Scholarship / How my Hispanic Heritage has influenced my goals; SCHOLARSHIP [4]

I am currently applying for the Hispanic Scholarship Fund's scholarship and they require an essay on the following topic:
Tell us about your academic/career short-term and long-term goals.
How has your Hispanic heritage influenced these goals? * 400-600 words

This is what I have written so far, a total of 486 words. I would appreciate any kind of feedback -- on grammar, spelling, content, etc.

As an undergraduate student at the Maryland Institute College of Art, my academic goals are to make the best of the various classes that this school offers. Artistically, I wish to become well versed in as many different art forms as I can. I have sought the advice of many of my professors and they all agree that as an artist it is important to learn various skills. Thus, throughout these four years of college I would like to become familiar with not just painting and drawing but also with Illustration, Animation, Sculpture, and Graphic Design. Luckily, MICA offers not just Majors but also what are called "concentrations" in other areas of studies. Under these programs there are a variety of classes that will challenge me to experiment with my art, eventually allowing me to grow and improve as an artist. In the future I will hopefully incorporate all the skills I've learned into the career of a concept artist or character designer for Disney Animation Studios.

In addition to hopefully one day working for Disney Animation Studios, I would also like to have my own personal work exhibited in galleries and museums. As an artist, I strongly value concepts and ideas. I believe that art is not just about making an aesthetically beautiful painting, but also about creating work that has a universal meaning. With this being said, another academic goal of mine is to become more aware of the world around me and the political, social, and ecological events of the day. Not only do I want to take the classes that MICA offers about Gender Studies and Culture and Politics, but I also want to do my own research and readings about topics that I could convey conceptually through my artwork. As an individual I want to gain knowledge that I can communicate through the artwork that I will share with the community.

As a Cuban-American, I feel like being Hispanic has played a huge role in defining who I am. I value and appreciate the Hispanic traditions that have shaped my experiences growing up. Traditions such as Quinces, Noche Buena, Los Reyes Magos, Carnavales and more. Thus, with my Academic and Career goals I also wish to proudly represent my Hispanic heritage. As a Hispanic artist I would like to portray not just these festive traditions, but also the history of Latin countries. For example, I am particularly interested in depicting my feelings towards the last century of Cuban History, how communism and Fidel's revolution has altered the lives of generations of Cubans. Although I did not live during those times I feel like I still have a connection to those events, a connection that interests me and that I want to explore and make art about. Overall, through my art I wish to become a representational voice for Hispanics, a personal goal that in turn influences my academic and career goals.

Writing Feedback / TEEN MIAMI; How extracurricular activities have influenced me [3]

I am currently applying to the Hispanic Scholarship Fund's Scholarship and the ask the following question:
Describe your participation in extracurricular activities. What have you learned from your experience(s)? (Examples may include: community service, volunteer work, employment, school clubs, sports, family, church, etc.) *

Any feedback on grammar, content, etc. is appreciated!

In the summer of 10th grade I embarked on a 3 year long internship program called Teen Miami. The Teen Miami program was created by the museum HistoryMiami and began as an initiative to involve Miami's teenage demographic with the museum. Along with 19 other high school students I was chosen from a large pool of applicants to curate an exhibition about Teen Culture in Miami from the 1940s to the present day. Throughout the time that I dedicated to this project I had the opportunity to work hands on with the different departments of the museum and perform various tasks such as conducting oral histories and archival research, creating programs that cater to teenagers, and advertising the exhibit's opening. Working closely with a group of people and with a specific goal in mind, I learned about the importance of communication and compromise. Without these two key components big projects that involve a group of people would not be successful. As I grew along with Teen Miami I became aware about aspects of my own personality and character. From this experience I learned the dedication and sense of responsibility that I can have towards a project or task. Once I set my mind on making Teen Miami a successful exhibit, I did not stop until I achieved so. In addition, I realized my love and admiration for museums and history and the joy that it brings me to be part of such an institution of learning and community.

Teen Miami served as a catalyst for my involvement in extracurricular activities, and so in 11th grade I sought out the position of historian for the Class of 2013 Student Council and in 12th grade the position of president of the National Art Honor Society. Both these organizations involved me using my creativity and artistic talents to plan out school events. For instance, one event I helped with as historian was "Senior Breakfast". Every year my high school hosts a movie themed breakfast for its seniors, the theme for mine was the Pixar movie, UP. For this event I was given the responsibility to create decorations and draw the characters from the movie. All throughout my senior year I was involved in assisting with these sort of events and doing hands on work -such as painting and decorating - as well as brainstorming activities. In retrospect, I enjoyed not only being involved with school events, but utilizing my artistic talent as well.

My involvement with activities in High School helped me learn and appreciate the diversity of talents and personalities that must work together in order to achieve a goal, whether that goal is as big as curating an exhibit or as insular as planning out a High School prom. It also made me realize that being involved in the community and in school created experiences that in the long run allowed me to grow and improve in the way I communicate and present myself and my ideas to others.

With this in mind, as I enter a new epoch in my life -as a student in Maryland Institute College of Art- I am eager to see what new opportunities will arise for me to be involved in programs and activities, and how I will improve from them. As it is, I have already become involved with the school's Activities office as a work-study and in the spring I hope to be part of a program called Community Site Leadership in which I and two other students will visit a local non-profit organization in Baltimore and organize art classes.

Scholarship / Changing curriculum was an academic challenge for me [2]

I am applying for the Hispanic Scholarship Fund Scholarship and they require an essay on the following prompt:
Describe a recent academic challenge you have faced.
Explain how you overcame it.*

So I'm kind of writing about how since I've started college I've had to get used to a new curriculum. However, I'm stuck and I feel like what I'm writing about isn't strong. Any suggestions on as to how I can make my essay stronger, and if I should just completely change my topic.

P.S. The essay isn't finished either

When you have spent most of the last ten years of your academic life working to earn an "A" or preparing for a Comprehensive Assessment Test (or any kind of standardized testing) the moment you enter a liberal academic setting, focused solely on the intent of learning rather than passing, it is both eye opening and challenging. The challenge of adapting to a new academic curriculum, far different from the curriculum that I was indoctrinated to follow during my pre-college years, is a challenge that I have faced as a college freshman during my first semester.

From third to tenth grade, every year my English, Math and Writing classes stressed the importance of passing the FCAT (Florida Comprehensive Assessment Test). They highly stressed that if you didn't pass this test the outcome would be failure and a future of remedial classes. Thus, for years my teachers centered their class structure on the sole purpose of passing these over-prioritized exams. Even without these tests it was drilled into my mind that I had to pass my classes with an "A" or a "B", nothing less. So year after year I found myself stressed and nervous, learning not for the prospect of gaining knowledge, but that of surviving through another year of school.

When I first began college at the Maryland Institute College of Art I was confronted with an entirely different approach to learning. It was bizarre to find out that my teachers did not give grades for each assignment immediately, instead they'd say "don't worry about the grade or passing, just focus on trying your best and improving". For each assignment I turned in, each artwork or each essay, the teachers would instead critique it -compliment me for what was strong about it and advise me as to how I could improve it. Never was my work labeled as an "A", or a "C", or anything. At first this seemed outrageous to me. "How would I know if I am doing well in the class or not?" I thought. "Grades have always been helpful in letting me know if I'm learning or not". However, the more I experienced this process of teaching and grading the more I realized how much better it was, and the more stress free I felt. Because I was no longer freaking out about earning a "good" grade on a scale of "A" to "F" I was able to focus more on the sole purpose of gaining knowledge that would benefit me and help me succeed.