OCA Out of School Access TBF

Prepared by:Mayor’s Office of Cultural Affairs*and Mendelsohn, Gittleman & Associates Spring, 2003: 

Prepared by: Mayor’s Office of Cultural Affairs* and Mendelsohn, Gittleman & Associates Spring, 2003 Status of Cultural Education Opportunities for Boston Children During Out-of-School Hours *The Office of Cultural Affairs became part of The Office of Arts and Cultural Development in the spring of 2004.

Overview of Today’s Presentation: 

Overview of Today’s Presentation Background: Boston and the field Research: Methodology Research: Overview and Findings Questions for Further Study Maps Isabella Stewart Gardner Museum School Partnership

Research Background: Boston's After-School for All Partnership: 

Research Background: Boston's After-School for All Partnership Five-year effort to expand educational and enrichment opportunities for children when they are not in school Largest public-private venture in Boston’s history focused on children, Partnership’s 14 funding partners have agreed to target over $24 million of new funding over the next five years to three major goals Learning Goal: One of the seven topics was expanding and coordinating cultural education opportunities in after-school programming

Boston’s After-School for All Partnership’s Statement on Learning in Out-of-School Time : 

Boston’s After-School for All Partnership’s Statement on Learning in Out-of-School Time We believe that with well-trained staff, sufficient resources, and an intentional focus on learning, after-school and summer programs can have a real impact on student achievement and youth development We believe that after-school and summer programs can promote a love of learning by complementing classroom learning through fun, engaging and hands-on activities in arts, science, technology, history, and through community service and apprenticeships

Expanding and Coordinating Cultural Education Opportunities in Out-of-School Programming: 

Expanding and Coordinating Cultural Education Opportunities in Out-of-School Programming White paper co-sponsored by Boston’s After-School for All Partnership and the Mayor’s Office of Cultural Affairs Reviewed existing research, identified promising practices in Boston and beyond, and outlined recommendations Explored role of cultural organizations in providing students with new learning opportunities, and how cultural opportunities can be enhanced and better coordinated

Why Arts and Cultural Education for Children is Important: 

Why Arts and Cultural Education for Children is Important Arts and Cultural Education is Correlated to Academic Achievement and Healthy Youth Development Cognitive skill development Creative thinking and problem solving Access to learning for a range of learners Increased motivation and engagement Self-worth and self-efficacy Connection to community Preparation for work Capacity to create beauty and pleasure Expression of one’s self Development of imagination Source: Heath, 1998 Boston Youth Moves Powered by Dance

Successful Characteristics of Cultural Education Programs: 

Successful Characteristics of Cultural Education Programs Extended engagement with artistic process during individual sessions and expanded program length (Friske, 1999) At least three hours over three days each week for one full year (variable strategies – by age and by discipline) (Heath, 1998) Meaningful adult/child relationships over time, regular contact with experts (i.e.., artist teacher) (Heath, 1998) Integrated into thoughtful long-term curriculum (MGA, 2002) Continuous extended programming integrating partnerships with cultural organizations was far more effective than one-time educational opportunities such as field trips and performances (MGA, 2002)

Successful Characteristics of Cultural Education Programs ~ II: 

Successful Characteristics of Cultural Education Programs ~ II Most beginning level instruction can be conducted in group settings with the opportunity for personal connections/feedback; students practice, explore further outside of class More intensive one-on-one instruction plus complementary subjects by more highly trained instructors required for older students Access for primary, elementary, and middle-school aged children requires availability at school or in neighborhood High-school aged youth can and will travel to attend centralized programs offering access to master-level instructors and peers with similar level of interest, dedication, and talent

Assignment:: 

Assignment: How does this translate into opportunities for Boston kids? Can the cultural community be more effectively used in out-of-school time? Boston is home to an extraordinary array of artist/humanists and cultural organizations

Mayor’s Office of Cultural Affairs (In Partnership with Barr Foundation)Out-Of-School Cultural Access Study: 

