When I was touring art programs as a prospective student, one itching question followed me everywhere. How are these schools different? On the surface everything looks the same, right? The studios are all comparable. The faculty members all have equal credentials. The students on campus all wear equally hip outfits. Everywhere. So aside from reputation, what makes one program stick out from the rest? In considering the University of Michigan School of Art & Design, that distinction came in the form of the senior Integrative Project (IP).

What is IP? In simplified terms, it is a yearlong devotion to a self-motivated project. It is an opportunity to actually apply your first three years of education to your creative work. Within the boundaries of school rules, it is essentially complete freedom of artistic expression.

Just to give you some structural setting, IP begins semester one of your senior year. In that term, students are granted access to their own studio spaces. Students are then divided into sections headed by two professors. These faculty members oversee the projects and provide benchmarks to make sure work is produced in a timely fashion. In schedule, you will meet for six hours a week to discuss projects as a group. Six additional hours of studio work are required on your own time. Cumulatively, the course encompasses the entire year for a total of 12 credits for one project.

Allow me to reiterate that this facet of undergraduate art education is extremely rare. Most art schools do not offer undergraduates their own studio spaces at any time. Most art schools also don’t grant the responsibility of self-direction to their undergraduates. The entire process definitely requires a heightened sense of maturity and a strong will for self-direction.

If you possess the determination to move forward with IP, the advantages can be tremendous. From a personal account, I started my project looking back at my first three years. During that period I developed both conceptual and technical skills in drawing, painting, and printmaking. I also focused on history through academics. With that background, I had the confidence to move forward on my project composed of thirty drawings and paintings dealing with topics of gender, spirituality, and history.

Keep in mind that the direction I took my project was case specific. I chose a section headed by faculty members interested in my disciplines. Other avenues of work are endless. For example, a different student in IP is creating a photography project centered on underwater sculptures dealing with the environment. Another student is composing music in assistance with etched portraits. Another student is creating large-scale ceramic work for public interaction. The list and diversity of projects goes on and on.

Again, in examining the University of Michigan, I would point out that these options are unique. If you can capitalize on the opportunities, you can come out of school with a strong sense of direction. Just make sure to use the first three years to fit your interests. From there you can move forward with an IP project that can set you up for a career, prepare you for graduate school, or fulfill a personal goal to cap off your college education.

Click here for more information about the 2010 exhibition of A&D student Integrative Projects,  Wanderlust: the 2010 Senior Show, including individual descriptions and links for each exhibiting student.

Check out our PLAY  feature story  that profiles four A&D Seniors working on their Integrative Projects in the weeks leading up to the end of the semester.