Arts Internships as Transition.

Autor/in	Collins, Terence
Institution	Minnesota Univ., Minneapolis.
Titel	Arts Internships as Transition.
Quelle	(1994), (320 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Aspiration; Black Students; College Bound Students; College Preparation; Cooperative Programs; High Risk Students; High Schools; Higher Education; Internship Programs; Participant Satisfaction; Program Effectiveness; School Community Relationship; Student Attitudes; Theater Arts; Transitional Programs + Suchen Sie Ihr Suchwort? Problemschüler; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufspraktische Ausbildung; Schülerverhalten; Theaterwissenschaft
Abstract	This final report describes activities and accomplishments of a 3-year project at the University of Minnesota to develop a transition program emphasizing theater for high school students "at risk" for not continuing their education. Students participated in paid internships at the Penumbra Theater, Minnesota's only African-American professional theater company, and took courses in the University's General College. Theater and college personnel also acted as mentors for the students, working with them individually and in groups on transition issues. Of the 55 students (ages 15 to 20) who participated in the program, 32 were African American. As a result of student dissatisfaction after the program's first year, major changes were made in the direction of greater integration with the campus program. Data obtained from questionnaires and interviews with three cadres of student participants demonstrated that these community-based fine arts internships promoted the successful movement of these students into higher education. Individual sections of this report present an executive summary and an evaluative summary of the program based on the third cadre of students. Extensive appendices include: summaries of student interviews with students in each of the three cadres and summaries of questionnaire responses of students in each of the three cadres. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC