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Youth Staff Training Program i Module 7: Creativity and The Arts

Youth Staff Training Program ii Module 7: Creativity and The Arts

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Youth Staff Training Program iii Module 7: Creativity and The Arts

Module 7: Creativity and The

Arts

Content Guide

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Youth Staff Training Program

Youth Staff Training Program iv Module 7: Creativity and The Arts


Youth Staff Training Program v Module 7: Creativity and The Arts

Youth Staff Training Program vi Module 7: Creativity and The Arts

Acknowledgments The Youth Staff Training Program is a series of self-study training modules that form the core of the Navy Foundation Training Program for Program Assistants working with youth in sixth – twelfth grades. The competency-based training modules equip Program Assistants with the skills and knowledge necessary to be successful working with youth and include real-life situations faced by middle school and teen youth every day. To promote training consistency across Child and Youth Programs (CYP), the module format and selected activities and content are patterned after similar series of training modules developed by Teaching Strategies Inc. used by military School-Age Care (SAC), Child Development Center (CDC), and Child Development Homes (CDH) Programs. We thank Teaching Strategies, Inc. for laying the groundwork and developing a self-study training format that supports Navy staff working across child and youth program areas. We also thank the Council for Professional Recognition whose “Functional Areas” form the basis of the “core competencies” for youth staff. Many people contributed to the concept, writing, and overall development of this training program. First, we would like to thank M.-A. Lucas, Director of Army Child and Youth Services, who recognized the impact staff have on the lives of military middle-school and teen youth and identified the need for quality training in the youth program. Special thanks to Mary Ellen Pratt, Chief of Army Child Development Programs / CYS Training Programs, Army Youth Modules Project Manager, for her guidance and direction throughout the development of the modules. We also want to recognize Roxanne Spillet, President Boys and Girls Clubs of America (BGCA) and Sarah Berry-Rabun, BGCA Youth Modules Project Manager, for their collaborative support on this project. In addition, we are appreciative of the encouragement and assistance provided by Kevin Montgomery, Chief of Army Youth Programs, for the development of The Youth Staff Training Program. Project content primary authors / editors: Karen Shannon, BGCA Consultant Chris Corrado, BGCA Director of Training & Professional Development

Donna M. McGrath, Army Youth Sports & Fitness Program Manager (Project Lead) Deb Marple, Army 4-H Coordinator, 4-H/Army Youth Development Project

In addition, the following served as primary authors for specific modules: Derry G. Koralek, DGK Associates (Safe) and, from the USDA/ Army Youth Development Project - Marcia McFarland (Professionalism), Dr. Jacqueline Scott (Social and Cultural; Guidance; Families, Communities and Schools) and Dr. Angela Huebner (Guidance). Content on Character Counts! and the Six Pillars of CharacterSM

1 was provided throughout the modules by Mary Jo Williams, Character Education Specialist, 4-H/Army Youth Development Project. Other contributing authors include: from Army CYS Headquarters – Nancy Campbell, Linda Harwanko, Maria Lopez Henderson, Kevin Montgomery and Mary Ellen Pratt, and from the USDA/Army Youth Development Project – Courtney Gaskins and Marianne Reynolds. We would also like to thank Army CYS Headquarters staff Virginia Brown, Nora Clouse, Bea Curl and Ingrid Osewalt for reviewing and providing feedback on the modules. This training program will allow staff to expand their knowledge about middle school and teen youth and their interests, challenges and overall development. Through the completion of the modules, staff will also have the opportunity to build skills in programming, communicating with youth and helping youth to grow and develop into productive citizens and leaders in their communities. Copyright 2006 AMWRF. All rights reserved. Photocopying or reproduction strictly prohibited except within the Department of Defense. 1 CHARACTER COUNTS! and the Six Pillars of CharacterSM are service marks of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics, www.charactercounts.org.

Youth Staff Training Program vii Module 7: Creativity and The Arts


Youth Staff Training Program viii Module 7: Creativity and The Arts

Welcome to Module 7: Creativity and The Arts. Programs and activities connected to creativity and the arts are usually quite popular with youth. Combined with other interests of youth such as technology and science, programming in the arts is a great way for youth to build relationships, life skills and self-esteem. The Table of Contents below provides an overview of what you’ll be covering in this module. Throughout this Content Guide, you’ll be directed to the companion Skill Building Journal. This journal contains a module checklist for you to use to chart your progress, a pre-training assessment and worksheets for each of the activities in this guide. Together, the Content Guide and Skill Building Journal will help you identify opportunities for growth and put your new ideas into practice. After you move through this Content Guide and Skill Building Journal, your final step will be to complete this module’s knowledge and competency assessments. When you have finished this module, let your trainer know you are ready to schedule them. After you have successfully completed the assessments, you will be ready to begin a new module. Section Page 7.1 Introduction 1

Overview 1 Take a Closer Look 8 Self-Reflection 14

7.2 Pre-Training Assessment 15 7.3 Learning Activities 16

A. Using Your Knowledge of Stages of Development to Encourage 17 Creativity in The Arts

B. Components of a Well-Rounded Program 20 C. Planning a Variety of Creative Arts Activities 25 D. Left Brain – Right Brain Link to Creativity 27 Summarizing Your Progress 30

7.4 Resources 31

Art Web Sites 32

Creativity and The Arts

Youth Staff Training Program ix Module 7: Creativity and The Arts


Youth Staff Training Program 1 Module 7: Creativity and The Arts

7. Creativity and The Arts

• providing a rich and varied environment for youth to explore their own creativity and encouraging

nd

iew Wfo working? Does your vi iting? How about music lessons or dance? A W wings or paintings – the pieces that hang on m gs and drawings alone. Any medium that alca

y emphasizing creative discovery and stimulating a variety of learning styles, the arts transform an rating experience. The arts also teach discipline, the value of he concrete rewards of hard work. And thanks to the Internet

n Wil what motivates a

flected in at least two of the Six nsiderate of th f ng kind, showing

put

many opportunities for youth to express themselves and receive this all-important recognition. As a Program Assistant, you promote and model respect and caring in how you acknowledge youth’s experience of themselves and how you give recognition. You also model this by

www.charactercounts.org

Program Assistants promote creativity and the arts by:

successful exploration, experimentation and appreciation of the arts; • providing opportunities for youth to express themselves through technology, science and the arts; a • interacting with youth in ways that encourage, respect, and recognize original ideas, thoughts and

expressions.

Overv

hen you picture arts activities at a Youth Center, what comes to mind? Youth quietly painting pictures display on the Youth Center walls? Classes in photography, pottery or woodr

sion of the arts include theater, storytelling or creative wrnd where do arts activities take place? Inside an art room? In the Youth Technology Lab? Outdoors?

en many people hear the word “art,” they think of drahuseum walls. But the arts can’t be summed up by paintinlows creative self-expression, whether through music, dance, crafts, photography, writing or theater, n be considered an “art” – and should be part of a vibrant Youth Center arts program.

Benvironment, making learning a lively, invigoustained effort to achieve excellence, and ts

and new programs in technology, there are more ways than ever before for youth to express creativity and explore the world around them through the arts, no matter what their skills or interests. Science is also a great area for promoting the arts. For example, youth may enjoy researching and building models of the space shuttle or drawing plans for a new invention. These science activities in turn help promote creative thinking in other areas of interest to youth. E couraging creativity

liam James, a pioneering American psychologist, maintained that 90 percent of person is the desire to feel important and appreciated. This desire is also re

1 Pillars of CharacterSM – respect and caring. Respect is shown, in part, by being co’ eelings and being tolerant of others’ differences. Caring is demonstrated by beio ers

compassion and expressing gratitude. People like to be acknowledged when they’ve worked hard orout extra effort. Young people, especially, want and need recognition and praise. The arts provide

1 CHARACTER COUNTS! and the Six Pillars of CharacterSM are service marks of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics, .

7.1 Introduction

Overview


Providing aand varied environment for youth to explore their own creativity and encourag

eativity and encourag

rich

ing successful explora

or example, when discussing modern art, you might not care for the work owever, you respect the creativity and hard work of the artist. As a Program Assistant, you want to

reativity within a youth, ou expose that youth to unlimited opportunities, challenges and discoveries. As a Program Assistant,

ing successful explora

or example, when discussing modern art, you might not care for the work owever, you respect the creativity and hard work of the artist. As a Program Assistant, you want to

reativity within a youth, ou expose that youth to unlimited opportunities, challenges and discoveries. As a Program Assistant,

discussing art in general. Fdiscussing art in general. Fhhdemonstrate that we all have different likes and dislikes. The arts are one place we express those differences in taste. Creativity comes from within. It is expressed in a variety of forms. By enhancing c

demonstrate that we all have different likes and dislikes. The arts are one place we express those differences in taste. Creativity comes from within. It is expressed in a variety of forms. By enhancing cyyyou need to provide an environment that supports and enhances creativity. Here’s how to get started: you need to provide an environment that supports and enhances creativity. Here’s how to get started:

Understand that art is created. Celebrate the uniqueness in each youth and in what they create. Create an accepting environment. Program Assistants need to create an environment in which

youth feel comfortable and safe expressing their thoughts and ideas. Engage youth in meaningful self-evaluation. Help encourage critical thinking in youth. Encourage experimentation in the arts. Program Assistants should encourage youth to try othe

media (materials). You never know what will interest a youth – and neither do they – until thit.

r ey try

Encourage curiosity. Youth may never know that they have an artist inside them unless you encourage them to try.

Relate projects to the interests of youth. If youth aren’t interested in a project, they will not rticipate. Find out what interests them. Then, help youth create an art project around their

interest. pa

Stimulate interest through discussion and demon

tion, experimentation and appreciation of

tion, experimentation and appreciation of the arts. the arts.

stration. As a Program Assistant, you can uth often have ideas about how to approach a

p youth practice making decisions.

xposing youth to the varied world of the arts Tth motions and imaginations. The arts enhance self-esteem and develop skills. They also provide exposure to the world at large and allow m Here are some ways Program Assistants can encourage youth to explore, e

lect an artist or form of art to discover. Encourage

ses. Then hang them on the art room walls during that month.

d interests introduced in school, the

encourage youth by holding discussions. Yoproject. Seek out their ideas. Group discussions also hel

E

apping into youth’s creativity gives them a forum in which they can express eir thoughts, e

ulti-cultural appreciation to occur.

xperiment, and appreciate the arts:

Surround youth with examples of creative works. Example: Each month seyouth to research and learn about the artist or form of art. For example, when researching Picasso and his “blue period,” have youth work on blue wall

canva

Offer materials that allow youth to explore subjects anmedia or trips and tours. Example: Talk with the School Liaison Officer to see how you can build upon in-school learning. What kinds of connections can you make between the arts and subjects being studied in a particular grade? You might learn that youth are studying Egypt in social studies. Art room activities could focus on making mummies, learning about dance or even writing a short play featuring life in Egypt. Encourage youth to finish projects. Example: Completing a creative project allows youth to feel a sense of accomplishment and pride in something they have created. Encourage youth by saying: “Chris (14), I haven’t seen you in the Art

Overview


Room in a while. I still have that great piece you were working on using the broken records. I’d love to see the completion of your vision. Sometimes artists have creative ‘blocks.’ Once you jump back into the project, I bet you’ll rediscover your creative side.” Provide and encourage games that enhance creativity. Example: Plan a game of Pictionary focusing on a special theme, such as “types of emotions.” After playing the game, ask the group what they thought of the theme. Offer a variety of activities that expose youth to the visual and expressive arts. Example: Have youth plan an art appreciation week at the Youth Center as part of their 4-H Arts project. Encourage them to explore art-related programs, such as theatre arts or visual arts (these include painting, sculpture and photography). Have them be responsible for heading up various activities. For example, some youth might lead a singing group. Others might work on a video clip in the Youth Tech Lab to promote the event. Provide a variety of media for youth to explore. Example: For the next Youth Center dance, encourage youth to take the lead in developing promotional posters in the Youth Tech Lab using graphic arts. They could also make a musical clip of videos from the last dance that could be shown in the Teen Center. Help youth develop creative problem-solving skills. Example: Find youth volunteers willing to judge a singing contest in the Youth Center. Have them develop the criteria for youth to enter the contest. Encourage youth to utilize Youth Technology Labs. Example: Have youth develop a system to keep track of basketball statistics and post it weekly in the gym. They can design a special format for the posting.

The link between the arts and education Moeducato parate forms of “intelligence” that offer many different ways of developing a youth’s true potential – ways often overlooked in traditional sch n , and acq e arts as part of their learning process. Research shows that youth who

articipate in the arts are :

unting evidence shows that the arts are fundamental to human development and education. Many rs believe that the arts speak a language all their own. They are se

ooli g. Young people deserve opportunities to explore their talents, develop communication skillsuire an appreciation for th

2p

four times more likely to have won school-wide attention for their academic achievement; elected to class office within their schools more than three times as often; four times more likely to participate in a math and science fair; three times more likely to win an award for school attendance; and more than four

learly it is important fenter’s art programs and ubject areas.

tim or poem. C or yCs

h Language and Learning: A Report on ommunity-Based Youth Organizations." In Americans for the Arts Monographs

es more likely to win an award for writing an essay

ou as a Program Assistant to encourage youth to participate in the Youth activities. Doing so will help them develop skills that are transferable to all

2 Heath, S.B.; Soep, E. & Roach, A. (1998). "Living the Arts througC . Washington, DC: Americans For The Arts 2.7:1-20 (November).

Overview


Technology and the arts Technology plays an important, and growing, role in the arts. Too often, youth see computers as having

o very different functions: either to be used for dry research and schoolwork or simply for e-mail, instant

r

here are many program resources that support the combination of technology and the arts. Both 4-H

e

twmessaging or computer games. While youth are interested in computers, they may not understand how technology can be both fun and educational. Arts programs can show them how. The arts are a great way to introduce young people to cutting-edge technology. Arts programs can give youth new ways to explore their interests in music, graphics and film. In this way, arts technology can teach youth skills they will carry with them to college or their careers. What’s more, technology allows creations that youth never dreamed possible. With the help of new programs, youth who lack drawing oother technical skills can still produce incredible images and sounds. Tand Boys & Girls Clubs of America have developed programs. For example, Boys & Girls Clubs of America has developed five programs in the digital arts. Each program teaches young people the technical skills they need to complete projects in that area using the computer. These programs providonline, interactive lessons that walk the youth through a series of steps to complete a project. Youth can then transfer those skills to projects of their own choosing. They are:

Web Tech - Web page design and construction; Design Tech - Principles of graphic design; Photo Tech – Digital photography and photo illustration; Music Tech – Electronic music creation and music composition; and Movi

Providing opportunities for youth to express themselves through technology, science and the arts.

e Tech – Screenplay-writing and movie production and editing.

and encourage youth in the arts through the use of science and technology:

Provide opportunities for youth to experience technology, science and the arts in an interactive “hands-on” way.

for youth of all ages. We’re

4-H also has the following projects that support technology and the arts: Photography project; Visual Arts project; Technology project; and Performing Arts project. Here are some examples of how you as a Program Assistant can interest

Example: “Today, we’ll be making a Web page highlighting art projectsg arts and oing to create a Web design, research c s Then we’ll make this available for youth to raft programs and select easy projects for all age groups. browse and find projects they’d like to work on. Sonia (15) and Claire (13), would you like to be involved?” Encourage participation in science-based programs. Example: “Mario (12), your idea of researching a website that will provide information on tracking the space shuttle is a great one. Anyone else want to help with the research? What about once we have the information? What should we do to share your research?”

Overview


Provide experiential opportunities for cross-over between technology, science and the arts. Example: “We’re going to expand what we do in our 4-H Photography project. We’re starting a photography group that focuses on digital cameras. We’ll learn about using software to enhance our pictures. After we practice our skills, we’ll host a local photo contest and show at the Center. Then we can select the best pictures. We’ll enter them in the 4-H National Photography Contest exhibition at the local county fair and Boys & Girls Clubs of America’s National Photography Contest.” Encourage youth to express their ideas and feelings through creative writing, drawing, painting, acting and all forms of music. Example: “We’re going to produce a short movie and everyone can help! We need some of you to help with writing the screenplay. Others can be on the production crew or act out roles. We will also need help with creating the props and the movie background music. Who’s interested?” Provide opportunities for youth to build and enhance the technical skills needed to support their artistic and scientific endeavors. Example: “Bobby (13), you suggested we learn how to use graphic design in the Youth Tech Lab to create a computer-generated model of a volcano. Who else would like to work with Bobby to do this research? Jen (13), your suggestion to actually build a model’s a great one. How about finding out what kinds of materials we’d need?” Encourage youth to become proficient in Internet browsing. Example: “Sarah (11), those are good questions. I think if you go online to the NetSmartz Workshop you’ll find all the different opportunities the Internet provides. It’ll help answer your questions.”

here are several resources aT vailable to help you promote Internet safety and usage. The NetSmartz orkshop, I-360 and Skill Tech II all help young people use the Internet proficiently and safely. W

NetSmartz Workshop, a series of age-appropriate, interactive programs – teaches young people

about the opportunities that the Internet provides while teaching them skills to use the Internet more safely.

I-360 – teaches teens about personal safety, online shopping and online ethics using real-life

situations and quizzes. It follows a “teens talking to teens” format.

Skill Tech II – teaches members about computer hardware and networking, the Internet and careers in technology.

Interac

Inyen ou

re

teracting with h in ways that

rage, out

crespe

coct, and

gnize original ideas, thoughts and expressions.

t

In all your interactions with youth, you play an important role in shaping self-

as all of the qualities that a youth believes he or

she possesses. A youth’s self-concept is formed as a result of perceptions, at

one

ion between staff and youth

concepts and self-esteem. These two terms both deal with the way a youthviews his or her worth and position in the world.

Self-concept can be defined

beliefs and feelings. These perceptions are largely based on experiences than individual has had with a person that is important to him or her. Taken at a time, these individual perceptions may be good or bad, but together they

add up to a big picture, positive or negative view of the self.

Overview


A positive self-concept is one in whi s as capable and important. A outh with a negative self-concept, o self or herself as unimportant or

and satisfaction in oneself. Negative self-esteem, in contrast, means having a low view of is possible for a youth to go through life with poor self-esteem, but it’s like riding a bicycle

ch adolescents perceive themselven the other hand, will perceive himy

incapable. As a result, that youth will have a difficult time reaching his or her full potential. Self-esteem refers to the personal judgments a person constantly makes about his or her self-worth. It is accrued from the wealth of experiences, both positive and negative, accumulated over a lifetime. Self-esteem builds up with repeated experiences of success and failure. It is influenced by performance, abilities, appearance and, like self-concept, the judgment of significant others. All of these forces acting on youth affect how a youth thinks and feels about himself or herself. Positive self-esteem means having onfidence c

one’s worth. It with flat tires. Since both self-concept and self-esteem are based in part on interactions with and judgments of others, you can have a direct impact on youth’s feelings about themselves. Youth’s thoughts, feelings and behavior are constantly being affected by people around them. This is particularly true of people they trust and respect. As a Program Assistant, it is important to provide youth with warmth, empathy, respect

gement, building trust, modeling effective life

a great way to build relationships, life skills and self-esteem. After all, one of ction. More importantly, arts programming allows

e from rules and ideas about “right and wrong.” In the arts, more than one right way of solving a

s programming can have a positive impact h Center program, you can

interaction between youth and staff. Refer c. In the case of the arts, positive interaction

ally influence and prevent creativity. Adult interactions that can prevent creativity within youth include:

and acceptance. How can you do this? Through encouraskills and using positive guidance. Programming in the arts is the key components of art programs is youth-staff interafor a special kind of interaction, one that’s frethere is always room for multiple points of view, and there can be

3problem . It is in this celebration of multiple views and solutions that arton self-concepts, creativity and critical thinking skills. As with any type of Youtincrease these positive results by always striving for positiveto the module on guidance for further information on this topiis extremely important because negative adult feedback can actu

criticism; encouraging youth to copy designs rather than create their own; displaying a lack of confidence; displaying a lack of knowledge of an art medium; and judging youth art by adult standards.

By avoiding these negative interactions and creating a positive environment, you can actively promote cththem plenty of opportunities to experience different media and art forms. In this environment, youth can a

3 “Ten Lessons the Arts Teach”, Eisner, Elliot, Learning & the Arts: Crossing Boundaries, Los Angeles, 2000.

reative expression. How can you create this positive environment? First, allow youth to express emselves without being judged by adult standards. Support them for thinking outside the box. Give

nd will succeed in the arts and receive the full academic and social benefits that the arts can provide.

Overview


Here are some ways a Program Assistant would respond to youth to encourage, respect and recognize

iginal ideas, thoughts and expressions: or

alue the characteristics that make each youth a unique individual. VExample: “Wow, Sally (14)! I love the ideas you came up with to create your jewelry box. No one else would think of using these materials. It’s beautiful!” Ask a variety of questions that encourage youth to think about things in new ways. Example: “Lee (13), we won’t be able to use the lobby during the construction. How do you think we can set up our art display this year? How can we display the artwork differently than the way we set it up last year?” Respect and value each youth’s unique creative expression. Example: “Milo (15), great ideas. What else do you think we can add to make the talent show successful?” Model creativity by sharing your own interests, taking risks and solving problems. Example: “John (18), I’m really interested in digital photography too. For years, I wouldn’t get a digital camera. I was afraid it was going to be too complicated for me. I’m still learning, but the more I use it, the easier it gets.” Work with youth to determine what kinds of creative expression fall within established parameters. Example: “Carla (11), the poster you made on fire safety was great! I think you should enter it in the fire safety poster contest.”

In e other ways you can encourage creative expression or thinking? Why are art programs and activities important in a Youth Center environment? O lts m Creative expression may reveal emotions they are feeling or possibly hiding. This is why it is so important to create a positive environment for the arts. T way to express feelings, tell a story or share a laugh. The Youth Center’s arts programming is designed to:

your interaction with youth, what are som

ne of the main emphases of the arts is to develop and promote creativity. But some youth and aduay be afraid to express themselves creatively. Why?

he arts allow youth to express what is going on in their lives. It is a

Help youth develop decision-making skills. Every time a decision is made about color choice,

placement or themes youth are practicing decision-making skills.

Encourage youth to be tolerant of others’ ideas. As creative projects progress, youth learn to appreciate each other’s ideas and creativity. Youth learn that uniqueness is creative.

Allow youth to express themselves creatively.

Any way you look at it, arts programming is a great element of the Youth Center’s offerings. The arts promote individuality and self-expression. They bolster self-confidence. They even improve overall ac ce. What’s more, the arts can help troubled youth. They can provide an alternative to delinqu r anyou can maximize the ben ill go a long way in helping you

ademic performanent behavio d truancy while improving attitudes towards school. As a Program Assistant,

efits of arts programming. Your own creativity and communication skills wth explore their creativity and the arts.

Take a Closer Look

Take a Closer Look Now you have a broad overview of the importance of creativity and the arts to Youth Cprogramming. On the following pages are siAs you read the situations, think about how the Pro


enter tuations relating to the arts you might encounter on the job.

gram Assistant responds. Have you found yourself in s

r youth to explore their own creativity. They also provide examples of how you riginal ideas, thoughts and

r Skill Building Journal to answer

loration, experimentation and appreciation of the

. Surround youth with examples of creative works.

2. Offer materials that allow youth to explore subjects and interests introduced in school, the media

sive arts.

at’s going on.

m

to ograms. That might be more interesting for you.

imilar situations? These examples are designed to help you create an environment that provides a richand varied environment focan interact with youth in ways that encourage, respect and recognize oexpressions. After you read each example, you will be directed to youquestions. Example 1 Providing a rich and varied environment for youth to explore their own creativity and encouraging successful exparts.

1

or trips and tours.

3. Encourage youth to finish projects.

4. Provide and encourage games that enhance creativity.

5. Offer a variety of activities that expose youth to the visual and expres

6. Provide a variety of mediums for youth to explore.

7. Help youth develop creative problem-solving skills.

8. Encourage youth to utilize Youth Technology Labs.

Ms. Jennifer’s been working in the Youth Center for six months. In that time, she’s gotten to know most of the youth who come in every day. In the past week, she’s noticed that one of the girls, Michelle (13), has been sitting alone off to the side, not involved in any activities.

he sits down next to Michelle to find out whS Hi, Michelle! Hey, why’re you sitting here by yourself? You’re usually the queen of games and “

tournaments!” Michelle shrugs. She says, “I’m bored. I’m tired of playing in the tournaments. It just doesn’t seefun anymore.” “Well, I can understand that. Doing the same activities all the time can get sort of boring. Soundsme like it may be time to get involved in some new prHave you gone into the art room lately?” asks Ms. Jennifer. “There are some really fun programs going on in there. What do you think?”

Take a Closer Look


Michelle looks up at Ms. Jennifer with surprise. She shakes her head. “No way! I can’t draw. I’ve

.

raw either!”

’t even do that!”

she

igure on a piece of paper. Michelle carefully looks at her picture,

good at art!”

there besides drawing. For example, today Mr. s go over there and take a look.”

a group of teens making paper with Mr. als with it,” says Ms. Jennifer.

Michelle. Ms. Jennifer points out all the different kinds of , jewelry, photos, chalk sketches, wooden boxes and

ennifer says, “You seem to like that bracelet. You know, you could s a jewelry-making class tomorrow, right in this room. I’m actually

aching it. I plan on making a necklace for myself.”

good at art!”

there besides drawing. For example, today Mr. s go over there and take a look.”

a group of teens making paper with Mr. als with it,” says Ms. Jennifer.

Michelle. Ms. Jennifer points out all the different kinds of , jewelry, photos, chalk sketches, wooden boxes and

ennifer says, “You seem to like that bracelet. You know, you could s a jewelry-making class tomorrow, right in this room. I’m actually

aching it. I plan on making a necklace for myself.”

got no talent when it comes to art. I’ve tried in school. Everything I draw looks like little stick figuresIt’s horrible!” Ms. Jennifer laughs. She says, “Well, Michelle, you know what? I can’t d “At least you can draw a stick figure. I can Ms. Jennifer gets a piece of paper and pencil. She sits next to Michelle again. “Watch this,”says.

s. Jennifer tries to draw a stick fMthen laughs. “You’re right, Ms. Jennifer! You can’t draw a stick figure at all! But you’re always in the art room doing projects and decorating the bulletin boards. What I see looks so cool! I don’t

nderstand. I thought you had to be able to draw to be

then laughs. “You’re right, Ms. Jennifer! You can’t draw a stick figure at all! But you’re always in the art room doing projects and decorating the bulletin boards. What I see looks so cool! I don’t

nderstand. I thought you had to be able to draw to beuu “Michelle, first of all, thanks for agreeing that I can’t draw,” Ms. Jennifer laughs. “I’m in the art room

ll the time because there are other activities

“Michelle, first of all, thanks for agreeing that I can’t draw,” Ms. Jennifer laughs. “I’m in the art room

ll the time because there are other activitiesaaArnado’s teaching how to make homemade paper. Let’Arnado’s teaching how to make homemade paper. Let’ Ms. Jennifer and Michelle walk into the art room. They watch

nado. “Once the paper’s made and dried, they’re going to make journMs. Jennifer and Michelle walk into the art room. They watch

nado. “Once the paper’s made and dried, they’re going to make journArAr“And there’s no drawing involved at all.” “And there’s no drawing involved at all.” Ms. Jennifer walks around the art room with

rojects youth have made. Michelle sees potteryMs. Jennifer walks around the art room with

rojects youth have made. Michelle sees potteryppabstract art made from wood and yarn. abstract art made from wood and yarn. “Wow, you’re right. I guess you don’t really have to know how to draw. This stuff’s cool,” Michelle tells Ms. Jennifer. Michelle picks up a bracelet to take a closer look. “Wow, you’re right. I guess you don’t really have to know how to draw. This stuff’s cool,” Michelle tells Ms. Jennifer. Michelle picks up a bracelet to take a closer look. Seeing Michelle’s interest, Ms. J

ake one of those, too. There’Seeing Michelle’s interest, Ms. J

ake one of those, too. There’mmtete MMichelle puts the bracelet down and says, “You’ve got it. I’m in.”

antastic!” Ms. Jennifer says.

“Do you think I could make some paper now? I’d love to make a journal for my mom.” “Sure,” replies Ms. Jennifer. “They just got started. Grab a seat and have a great time!”

ichelle puts the bracelet down and says, “You’ve got it. I’m in.”

antastic!” Ms. Jennifer says.

“Do you think I could make some paper now? I’d love to make a journal for my mom.” “Sure,” replies Ms. Jennifer. “They just got started. Grab a seat and have a great time!”

“F “F

What’s next? Go to the Skill Building Journal and answer the questions for Example 1 in Section 7.1, Take a Closer Look. When you are finished, return to this guide and continue on with Example 2.

Take a Closer Look Example 2 Providing opportunities for youth to express themselves through technology, science and the arts.


d the arts in an interactive

the arts.

painting,

3. Provide opportunities for youth to build and enhance the technical skills needed to support their artistic and scientific endeavors.

14. Encourage youth to become proficient in Internet browsing.

um tour," says Mr. Eddie. “Anyone ready to take a trip?”

tour

particularly like," Mr. Eddie explains. "From there, I'd like you

"

so

ge to be gained from your own research. What’s so great about the

9. Provide opportunities for youth to experience technology, science an“hands-on” way.

10. Encourage youth’s participation in science-based programs.

11. Provide experiential opportunities for cross-over between technology, science and

12. Encourage youth to express their ideas and feelings through creative writing, drawing, acting and all forms of music.

1

Mr. Eddie, the art director, has planned a creative project using the Youth Technology Lab. By using the Internet he plans on introducing youth to the world of art. Today we’re going to go on a muse"

“You never said we’re going anywhere today, Mr. Eddie," says Tyler (12). “Well, we’re not physically leaving the Youth Center to go to a museum,” Mr. Eddie replies. "Thebegins in our Youth Technology Lab!” "The Youth Technology Lab?" echoes Lana (11). "How’re we going to go on a tour of a museum in the Youth Technology Lab?" The other youth look just as confused. "I thought you had to go to a

al museum to see paintings." re "This is going to be a virtual tour. By using the Internet, we’ll explore and learn about many different

rtists. You can decide which ones youato write about which artists are your favorites.” "Wait a minute, Mr. Eddie," Tyler says. "Why should we look up the artists? Let's just go on the trip! "Well, it’s sort of expensive to get to Europe to see some of the museums I think you’ll like. It's alimportant that you know what resources are available on the Internet in relationship to the Arts.

here’s a world of knowledTInternet is that you can explore museums all over the world. You can visit Italy and France with a touch of a computer mouse. Historical landmarks and art museums are all over the world. What better way to learn about a favorite or a new artist?" Mr. Eddie leads the group to the Youth Technology Lab. Youth start out the session by searching for

eb sites that will take them to museums. W

ow! Look at this! I found the Louvre!" says Jamie (11). She directs the group to "W

Take a Closer Look


http://www.louvre.fr/. On this Web site, the group begins to see the benefits of using technology to

d another museum in Budapest!”

ists who

own the names of some artists so I can understand their

ou

e sure can!” replies Mr. Eddie. “Who wants to research the local museums?”

explore the arts. "This is really cool!" says Tyler. “I foun "I found one in London, too!" says Lana. The youth explore museums from all around the world. Afterwards, each shares what they iscovered. Some found out about famous sculptors. Others explored different kinds of artd

paint in oils and other mediums. That’s really helpful," replies Lana. "I wrote d"

work more. I didn’t realize how interesting this all is." "Great!" replies Mr. Eddie. "Let's print out what you found. What do you think about placing what yhave on the display board in the art room?” “We can call it ‘art from around the world’,” says Tyler. "Could we actually go to a museum, Mr. Eddie?” asks Lana. "W T

yler and Lana volunteer to find museums.

“See who else wants to help,” says Mr. Eddie. “I think once we decide on a museum, we should research the artists in that museum before we go,” says Lana. “Great idea,” says Mr. Eddie.

What’s next? Go to the Skill Building Journal and answer the questions for Example 2 in Section 7.1, Take a Closer Look. When you are finished, return to this guide and continue on with Example 3.

Take a Closer Look


Example 3 Interacting with youth in ways that encourage, respect, and recognize original

your own interests, taking risks, and solving problems.

zing the event. Marella (17) is responsible for the set design, Dan (15) f i sic and lighting. “ use the dance group is first,” says Dan. “We’ll have to get rid of some of the props and decorations so there’s enough room on the s “But the sho nd creating the

“I ays Manny. “The decorations’ll look really cool with the lighting effects I p Danny’s , “We can’t! The dancers are the first act up. The singing group’s

s in. It needs to look good BEFORE the show begins!” Mr. Chandler has been listening to the conversation while preparing the program book for the show. He steps in. “Hey team, let’s see how we can solve this problem! I know all of you worked hard to make sure that we’ve got a quality holiday show. I appreciate your hard work. Let’s take a careful look at what we can do to make this work for everyone.” He continues, “Let’s stop working for a minute. We can sit down and figure out how the stage can look great and the dancers can have enough room to dance.”

e what we can do. We know the dancers are performing first, and then the singing group follows the dancers. Who’s scheduled to perform after the singing group?”

ext,” says Manny. “I selected some great music for the lead-in to the skit!” “Great!” replies Mr. Cha

ideas, thoughts and expressions.

15. Value the characteristics that make each youth a unique individual.

16. Ask a variety of questions that encourage youth to think about things in new ways.

17. Respect and value each youth’s unique creative expression.

18. Model creativity by sharing

19. Work with youth to determine what kinds of creative expression fall within established parameters.

The Youth Center Drama Club is preparing for the annual holiday show. Three teens are taking the lead in organior d recting, and Manny (18) for the mu

We can’t have all these decorations and props on the stage, beca

tage. The stage isn’t all that big!”

w’s got to look good!” replies Marella. “I worked hard at designing adecorations. The set stays!”

agree with Marella,” sicked out.”

really frustrated. He yellsnext. We can add decorations after the dancers!” “No!” Marella shouts back. “The stage won’t look as festive when the audience come

The teens walk over and look at the stage. Mr. Chandler begins, “Let’s se

“We’ve got a holiday skit n

ndler. “Now, how do we want to resolve the staging challenge?”

Take a Closer Look


the stage. “I’d have to raise the lights a bit higher so we don’t blind the audience, but I think that’ll work out fine.”

“Marella, we’ve got a lot of room in front of the stage,” says Dan. “You could even add more stage decorations. What do you think?” Marella nods her head and smiles. “Great! I’d love to add more!” “I’m glad you all agree!” says Mr. Chandler. “Now we can get back to work preparing for the show.”

“Wait, I’ve got an idea!” Dan says. He moves to the front of the stage. “What if we use the area in front of the stage for the dancers? That’d give them more room. Then we could leave the decorations and props on the stage.” “Manny, would that work for your lighting?” asks Mr. Chandler. “I think so, let me check,” Manny replies. He directs the lights to the front of

Mr. Chandler looks at Marella and asks, “Will that work, Marella? That way the stage’ll still look festive and nothing will need to be moved.” Marella looks at the area in front of the stage. “I think so,” she replies.

What’s next? Go to the Skill Building Journal and answer the questions for Exin Section 7.1, Take a Closer Look. When you are finished, return to this guide and continue on with Self-Reflectio

ample 3

n.

Self-Reflection


Self-Reflection

Youth flourish when provided with an environment that cultivates their curio ation. They sity and imagindelight i er your own experiences as an adolescent. Art gave you the chance to create, explore and experiment. It also provided you with active involvement and self-

motivating experience. Throcoul ssion. Art probably also expof different ki ny different skills as a result of

useums. They don’t realize hosic and writing poetry are all part of the

rts

reativity and the arts is about more than producing a product4. Arts activities help develop important life kills such as decision making. They require thinking in a special way. Creative thinkers often do the llowing things:

n engaging in art experiences. Rememb

expression. Chances are you found art to be an intrinsically ugh art, you fulfill a need for purposeful involvement and self-expre osed you to lots d

nds of creative arts and crafts. You developed ma being involved with art projects. When many people think of the arts, they think mostly of m w the arts are

art of everyday life. Think about it. Dancing, knitting, making mupa ! Csfo

question what most people accept; recognize patterns in ideas, events or physical phenomena; see familiar things in new ways; take risks and dare to try; take advantage of the unexpected; and form networks among people for encouragement and to exchange ideas.

What life skills are developed and practiced through the arts?

communication; decision making; and goal setting.

All of these skills are key to other areas of a youth’s life. Creativity and life skills are transferable to academic subjects and can help a youth be successful not only in school but in life.

4 Adapted from Art in Your Future, 4-H Visual Arts Unit 2, Iowa State University, July 1994.

What’s next? Go to the Skill Building Journal and answer the questions for Self-Reflection in Section 7.1. When you are finished, return to this guide and continue on with the Pre-Training Assessment.


you can move forward in any area of life, you need to knBefore ow where you stand. How could you begin to increase your ability to encourage youth’s creativity and interest in the arts without a clear sense of what you need to work on re you are now, a pre-training assessment will help you look at how you currently work with youth and co-workers in the area of creativity and the arts. sessm also help you pinpoint areas for t, and other checklists in the Skill

uilding Journal, will help you develop a plan for your own skill development.

on’t worry – this assessment is not a test. It will not be graded or judged. Rather, it is a tool for you, an pportunity to identify knowledge and skill areas that you may want to improve. As you answer the uestions, be thoughtful and honest with yourself. That’s the only way you can get a true picture of your eeds and create a useful plan of action for your professional growth.

? To give you that sense of whe

This as ent will measure the knowledge and skill areas that you will be studying. It willimprovement. Ultimately this assessmen

B Doqn

7.2 Pre-Training Assessment

What’s next? Go to the Skill Building Journal and complete the Pre-Training Assessment in Section 7.2. When you are finished, return to this guide and continue on with the Learning Activities.