Mayor’s Office of Cultural Affairs (In Partnership with Barr Foundation) Out-Of-School Cultural Access Study Identify current art/cultural out-of-school education opportunities for Boston youth Establish a baseline of information -- no previous data documenting this field in Boston Comparison to other cities -- no evidence of similar comprehensive inventory in any other U.S. city Data analyzed from a consumer-centered perspective

Data Gathering Methods: 

Data Gathering Methods Used survey and follow-up phone calls Identified existing out-of-school arts/cultural programs in Boston, categorizing opportunities by neighborhood, arts discipline, age group, and scope of service Identified gaps in services by neighborhood, discipline and age group Mapped these findings (thanks to Management Information Services and the Boston Redevelopment Authority)

Changing Economic Environment: 

Changing Economic Environment Elimination of State Chapter 636 funding, which for 25 years had supported cultural partnerships in and after school Massachusetts Cultural Council was cut 62%, from $19.1 million in FY02 to $7.3 million in FY03 Dramatic decline in corporate and foundation money Due to State cuts, city grant programs were reduced from $710,000 + SYNF in FY02 to $325,000 in FY03, to $110,000 in FY04 Elimination of all City-funded grant programs (Boston Cultural Agenda Fund & Safe Neighborhoods Fund) in FY04 Most of these programs not eligible for United Way funding nor receiving After-School for All Partnership funding

Data Overview ~ I: 

Data Overview ~ I Data broken down by discipline (dance, film/video, history, interpretive science, literary arts, music choral, music instrumental, theatre, visual arts), neighborhood, age and scope direct (exposure, unit, competency, mastery) indirect (professional training & resources, eg: equipment & supplies) Given the research, focus on sequential instruction – only: direct-unit, competency and mastery data used Example: Instrumental Music Exposure: Attend a performance by Boston Musica Viva Unit: First Night drumming workshop Competency: Ongoing instrumental music instruction at Community Music Center of Boston Mastery: Greater Boston Youth Symphony Orchestra

Data Overview ~ II: 

Data Overview ~ II Rich variety of offerings from 158 organizations with over 250 different programs 78 cultural organizations, ranging from large institutions such as the Museum of Fine Arts and the Museum of Science to smaller, organizations such as Spontaneous Celebrations and City Stage Company 73 community/school-based out-of-school time organizations include an arts or cultural component in their programming, and a number of these organizations (e.g. YMCA, Boys and Girls Clubs, Community Centers, Libraries) represent multiple sites

Data Overview ~ III: 

24 organizations with an explicit cultural focus in providing after-school programming to children and youth (such as KidsArts! and Zumix) 20 organizations offer exclusively independent programming (classes), many on a fee for service basis Of the programs for which the data included ages served: 101 programs serve 15-19 year-olds 112 programs serve 10-14 year-olds 74 programs serve 5-9 year-olds Data Overview ~ III

Census Data on Boston’s Children: % by Neighborhood Residency (children population): 

Census Data on Boston’s Children: % by Neighborhood Residency (children population) Allston/Brighton        7% (7,463) Back Bay/Beacon Hill 1% (1,569) Central (included Chinatown) 2%   (2,043) Charlestown       2% (2,096) Dorchester              20% (21,885) East Boston        7% (7,323) Fenway/Mission Hill        9% (9,802) Hyde Park        6%        (6,835) Jamaica Plain        5% (5,761) Mattapan        9%        (10,082) Roslindale        6%        (6,688) Roxbury              14% (15,215) South Boston        4% (4,483) South End        3% (3,590) West Roxbury        4% (4,068) Boston Ballet Adaptive Dance Source: Census 2000

Findings : 

Findings Currently, inconsistent availability of programs across Boston neighborhoods Neighborhoods with significant lack of opportunities: East Boston, Hyde Park, Mattapan, Roslindale, West Roxbury Wide but erratic range of availability by discipline (Dance, Theatre, History) and scope (Direct versus Indirect; Exposure versus Competency) Inconsistent availability of developmental progression of program options

