Charles Lee Clemson University, Youth Development Leadership

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PYD and the Arts: A Community Needs Assessment for Cultural, Arts-Oriented Youth Programs in Greenville, SC

Young people involved in making something beautiful today are less likely to turn to acts of violence and destruction tomorrow. The arts provide opportunities for youth from all backgrounds to do something positive and creative with their talents and their time. We all need to support the arts. In doing so, we are telling Americas youth that we believe in them and value what they can be.

PYD and the Arts: A Community Needs Assessment for Cultural, Arts-Oriented Youth Programs in Greenville, SCCharles LeeClemson University, Youth Development Leadership

POSITIVE Youth DevelopmentHelping young people achieve their full potential is the best way to prevent them from engaging in risky behaviors.

Addressing the positive development of young people can decrease health and social problems by facilitating their adoption of healthy behaviors and helping to ensure a healthy transition into adulthoodAsset based development 340 Developmental AssetsThe Search Institute has identified the following building blocks of healthy development, known as Developmental Assets, that help young people grow up healthy, caring, and responsible.

Think back to your younger days, did you play an instrument? Take art or dance classes? As I flip through this list, think of the assets you developed through these arts activities

4Support1. Family supportFamily life provides high levels of love and support. 2. Positive family communicationYoung person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parents. 3. Other adult relationshipsYoung person receives support from three or more nonparent adults. 4. Caring neighborhoodYoung person experiences caring neighbors. 5. Caring school climateSchool provides a caring, encouraging environment. 6. Parent involvement in schoolingParent(s) are actively involved in helping young person succeed in school.

Think about these in terms of arts based programs specifically.5Empowerment7. Community values youthYoung person perceives that adults in the community value youth. 8. Youth as resourcesYoung people are given useful roles in the community. 9. Service to othersYoung person serves in the community one hour or more per week. 10. SafetyYoung person feels safe at home, school, and in the neighborhood.

Boundaries and Expectations11. Family boundariesFamily has clear rules and consequences and monitors the young persons whereabouts. 12. School BoundariesSchool provides clear rules and consequences. 13. Neighborhood boundariesNeighbors take responsibility for monitoring young peoples behavior. 14. Adult role modelsParent(s) and other adults model positive, responsible behavior.15. Positive peer influenceYoung persons best friends model responsible behavior. 16. High expectationsBoth parent(s) and teachers encourage the young person to do well.

Constructive Use of Time17. Creative activitiesYoung person spends three or more hours per week in lessons or practice in music, theater, or other arts.18. Youth programsYoung person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community.19. Religious communityYoung person spends one or more hours per week in activities in a religious institution. 20. Time at homeYoung person is out with friends with nothing special to do two or fewer nights per week.

Commitment to Learning21. Achievement MotivationYoung person is motivated to do well in school. 22. School EngagementYoung person is actively engaged in learning. 23. HomeworkYoung person reports doing at least one hour of homework every school day. 24. Bonding to schoolYoung person cares about her or his school. 25. Reading for PleasureYoung person reads for pleasure three or more hours per week.

Positive Values26. CaringYoung person places high value on helping other people. 27. Equality and social justiceYoung person places high value on promoting equality and reducing hunger and poverty. 28. IntegrityYoung person acts on convictions and stands up for her or his beliefs. 29. HonestyYoung person tells the truth even when it is not easy. 30. ResponsibilityYoung person accepts and takes personal responsibility.31. RestraintYoung person believes it is important not to be sexually active or to use alcohol or other drugs.

Values Music, theatre, dance 10Social Competencies32. Planning and decision makingYoung person knows how to plan ahead and make choices. 33. Interpersonal CompetenceYoung person has empathy, sensitivity, and friendship skills. 34. Cultural CompetenceYoung person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds. 35. Resistance skillsYoung person can resist negative peer pressure and dangerous situations. 36. Peaceful conflict resolutionYoung person seeks to resolve conflict nonviolently.

Positive Identity37. Personal powerYoung person feels he or she has control over things that happen to me. 38. Self-esteemYoung person reports having a high self-esteem. 39. Sense of purposeYoung person reports that my life has a purpose. 40. Positive view of personal futureYoung person is optimistic about her or his personal future.

12The 6 Cs approachCompetence-Positive view of ones actions in domain specific areas including social, academic, cognitive, and vocational.

Confidence-An internal sense of overall positive self-worth and self- efficacy; ones global sense of self-regard, as opposed to domain specific beliefs.

Connection-Positive bonds with people and institutions that are reflected in bi-directional exchanges between individuals and peers, family, school, and community in which both parties contribute to the relationship.Character-Respect for societal and cultural rules, possession of standards for correct behaviors, a sense of right and wrong (morality), and integrity.

Caring/Compassion-A sense of sympathy and empathy for others.

Contribution- participation, influence, service learning, civic engagement, and youth organizing

Summarized by Lerner 2004What are some characteristics of positive youth development programs?13Catalano, R.F., Berglund, M.L., Ryan, J.A.M., Lonczak, H.S., & Hawkins, D.J. (2004, January). United States: Research findings on evaluations of positive youth development programs. Annals, AAPSS, 591, 98-124.Promotes bondingPromotes resilience Promotes social competencePromotes emotional competence Promotes cognitive competence Promotes behavioral competence Promotes moral competenceFosters self-determination

Fosters spiritualityFosters self efficacy Fosters clear and positive identity Fosters a belief in the future Provides recognition for positive behavior Provides opportunities for prosocial involvement Fosters opportunities for prosocial norms. At least 5, structure and consistency, at least 9 monthsWhat are some specific elements of arts based learning?14Arts-based learning program elements Psychological and physical safety Unconditional respect for youth A focus on youths inner experience and development Belief in youths positive potential Belief in youths innate creativityEmphasis on artistic process versus technical mastery Range of arts-based activities and opportunitiesOpportunities for skill-building and success

Emphasis on participatory learningLeadership practice Introduction to issues that impact on communities Diverse participation Community building Caring, enthusiastic, and skilled staff Practical supports (such as transportation and financial assistance) Program format intensive/ongoing

Dyer, C. (2006). Arts-based learning and youth leadership development. Royal Roads University (Canada). Sixteen arts-based learning program elements were identified as being integral to youth leadership development. It is recommended that these program elements be looked upon as the building blocks of arts-based learning and youth leadership development. As such, efforts should be made to ensure that all sixteen elements are present in future arts-based learning programs that are intended to develop youth leadership.

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Social skills and Higher academic achievement Increased creative thinking, risk-taking and expression Personal development such as higher self-esteem, self-worth and awareness, and increased self-efficacy

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Arts education field guide. the complex web of partners, players, and policy makers in the ecosystem of arts education. Know who the key players and decision makers are. Find new allies. Understand your relationship with other stakeholders in arts education.This brochure summarizes each of the key players in arts education.17

Economic ImpactNon-Profit Arts and Culture Industry in U.S.

A Formidable Growth IndustryAttracts AudiencesSpurs Business DevelopmentSupports JobsGenerates Government Revenue

From Arts and Economic Prosperity III- by Americans for the Arts

The nonprofit arts and culture organizations in the U.S. drive a $166 billion industrya growth industry that supports 5.7 million full-time jobs and generates nearly $30 billion in government revenue annually. YouthARTS Development Project, a collaborative effort of the Regional Arts & Culture Council, Portland, Oregon; the San Antonio Department of Arts and Cultural Affairs, San Antonio, Texas; the Fulton County Arts Council, Atlanta, Georgia; and Americans for the Arts, Washington, D.C.Youth Arts Public Art, Regional Arts & Culture Council, Portland, Oregon: Organizations: Multnomah County Department of Adult and Juvenile Community Justice, Multnomah County, Portland Art Museum Northwest Film Center, Tears of Joy Theater.

Art-at-Work, Fulton County Arts Council, Atlanta, Georgia: Organizations: Fulton County Juvenile Court, Atlanta Public Schools, the Youth Arts Connection Gallery, Barking Dog Theatre Company.

Urban smARTS, City of San Antonio Department of Arts and Cultural Affairs, San Antonio, Texas: Organizations: City of San Antonio Department of Community Initiatives, San Antonio and South San Antonio Independent School Districts.

Youth at risk of delinquency and other behavioral problems. YouthARTS showed that arts programs really can have an impact on youth. Not only can such programs enhance young peoples' attitudes about themselves and their futures, but the programs also can increase academic achievement and decrease delinquent behavior.

20The Arts in SchoolsThe VH1 Save The Music Foundation is a non-profit organization dedicated to restoring instrumental music education in America's public schools, and raising awareness about the importance of music as part of each child's complete education. Since 1997, the VH1 Save The Music Foundation has provided $48 million in new instruments to 1,800 public schools in more than 100 cities, impacting the lives of over 1.8 million children.

Budget Cuts Decline Value versus priority

What can community based arts organizations do to better meet the need for artistic exposure and expression for all youth?

Despite the evidence. 21PurposeIdentify and assess the major organizations that provide arts and cultural opportunities for youth.

Support the case for additional funding opportunities for positive youth development arts programming.

Determine the extent of communication and collaboration between organizations.

Reinforce the importance of community arts outreach and education for all youth.

MethodsThis community needs assessment will collect primary data through face-to-face interviews with program administrators and directors.

Qualitative interview results will be coded and analyzed for themes.

Secondary data from the organizations will also be considered. Quantitative data will be grouped and summarized

Implications1.Describe the strengths and identify any gaps in community-based education and outreach programs in Greenville, SC.2.Make recommendations for additional considerations. 3. Create a more holistic account of the arts and cultural events offered for youth in Greenville through community arts organizations.4.Better serve the youth population of the Greater Greenville area though increased knowledge and collaboration among organizations.

Our future as an innovative country depends on ensuring that everyone has access to the arts and to cultural opportunity . . . But the intersection of creativity and commerce is about more than economic stimulus, its also about who we are as people. We want to ensure that all children have access to great works of art at museums. We want them to have access to great poets and musicians in theaters around the country, to arts education in their schools and community workshops.

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