Section Page

7 Arts

am 20

D.

Summarizing Your Progress 30

A. Using Your Knowledge of Stages of Development to 1

Encourage Creativity in the

B. Components of a Well-Rounded Progr C. Planning a Variety of Creative Arts Activities 25

Left Brain – Right Brain Link to Creativity 27

7.3 Learning Activities

Learning Activity A


A. Using Your Knowledge of Stages of Development to Encourage Creativity in the Arts

Creativicreative n that information. Creativity isn’t so much a personality trait or a talent as it is a process. As o an important role in encouraging a youth’s creative expression. The environ

In this activity, you will learn to:

LeaAc

rning tivity

• use what you know about the developmental characteristics of youth to encourage creativity in the arts.

ty is the ability to look at the same thing others do, but to see something different. Everyone is in their own way. To be creative involves gathering information and making decisions based o

a Pr gram Assistant you can play ment you help to create in the Youth Center should:

give youth the freedom to be creative; and be a place that brings out the best in everybody.

rts and ccomplishments.

ou have plenty of opportunities to encourage creativity. For example, teens ay decide they want to make Valentine’s Day cards. They can do this in the Youth Tech Lab or in the rts and crafts room. Another group of youth may decide they want to have a dance contest. You can

ests, decide on contest rules and figure out a marketing strategy promote the event. Giving them choices to express themselves through creativity and the arts is an

pported, they are more likely to explore, experiment, take risks and xpress themselves. So, positive relationships between youth and staff are important to the creative rocess. The ways in which staff interact with youth and respond to them can give them a positive essage that staff value creativity. The ways in which staff speak to youth, ask or answer questions and

encourage youth all should nurture creativity. So how grenvironment that inspires exunderstanding the developm

The youth program plays an important role in encouraging a youth’s creative expression. Through programming, you can provide a wide variety of creative and artistic activities. These activities can involve all youth – not just the artistically talented. Youth are likely to make the arts a lifelong interest if they are given the time and opportunity along with sincere encouragement for their effoa As a Program Assistant, ymaencourage them to research dance conttoimportant role of a Program Assistant. So is recognizing everyday opportunities to promote creativity and the arts. Nurturing creativity When youth feel confident, safe and suepm

can you, as a Pro am Assistant, begin to nurture youth’s creativity? How can you create an ploration, experimentation, risk-taking and self-expression? By ental characteristics of the different age groups you work with! With this

Learning Activity A


understanding, you can help create programming that is meaningful, inspirationdevelopment.

al and helpful in youth

The following list outlines the f various age groups.5 It also describes what you can do to enco Developmental chara

developmental characteristics ourage creativity.

cteristics of 11-12 year olds

Vary greatly in academic abilities, interest and reasoning skills. Program Implication: Use materials designed for groups that help youth explore their own uniqueness and accomplishments. Prepare two to three art “stations” in the art room that require different levels of abilities and interests. For example, station one could be pottery, station two could be ceramic tile and station three could be journal making.

Want to use their skills to explore and investigate the world. , Program Implication: Vary the activities offered to engage rapidly changing interests. Each week

offer a different activity that exposes them to art forms from other countries. You could offer basket weaving, woodwork, tapestry… you name it!

Have interests in collections and hobbies. Program Implication: Help youth form groups or clubs with common “collecting” interests or hobbies. These could include ball cards, stamps, bugs, rocks and more.

Express feelings through creative writing.

Program Implication: Encourage journal writing. Allow youth reflective time to think about their goals, desires, feelings, etc.

Developmental characteristics of 13-15 year olds

Decreased evidence of creativity and flexibility. Program Implication: Encourage youth to participate in decorating for special events and assisting

d craft projects to increase their interest in creativity. younger youth in arts an

Can think about thinking. Program Implication: Plan and implement a variety of activities that provide opportunities for expression and creativity. Plan programs that require pre-planning and thinking, such as oil painting murals, etc.

Not yet mature in problem-solving or analytical writing.

Program Implication: Provide open-ended materials with many “endings.” Keep creative writinassignments fun and simple. Utilize journals as an easy expression of writing.

Adapted from Moving Ahead – Pr

g

eparing the Youth Development Professional, A Comprehensive Training Curriculum for Youth evelopment Staff, (Marcia McFarland from material written by Groff, Judy, Training Trainers to Teach, North Carolina State

University, Raleigh, NC). USDA/Army School-Age and Teen Project, 1995.

5 D

Learning Activity A


Developmental characteristics of 16-18 year olds

Will lose patience with meaningless activity.

Program Implication: Involve youth in pre-planning projects. Show them there is an outcome to their work. For instance, you could explain the process and result of an art show from beginning to completion.

Enjoy demonstrating acquired knowledge. Program Implication: Make activities available that promote self-expression, influence and

autonomy. Boys & Girls Clubs of America’s National Fine Arts and Photography Exhibits and the4-H Photography Project and Visual & Performing Arts Project provide opportunities for demonstrating what youth have learned and created.

Are introspective.

iting

Program Implication: Offer opportunities for meaningful creative expression. Offer creative wrprograms allowing youth to write short stories and poems. Help them to put their thoughts inwriting.

Want adult leadership roles.

others. Ask youth in this age group to assist with the leadership of a project. For example, they can be assigned as an

So all age groupyou prestepthe other hand, can take a much larger period of time to focus and complete a project.

What aac

Yowant to entechn oy reativity. Refer to the communication module to refresh your communication skills. You want youth to

Program Implication: Offer opportunities for contributing and helping

assistant leader to coordinate the Digital Arts Competition.

me activities, such as using a digital camera and computers for a photography project, will appeal to s. However, you should present these activities differently to the different age groups. When

sent project ideas to 11-12 year olds, it is helpful to break the project down into various logical s. Why? This will help encourage creativity. It will also attend to shorter attention spans. Teens, on

re some other program implications for these three age groups? This will be explored in the

tivities for this section.

Importance of communication

ur communication skills are extremely important in all of your interactions with youth. Remember, you courage youth to try new ideas. You want them to feel confident about trying new art media or

ology linked to the arts. The tone, body language and words you use can enhance or destrcbecome confident in themselves and build self-esteem. You do not want to them to shut down and be afraid to express themselves. Modeling positive and encouraging statements also helps youth to learn how to inspire each other’s creativity.

What’s next? Go to the Skill Building Journal and complete the worksheets for Activity A in Section 7.3. When you are finished, return to this guide and continue on with Activity B.

Learning Activity B


B. Components of a Well-Rounded Program


• identify the major components of a creative arts program including how to incorporate multicultural appreciation into creative art activities; and

As seen in eative

xploration in youth or shut it down. Helping youth think through how to begin a project and encouraging tive environment. Youth need to have problem ractice them. You can help them by providing

ills with adults and peers. They will also learn more about themselves and share what they’ve

ps on hand a wide range of resources and materials to meet e interests of different youth. Just as importantly, the program is staffed with skilled and interested

nd activities. Before learning how to plan and conduct a ow what a well-rounded arts program looks like. You also need to

ith several workstations allowing multiple activities to take

trigger a

fe long interest in a youth.

• identify resources for activity planning.

