Using Cultural-Regional Arts Scenes to Frame and Understand Out-of-School Time Arts Programs. WCER Working Paper No. 2023-2

Autor/inn/en	Halverson, Erica; Martin, Caitlin; Bryant, Jalessa; Norman, Katherine; Probst, Caleb; Richards, Stephanie; Saplan, Kailea; Stoiber, Andy; Tunstall, Jonathan
Institution	University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER)
Titel	Using Cultural-Regional Arts Scenes to Frame and Understand Out-of-School Time Arts Programs. WCER Working Paper No. 2023-2
Quelle	(2023), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Art Education; After School Programs; Access to Education; Equal Education; Organizations (Groups); Community Programs; Artists; Art Teachers; Educational Practices; Specialists; Teacher Attitudes; Urban Areas; American Indians; LGBTQ People; Minority Group Students; Case Studies; Geographic Regions; Mexican Americans; Navajo (Nation); Human Geography; Cultural Influences; Hispanic Americans; Spanish Speaking; Cultural Pluralism; Community Characteristics; California (San Francisco); Texas; Arizona; Utah; New Mexico + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Access; Zugang; Bildungszugang; Artiste; Artist; Künstler; Künstlerin; Art teacher; Kunsterzieher; Kunsterzieherin; Bildungspraxis; Lehrerverhalten; Urban area; Stadtregion; American Indian; Indianer; Case study; Fallstudie; Case Study; Hispanoamerikaner; Humangeografie; Cultural influence; Kultureinfluss; Hispanic; Kulturpluralismus
Abstract	A wealth of literature shows positive outcomes and experiences from arts learning, yet youth access to arts education has become significantly more inequitable over the past 30 years. Alongside the growing discourse around arts learning and equity issues, there is a recognized and persistent need for more research. We conducted a critical, qualitative study of out-of-school time (OST) arts organizations across the United States. Our primary research questions were: (1) How do community youth arts organizational leaders, teaching artists, and participants describe the leading ideas and practices in OST youth arts programming? (2) How can OST youth arts work center the cultural, historical, and geographic resources that artists and arts organizations bring to arts programming? We first developed a theoretical framework for understanding arts practices in education and summarize key learning outcomes associated with youth participation in the arts. We then talked with OST arts education experts across the United States to understand how their programs support and center youth in arts learning, particularly Black youth, Indigenous youth, and youth of color (BIPOC youth), youth from low-income backgrounds, and LGBTQIA+ youth. This report offers the concept of "cultural-regional scenes" to describe the critical, qualitative case studies we developed of OST youth arts practice. We describe four unique cultural-regional scenes--the Urban Midwest, the Bay Area, Texas-Mexico Border Towns, and the Indigenous Southwest--and provide examples of youth arts practice in each scene. We conclude with ideas that stretch across scenes and suggest that researchers and practitioners can take up this approach in the study of OST youth arts programs. [Written in collaboration with community artists and artist-leaders across the United States and Indigenous Nations.] (As Provided).
Anmerkungen	Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01