% of Programs located in Neighborhoods (Compared with % by Neighborhood Residency): 

% of Programs located in Neighborhoods (Compared with % by Neighborhood Residency) Allston/Brighton 5% (7%) Back Bay/Beacon Hill 6% (1%) Central (includes Chinatown) 9% (2%) Charlestown 4% (2%) Dorchester 22% (20%) East Boston 1% (7%) Fenway/Mission Hill 17% (9%) Hyde Park 2% (6%) Jamaica Plain 7% (5%) Mattapan 3% (9%) Roslindale 1% (6%) Roxbury 11% (14%) South Boston 4% (4%) South End 8% (3%) West Roxbury 0% (4%) Project Step – Focus II

What We Know about Demand: Summary of Relevant Findings from After-School Programs in Boston: What Young People Think and Want (June, 2002): 

What We Know about Demand: Summary of Relevant Findings from After-School Programs in Boston: What Young People Think and Want (June, 2002) Survey Findings Of 399 youth surveyed, 56% said having arts in an after-school program was important, (ranked 3rd highest out of 8 choices) Arts was ranked first by females, with 61% saying it was important Arts was ranked first by youth 12 and under, 76% saying it was important Arts was ranked third by youth 13 and older, 52% saying it was important Focus Group Findings Related to supporting young people's growth and learning: After-school programs should include the arts: dance, music, theatre, and fine and graphic arts. Related to building infrastructure: Programs should be equipped with music, dance, theatre, and graphic art spaces and materials

What Does this Mean for a Child in Boston?: 

What Does this Mean for a Child in Boston?

Family Scenario I ~ Mattapan: 

Family Scenario I ~ Mattapan Mattapan Family 6 year-old daughter wants to take dance class 12 year-old son took beginning guitar 17 year-old son travels to Hyde Park for theatre Implications 6 year-old will have to be driven to Dorchester or Hyde Park, or wait until she is older 12 year-old stopped lessons, as local organization only provides lessons for 5-9 year-olds 17 year-old travels to Hyde Park for musical theatre program or farther for other styles

Family Scenario II ~ East Boston: 

Family Scenario II ~ East Boston East Boston Family 7 year-old son is interested in visual arts 12 year-old daughter wants to study dance 16 year-old has been in an instrumental music program since he was 10 Implications 7 year-old has no options 12 year-old has no options 16 year-old will continue with program, now he has progressed to engineering and media arts aspects of music

Questions for Further Study: 

Questions for Further Study How many children participate annually in out-of-school time arts and cultural programs? What is the racial, ethnic and gender make-up of the children who participate in these programs? How does the supply of out-of-school time arts and cultural programs relate to the demand for these services? How does the quality of these programs differ? How can out-of-school time arts and cultural programs work most effectively with children, when a large number of children attend schools in neighborhoods different from where they live?

Location of Boston Public Schools Arts Specialists: 

Isabella Stewart Gardner Museum (School Partnership) Addendum A Location of Boston Public Schools Arts Specialists Source: Kathy Tosolini, Boston Public Schools

dance: 

dance Boston Public Schools Dance Specialists

instrumental: 

instrumental Boston Public Schools Instrumental Music Specialists

music: 

music Boston Public Schools Choral Music Specialists

theatre: 

theatre Boston Public Schools Theatre Specialists

Visual art: 

Visual art Boston Public Schools Visual Art Specialists

Neighborhood Maps: 

Neighborhood Maps Zumix, Adventures in Music Location of Arts & Cultural Programs: [Sample Neighborhoods] Addendum B

dot: 

dot

eastie: 

eastie

jp: 

jp

mattapan: 

mattapan

Discipline Maps: 

Discipline Maps Boston Ballet School Citydance Program Location of Arts & Culture Programs: [By Discipline] Addendum C

Dance: 

Dance Out-of-School Dance Programs

instrumental: 

instrumental Out-of-School Instrumental Music Programs

literary: 

literary Out-of-School Literary Arts Programs

Theatre: 

Theatre Out-of-School Theatre Programs