Creative climate Part of having a creative atmosphere is how you as a Program Assistant interact with youth. the previous activity, your ability to convey praise and encouragement can either encourage creyouth to finish projects both lead to a creative, supporsolving skills modeled. They also need to be able to popportunities to explore a variety of media and activities, from sculpting, singing and dancing to photography, wood working and working with glass. They just might enjoy and excel at one of these opportunities! When looking for programming opportunities, listen to what youth say they enjoy in school. How can you expand on those interests in the Youth Center? Regardless of the age group, the arts program should promote experiences that help youth grow and develop. It should also create an environment where youth enjoy and experience the art of other youthand cultures. Through observation and experimentation, youth will develop skills and improve their ownsocial sklearned with others. A well-rounded arts program A well-designed youth program always keethindividuals conducting varied, diverse programs acreative activity, you first need to knlearn about the resources available to help plan meaningful and fun activities. A well-rounded arts program provides a rich and varied environment for young people. The art room might be full of sophisticated art supplies. It might even have an actual stage for performances. On a smaller scale, it could simply be a large space wplace at one time. What really matters, is that the area is safe, supervised and set up to encourage creativity! How can you create a setting that encourages creative expression? Surround youth with lots of examples of creative works. Display posters of dancers, singers and artists from different cultures andbackgrounds. Have examples of different cultural arts around the Youth Center. All of these canli

Learning Activity

Learning Activity B


Wh ocompre

1. n s wood, paper, clay, leather, metal, glass, fiber and

natural objects. Fun for all ages and skill levels, crafts usually encourage creativity. They are

2. and

’t need to be expensive or elaborate.

,

mselves. Through drama, youth can develop

poise, self-esteem, vocabulary and, of course, the ability to speak before a group. These

ys, ts, variety shows and video are among the many drama activities Youth

Centers conduct. These activities also complement special events in the Youth Center.

ed in the Sports, Fitness and Health Options Service Area as a form of exercise. As a form of creative expression, there are numerous options for youth.

C. Music activities are found in many forms in the Youth Center. They are excellent outlets for

sic programs require staff or volunteers with specialized talent or experience as a leader or educator. Special equipment is also required. The range of activities can include a

4.

els.

The art Arts do be used ulticultural appreciation. As a Program Assistant, you can seek ways to incorporate multicultural appreciation throughout your arts program. Doing so will help youth appreciate their own heritage and that of others. For example, youth can research Native American art. They can

at d es a well-rounded arts program include? Here are several components that are found in a hensive program:

Crafts – Often referred to as “arts and crafts,” this is perhaps the most popular and commoactivity. These include several media such a

often the beginning of other creative pursuits.

Visual Arts – This includes activities in the fine arts, photography, animation, cartooninggraphic design. Here are a few examples:

A. Photography is an art form that can teach youth to see their environment in new and varied ways. It also teaches an appreciation of design, composition and the processes involved indeveloping film and making prints. This may sound complicated, but a photography program doesn

B. Fine Arts is usually a specialized activity due to the nature of the media (materials) usedsuch as oils, acrylics, watercolors, fibers, clay and pastels. However, many other more common art media are also used in this area. These can include chalk, crayon, pencils, pens, paper and cardboard.

3. Performing Arts – This may include dance, drama and music.

A. Drama activities help young people express the

activities are fun and easy to conduct and offer a wide variety of approaches. Dramatized stories, pantomimes, drama impersonations, stunts, skits, comedy, charades, shadow plapuppets, pagean

B. Dance may also be includ

These can include jazzercise, ballet, tap, drill teams, modern dance, hip-hop and salsa. In this area, adolescents may also be offered the opportunity to perform before the public.

creative expression. They also encourage music appreciation and recognize artistic talents. Quality mu

Glee Club, band, drum and bugle corps, string quartet, kazoos or a guitar program.

Literary Arts – Youth gain appreciation for literature while developing their creativity and skills in reading and writing. Activities may range from storytelling hour, a Youth Center newspaper, and journal writing to a book club or screenings of movies based on nov

of different cultures

more than enhance creativity and teach new artistic and technical skills. Arts activities can also to encourage m

Learning Activity B


explore famous Spanish painters. They can discover how different kinds of jewelry are made in different ultures. They can even learn a special type of printing called adinkra done by the Ashanti people of

r

rts resources

ironment. his section will focus on the following creative arts resources:

A. B. Photography;

D.

sfear

ld mselves. They begin to worry that they lack talent.

The viaper, fiber, clay, leather, woo stic. They also help them to expand their creative

ual Arts – Unit 2 (Leader guide included –

urce Area B: Photography Photography is more than just pointing a camera and pressing a button. It is a decision-making process requiring the photographer to ask who, what, where, when and why. Youth who are introduced to photography begin to see the world around them differently, more carefully. This helps them to develop an appreciation for the differences in the world. You can introduce photography to youth in two basic steps. The first is to introduce the camera itself. Once youth are comfortable with it, you can introduce basic photography techniques. There are several supporting resources available to help staff teach camera basics and photography techniques:

cWest Africa. The options are endless! But whatever the project, be sure to display the youth’s work oresearch on the culture being highlighted. A Now that you are familiar with the components of a well-rounded arts program, take a look at some specific arts resources. These resources will help you plan activities that support a creative envT

Crafts and Visual Arts;

C. Performing Arts; and The Internet.

These are basic resource areas that will help you get started in planning activities in the arts.

Resource Area A: Crafts and General Visual Arts A a child, you probably loved to draw, paint, color and play with clay. But chances are, as you grew up you took part in these activities less frequently. This is understandable. Young children draw without or self-consciousness. They create “masterpieces” without evaluating their artistic value. As they get

er, however, youth tend to judge theo

sual arts give youth the opportunity to express themselves through a variety of media, such as d, chalk, paint and plap

skills. There are several resources available to help youth staff teaches visual arts. These include; Celebrate

rt – 4-H Visual Arts - Unit 1, Art in Your Future – 4-H VisAavailable at www.extension.iastate.edu/store); and 4-H Advanced Visual Arts curricula, Sketchbook Crossroads and Portfolio Pathways, produced by 4-H. You can find information about the 4-H Visual Arts

roject and materials at www.4-hmall.org. p Reso

Learning Activity B


Adventures With Your Camera - (4-H): The book has five different “AdvenComposition, Film, Lighting and Careers. Each is designed as a step-by-step

tures”–Camera, guide for youth

ages 11-14. These guides help youth learn not only about photography but also the life skills associated with it. T on, leading, learning, critical thinking, planning, Keeping record

hese skills include communicatis and self-esteem.

ImageMakers (BGCA): This is a compreh

ram components. The goal of eart and a vocation. Each

al activities listed

ensive photography program with basic, intermediate and advanced prog ch component is to teach the use of photography as an a component has eight sessions and can be expanded with addition in the book’s resource section.

Photo Tech (BGCA): In this program, youth learn how to take digital photos, explore the effects

of distance and angle, and learn about photo composition and photo manipulation (from basic editing to advanced projects). There are also opportunities for youth to display what they have learned.

BGCA ImageMakers National Photography Contest: Youth are given the opportunity to

exhibit their photographs locally. Selected photographs are then displayed at a regional exhibit. The best pieces advance to the national competition and are displayed at the BGCA National Conference and on tour during the year.

National 4-H Photography Contest: Youth can submit photographs locally to county fairs

have the opportunity to advancand

e to state and national contests. Thirteen photographs are

ources will help you to plan and conduct a performing arts program with a

selected annually for display in the 4-H Calendar. BGCA program materials and information about the Photography Contest can be found at www.bgca.net. Information about the National 4-H Photography Contest and photography program materials can be found at www.4-hmall.org. Resource Area C: Performing Arts The performing arts help youth to improve their communication skills, expand their creativity and learn to express themselves. A youth program involving the performing arts does not have to be an elaborate one. For example, a program could include poetry readings, puppet shows or one-act plays.

he following supporting resTfocus on theater arts.

