Art Education Program Analysis - School of Architecture and Allied ...

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New Urban Arts is a nationally recognized non‐profit community‐based organization located in Providence, Rhode Island, serving high school students and emerging artists. Founded in 1997, they provide studio, exhibition space, and mentoring for young artists who explore the visual, performing, and literary arts through year long free out‐of‐school programs. New Urban Arts has been recognized as one of the fifty premiere arts and youth development programs in the country for the past five years. They have won local, state, and national awards for their work, including: the Jobez Gorham Award by the Arts and Business Council of Rhode Island, Champion in Action by Citizens Bank, the state’s best non‐profit in 2003 by Providence Phoenix, the Daedelus Award by Providence Waterfire, and the founding Executive Director, Tyler Denmead, was selected as the state’s best role model by Rhode Island Monthly. In 2009, New Urban Arts was awarded the Coming Up Taller award by the President's Committee on the Arts and the Humanities ‐ the nation’s highest honor for the field of out‐of‐school time arts and humanities programs (http://www.newurbanarts.org). In this paper, I will discuss the characteristics of effective community‐based youth arts organizations as identified in various research reports, and connect them with the New Urban Arts practices according to the following criteria: organizational structure, educational programs, theories of learning, planning and implementation process, teacher support/professional development, partners, resources and sustainability, and assessment and outcomes. Mission: New Urban Arts’ mission is ‘to build a vital community that empowers young people to develop a creative practice they can sustain throughout their lives’ (http://www.newurbanarts.org). Population Served: New Urban Arts has over 300 high school students register throughout the school year, which begins in September. Most youth learn are referred through
friends, but others are referred through guidance counselors, teachers, social workers, and parents. As a result of efforts to recruit underrepresented populations, students served are 28% are African‐American, 28% Latino, 22% Caucasian, 14% Southeast Asian, 3% Caribbean, and 5% bi‐racial. Their students equally represent ages between 14 and 18. Students come from 13 different schools in Providence, thought the majority come from the two neighboring high schools. In the Providence public school system, over 40% of students live in poverty. Only 24% of Providence residents age 25 and over have earned a bachelor’s degree or higher, and 68% of families in Providence have an income below $50,000. Only one public high school in the city has an average combined SAT score above 825 (http://www.newurbanarts.org). Organizational Structure: The organization is comprised of an executive director, program director, operations manager, development associate, studio manager, twenty‐one artist mentors, and two mentoring fellows. All of the staff are artists themselves, yet also have substantial working experience in education, youth development, and non‐ profit management. All of the artist mentors are emerging artists, most of whom are current students or graduates of Rhode Island School of Design. There are eighteen members on the board (not counting the youth advisory members), and their experience ranges from professional artists, to local educators from Brown University, politicians, and business leaders. Education Programs: There have been numerous studies done to determine the essential elements of successful youth arts programs. Key findings in Milbrey McLaughlin’s Community Counts, Adelma Roach’s Creating Cultural Policies With and For Young People, and in reports like Qualities of Quality and the Americans for the Arts Youth Toolkit all seem to be in unison, highlighting the same core types of programs and experiences for youth. All agree that successful programs provide a safe place for their youth
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