged in his education through an arts based
curriculum.
Shakur family moves to California.
Tupac is enrolled in Tamalpais High School where
he drifts and drops out of school.
Meets Leila Steinberg in San Francisco at the age of 17
and enrolls in her workshops. Leila held arts workshops
dedicated to helping at-risk youth find their voice.
Tupac synthesizes his life and his artistic training…sets goals…disciplines
himself… and his artistic career begins…

16. Intellect
Intelligence and intellect are not the same thing
Intelligence is measured right or wrong. Intellect is nurtured.
Intellectual property are the authentic products of human beings and are
copyrighted because of authenticity.
Intellect employs human senses.
Intellect is nurtured through
engagement in the arts as an artist
or participant.

17. Tupac was highly intellectual
Wrote poetry
Critiqued paintings
Canons of the humanities arts are found throughout his work.
Engaged in performing arts as a participant and observer
Was an avid reader of literature
Was visually literate. Knew how to read images.
Visual images in his videos are rich, intellectual, authentic, and human
Incorporated metaphors
Was descriptive
Could find the words to describe the world or his emotions
Could organize his thoughts
Loved authentic handwriting.
Tupac‟s art is a product of his living. It is a merging of his
human experience and academic training which
synthesized into philosophical works of art. His training
helped him to organize his world into a quality finished
artistic product.

18. The Spiritual, God, and the Arts
Religion is an discipline of the Humanities. Spiritual flows naturally when intellect is engaged.
God is an artist and is referred to as “The Creator”
The Bible says “In the beginning God created”
Like an artist God used Chiaroscuro. Chiaroscuro is a term in the arts used for how an artist uses
light and dark for create form. The Holy Bible states “In the beginning God created…. Then goes on
to discuss how God used light and dark to form the world. (Holy Bible, Genesis 1)
The arts are sacred, and like God-- the arts are often pushed aside, neglected, taken for
granted, and forsaken.
Unknowingly, arts teachers have a sacred calling, especially in oppressed communities with
oppressed people.
Many participants of Tupac‟s art connect with his
spirituality. God was incorporated extensively into
Tupac‟s work.

19. Jesus cried out
“God why have you forsaken
me?” (book of Matthew
27:46)
Tupac’s cried out—
“Does the Lord care?”
A staple of Tupac‟s
artistry was his genuine
and continual calling out
to God.
He often referenced his
own spirit, and when and
where his spirit would
rest.
He also would give
hope to people like
himself.
*Makaveli CD cover image

20. “I shall not fear no man but God”
“If I upset you don't stress never forget
That God isn't finished with me yet”
“I feel His hand on my brain when I write rhymes
I go blind and let the Lord do His thing”
“There's a Heaven for a G.”
“Lord, I suffered through the years and shed so many tears..”
“Oh my Lord, tell me what I'm livin’ for”
“My music is
“'Cause even thugs cry, but do the Lord care?”
spiritual if you
listen to it, it’s all
about emotion,
Please God walk with me (grab a nigga and take me to
it’s all about life.” Heaven)

21. Tupac and Arts Education
Tupac AmaruShakur felt that through art we could incite a new revolution
that incorporated the heart, mind, body, spirit, and soul…Tupac began to
share his ideas on how the arts could be included in school curriculums to
help youth address some of the issues they were experiencing in their
lives. By combining art with education, Tupac felt we could begin to heal
society’s pain and confusion.
(Words of Leila Steinberg, educator, writer, poet, and first manager of Tupac AmaruShakur) (Shakur, 1999, p.
xix)
Tupac understood the power of arts education in
the lives of Black and Latino students in urban
and oppressed environments. He understood it
because he experienced it. Arts education
saved his life.

22. Tupac’s arts education
impacted his life
A rich thick arts education when you are young
sticks to your bones and when you are grown, you
don‟t forget it.
•Knew how to observe the world because he was an observer of the arts
•Knew how to put words together and express what he wanted to say
•Understood the world
•Got along with all races of people. Had diverse friendships but knew who he was and
never forgot where he came from.
•Understood politics
•Understood people
•Continued to research for himself beyond his schooling. Curiosity stayed alive.
•He had a critical mindset for social justice.
•Reached back for his people
•Street smart and book smart and could integrate the two.
•Developed into a theoretical and philosophical human being.
•Gave the world a gift. A product of his living---his art.

23. The Condition of Arts Education
for Urban and Inner City Youth
Is arts education properly funded in urban schools? No. Educational resources and
funding are directed toward areas that are tested. Focus is on left brain learning.
Art teachers are struggling in urban areas. They are poorly trained. They quit. They
give up. Education statistics show high rates of arts teachers leaving for “better
conditions” in suburban schools.
Even kids are being told, the arts are not important. They regurgitate this lie from
various uniformed, non-intellectual humans, or from a culture that wants to hold them
back.
Formula for failure: Remove or water down the arts
in urban and inner city schools and place focus on
testing.

24. Tupac cared about Education
One of the books Tupac read was “Savage
Inequalities” by Jonathan Kozol
“Within our public school systems: Minimal financial resources,
inadequate facilities and materials, under qualified staff, as well as
the influences of urban systems. Bureaucracies in classroom life
should have a direct connection in the preparation of teachers.”
(Kozol, 1991)

25. Urban Education needs a Critical Lens
Scholar Lisa Delpit collected statements from teachers of color on their pre-service
teacher experience
“My teacher education was a joke…
“They just went by what they learned from books..”
“I only learned how to teach white kids…”
Pre-service teachers of color felt that they just regurgitated information back to their
teachers to get out and felt their courses presented a one sided view of the world.
(From “Other People’s Children, by Lisa Delpit)
My pilot study of art teacher preparation revealed a phenomena. When I asked urban
arts teachers how their pre service training prepared them for their working
environment they laughed and mocked at my question.
Teacher training is regurgitating the formula
for failure of minority children.

