Collaborating in the Community: Fostering Identity and Creative Expression in an Afterschool Program

Autor/inn/en	Cavendish, Leslie M.; Vess, Sarah F.; Li-Barber, Kirsten
Titel	Collaborating in the Community: Fostering Identity and Creative Expression in an Afterschool Program
Quelle	In: Journal of Language and Literacy Education, 12 (2016) 1, S.23-38 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	After School Programs; Creativity; Budgets; Retrenchment; Elementary School Students; Mentors; Process Approach (Writing); Teaching Methods; Photography; Writing Instruction; Self Concept; Statistical Analysis; Qualitative Research; Coding; Creative Writing; Likert Scales; Student Attitudes; Measures (Individuals); Content Analysis + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Kreativität; Finanzhaushalt; Prozessorientiertes Schreiben; Teaching method; Lehrmethode; Unterrichtsmethode; Fotografie; Schreibunterricht; Selbstkonzept; Statistische Analyse; Qualitative Forschung; Codierung; Programmierung; Kreatives Schreiben; Likert-Skala; Schülerverhalten; Messdaten; Inhaltsanalyse
Abstract	Nationwide budget cuts have forced many public school systems to significantly reduce opportunities for engaging in creative arts in the classroom despite the fact that such programs are associated with positive child outcomes. To address this deficit, we developed and executed the "Afterschool Creative Expression Program" (ASCEP) and opened it to 66 elementary school children attending a Title I school in the Southeast. Employing a process approach, which included using mentor texts, writing, editing, and revising, each child published one written piece. The program combined both writing and photography experiences to teach children how to write for authentic purposes, and through this process, encouraged these children to explore their identities. We used both quantitative and qualitative analyses to examine the program's effect on students' writing identities, as well as their overall experience of the program. Researchers used an open coding method to examine participant surveys. Findings of the study included the identification of three themes: (1) identity building; (2) importance of incorporating photography; and (3) the significant social aspect of the program. The implications of these themes and how they may inform future efforts to engage children in creative arts programs are discussed. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01