26. Critical Pedagogy
Paulo Freire’s Banking Theory of
Education: Students are empty
vessels to be filled by teacher. Critical approaches examine
Students are the depositories and social conditions in order to
teachers are the depositors. This uncover hidden structures.
type of education keeps people Critical theory teaches that
oppressed. (Pedagogy of the knowledge is power. This
Oppressed by Paulo Freire) means that understanding the
ways one is oppressed enables
one to take action to change
Critical pedagogy is an educational movement oppressive forces.
guided by passion and principle to help
students develop consciousness of freedom, Reference:
http://people.ucalgary.ca/~rseiler/critical.htm
recognize authoritarian tendencies, and
connect knowledge and power to the ability
to take constructive action.
Giroux, H. (October 27, 2010) "Lessons From Paulo Freire", Chronicle of
Higher Education. Retrieved 10/20/10.

27. Leaders concerned with education and
oppression
Tupac Shakur
“ In my music, and in a lot of the music, its only talking
Paulo Freire
about the oppressed rising up against the oppressor, To no longer be a victim of
that’s what my music is about. The oppressed rising up oppression, one must turn from it and
against the oppressor. The only people that’s scared are turn on it by practicing reflection and then
the oppressors. The only people that have any harm take action to change their oppressed
coming to them are those that oppress.” world.
(Tupac interview, Makavell interview, 1995 ).
(Paulo Freire “Pedagogy of the Oppressed”)
They would have been friends and colleagues in the struggle.
Tupac would have read “Pedagogy of the Oppressed.”

28. Tupac Center for the Arts:
a support to urban arts education
The Shakur family understands the need for urban
youth to have access to quality arts experiences. They
carry on Tupac’s legacy in arts education.
Mission of Tupac Center for the Arts: to provide training and support for students who
aspire to enhance their creative talents. Each and every child desires freedom to
creatively express themselves. They provide an environment that encourages freedom of
expression, serves as a resource for families, and empowers via education.
Founded in 1997 by AfeniShakur who understood the powerful role of arts education in
the life of her son. She understands that arts education improves school grades, as well
as offers invaluable life lessons while building self-esteem and confidence. The Tupac
Arts Center continues Tupac‟s legacy in arts education to give countless young people
the courage to get off the streets, and learn vital skills to positively impact their
communities.

29. Advocates for a quality
Urban Arts Education
“We wouldn't ask why a rose that
grew from the concrete for having
damaged petals, in turn, we would
all celebrate its tenacity, we would
all love its will to reach the sun,
well, we are the roses, this is the
concrete and these are my damaged
petals, don’t ask me why, thank god,
and ask me how”
Tupac Shakur
-- Tupac Shakur, The Rose That Grew from Concrete
Lisa Whittington

30. Artist, poet, activist, teacher, and arts education advocate, Lisa
Whittington was born in Harlem, NY. Home life for Lisa was
About the author dysfunctional and abusive. She lived in the projects with her
Lisa „Love‟ Whittington mother and 5 brothers and sisters. Her mother was single, on
welfare, and engaged regularly in alcoholism and drugs. Her father
was never seen and unknown.
Lisa’s high school teachers placed her in the Humanities arts
program at Far Rockaway High School exposing Lisa to an array of
artistic experiences including performing
arts, literature, music, visual art, and took her on many field trips
to museums, operas, symphonies and the like. The arts were highly
integrated into her academics and kept Lisa academically engaged.
By the age of 17, Lisa was homeless, and occasionally lived with
friends. In spite of her circumstances, she graduated with honors
from FRHS. Long Island University/CW Post College HEOP program
recognized potential--took Lisa by the hand, paid her way, and
allowed her to continue her education and interest in the arts.
After graduating with a BFA from CW Post, Lisa moved to
Atlanta, became a teacher in Atlanta Public schools teaching visual
arts to inner city youth where she has been for over 20 years. Lisa
has travelled extensively around the world studying art and is a
regular volunteer and friend of the Tupac Center for the Arts. She is
a Humanities and Arts adjunct professor and has taught Humanities
courses at UWG, NCCU and St. Leo University for several years. She
is a scholar and doctoral candidate at the University of Georgia.
Her dissertation focus is the preparation of teachers for urban
environments. She is founder of urbanarteducation.com
Contact information: lisawhit@uga.edu

31. Did you hear about the rose that
grew from a crack in the
concrete? Proving nature's law is
wrong it learned to walk with out
having feet. Funny it seems, but by
keeping its dreams, it learned to
breathe fresh air. Long live the rose
that grew from concrete when no one
else ever cared.
--By Tupac Shakur
Please help grow more “Roses in the Concrete” by supporting and
advocating for more rich and vibrant arts education in urban and
inner city schools and supporting the Tupac Center for the Arts
and the Tupac AmaruShakur Foundation. Please don’t sit back
and watch our children suffer and get cheated from a quality arts
education. Expression in the Humanities and Arts is the key to
keeping children in oppressed communities engaged in their
education and a positive life. Thank you so much.
Lisa “Love” Whittington

32. Image References
Art commissioned for use on the inside cover of "R U Still
Down?", the commemorative Tupac Shakur CD.
http://www.shawnblog.com/post/32414168/tupac-framed-van-
gogh
http://www.billboard.com/column/the-juice/tupac-quad-studios-robber-
comes-forward-1005237412.story#/column/the-juice/tupac-quad-
studios-robber-comes-forward-1005237412.story
http://www.worth1000.com/entries/581645/t
he-rose-that-grew-from-concrete
http://gseis.ucla.edu/news-events/news-items
http://ingoodcompany.com/events/the-right-
brain-business-plan®-intro/