Theatre Arts Imagination in Action produced by 4-H is a series of guides for activities involving

youth such as a talent show. e what they’ve learned in theatre arts.

acting, puppetry and stagecraft. Each guide is designed for a specific age group. However, the activities can be modified for any group. A guide is also provided for staff. Check with your local 4-H office. They may have talent-type opportunities available for This is a chance to showcas

On Stage – Theater Games and Activities for Kids is available from Boys & Girls Clubs of

America’s National Supply Service (www.bgca.net). These acting and theater games are designed to help youth enhance their creativity and communication skills. Most of the games require few props and little or no advance preparation, and they can be easily conducted in the Youth Center.

Learning Activity B


Resource Area D: The Internet The an important part of any good arts program. That’s because the Internet enables and encourages new ways of communication and collaboration. It also teaches youth a new set of skills. In

research and is a means to reach out to peo Lea ing to use the Internet is easy. There are many resources available to teach youth the basics of

has developed several programs nd materials designed to guide staff in planning and conducting creative technology activities:

Internet is

addition, the Internet offers new ways for youth to conduct ple around the world.

rnInternet usage and safety. For example, Boys & Girls Clubs of America a

NetSmartz – a comprehensive computer program that teaches youth Internet safety skills through fun, interactive activities and communication with staff.

Digital Arts Suite – five programs in technology and the arts. Each program contains step-by

step lessons and project ideas:

-

− Web Tech introduces youth to the principles and practices of Web design and development;

; and

enplays and facilitates the process of filming and

− Design Tech teaches youth artistic concepts and the technology skills needed to create professional-quality print materials and animation;

− Photo Tech teaches youth digital photography and editing skills; − Music Tech lets youth explore a variety of digital music software applications and basic music

theory− Movie Tech teaches youth to write scre

editing digital movies.

Core Tech: Core Area Resource Guide to Technology Activities – The Arts – a step-by-step guide to fun, engaging activities in the arts.

The e mate gca.net. Also, most states offer 4-H technology camps and hav -annual technology conference. Check with your loc No a ss your Youth Center’ The

s rials are available through www.bocal and statewide technology teams. Te l here’s also a bi

al 4-H office for opportunities.

w th t you have identified some teaching resources, you will have the opportunity to asses arts program environment and how it supports and encourages creativity in youth.

Resource section contains Web sites that will be helpful to you.

Go to the Skill Building Journal and complete the worksheets for Activity B in Section 7.3. When you are finished, return to this guide and continue on with Activity C.

What’s next?

Learning Activity C


C. Planning a Variety of Creative Arts Activities

r

ny of these areas. You’ll find that youth are usually attracted to programs and activities the arts, though they may have very different levels of talent or skills. As a Program Assistant, an portant part of your job is to encourage all youth to participate in creative projects, not just those

ally talented.

at

ive components of a good arts program

he five components of a good arts program are:


• plan and facilitate creative arts activities.

Creative expression is important for people of all ages. In order to be successful adults, youth need a broad base of knowledge. They need the ability to appreciate and participate in activities that fostecreative expression, good oral and written language skills, problem-solving and analytical skills. They also need to have an interest in learning and achieving. The arts offer opportunities for youth to grow in mainimwho appear to be artistic Planning creative activities is just like planning the overall youth program. The first step is to find out whinterests youth – what they like to do, see learn about, listen to? How can you begin to learn what appeals to youth in your Youth Center? Conduct surveys. Engage youth in conversation. Observe youth in Youth Center programs. These are all good ways to discover what will attract young people to the artsprogram. F After you have surveyed interest of youth in the Youth Center and have some ideas for programming, youmay be wondering exactly what makes a good arts program. Good programs differ widely in terms of size, equipment and specific activities. However, they have five things in common that inspire youth’s creativity and imagination. T

Exposure to d areas. Program activit on many different m sider offering activities in photography, fine arts, writing, book clubs, drama, d

iverse arts ies should focus edia. For example, con

ance and crafts.

Instruction in Invite special guests and volunteers to teach dance or conduct a drama activity. Do you have a specific interest or skill you can teach youth? As a Program Assistant, you can open up a whole new world of interest in youth. Encourage youth to utilize the Internet to find out more about activities that interest them.

specific areas.

Motivation for youth to get involved. Your guidance and communication skills can encourage or discourage youth. Practice and use your skills to motivate youth.

Learning Activity

Learning Activity C


Recognition of member participation. Verbal praise and inc not measur eep youth involved.

entives for participating, ing who’s “the best,” will k

Enjoyment of ies offeredThe creative en o cultivate in the young people enjoying their experienc

ry to include each of these components when planning s.

d

the programs and achelp t

tivit . key tovironment you Youth Center is

es in the arts.

T arts program How to plan creative activities So how do you go about planning activities in the arts program area, or for that matter, any program area? When planning and leading creative activities, staff plays the role of facilitator. For a Program Assistant, facilitation means encouraging, questioning, guiding and assisting youth as they explore and work with new materials and ways of expressing themselves.

Creative activities planned by staff might include taking photographs, writing and illustrating journals ancountless other activities. Before conducting an activity, it is usually a good idea to try it yourself. This way you can foresee possible problems. Your finished project can also serve as an advertisement to attract youth to the activity. Also, remember to take advantage of the resources you learned about in the previous activity. Steps to take when planning creative activities:

Develop initial plan. lities are available? What are the interests What resources (staff, budget and supplies) and faci

and needs of youth in the Center?

Determine a goal flear

or the activity. n? What will they accomplish? What will youth

Establish objectives for the activity.

haviors will youth exhibit as a result of participating in the activity? What specific be

Develop action steps. Who? What? Where? When? Why?

Market the activity.

What information do you need to post or tell youth to make them want to participate?

Fin when you actually conduct the activity. With good planning and a great opportunity for creatively expressing themselves.

ally, n’do t forget the five components

e youthyour own enthusiasm, you will giv

What’s next? Go to the Skill Building Journal and complete the worksheets for Activity C in Section 7.3. When you are finished, return to this guide and continue on with Activity D.

Learning Activity D


D. Left Brain – Right Brain Link to Creativity

In this activity, you will learn about:

• the left and right functions of the brain and how this affects creativity in

ow can you really encourage creative expression or thinking? Think about it. Imagination led Columbus discover America. Imagination led Franklin to discover electricity. Imagination has given us the

omputer, cell phones and hybrid cars. These are things that had to be dreamed of before they became reality. The imaginative youth will be the imaginative adult who will invest and lead our world into new discoveries. How the brain works6 The brain is made up of two parts, or hemispheres – the left brain and the right brain. These parts are connected to each other by a thick cable of nerves at the base of each brain, called the corpus collosum. A good analogy is that of two separate, incredibly fast and immensely powerful computers, each running different programs from the same input, connected by a network cable, or the corpus collosum. The left hemisphere of our brain is “wired” to the right side of our body and vice versa. This even applies to our eyes, with information from our right eye going to the left hemisphere and information from our left eye feeding the right hemisphere. Most scientists and researchers seem to agree that there are definite differences in the way each hemisphere of the brain works. Essentially, the right brain sees the big picture and deals with emotions, feelings, creativity and intuition. The left brain focuses on one thing at a time and deals with more logical subject areas, such as mathematics and speech. Much of this knowledge is based upon the Nobel Prize winning research of Roger Sperry (Medicine, 1981). Here’s how the two sections of the brain function:

Left Brain Functions Right Brain Functions

youth.

Learning Activity

Htoc

Uses logic Uses feeling Detail oriented “Big pictures” oriented Facts rule Imaginations rule Words and language Symbols and images Present and past Present and future

6 Adapted from Karen M. Gibson Right or Left Brain: Which is Dominant in Your Family?, Website Leaping from the Box, www.leapingfromthebox.com/art/kmg/learningstyles2.html.

, Learning Styles and Hemispheric Dominance –

Learning Activity D


Le tions ft Brain Functions Right Brain Func

Math and science Philosophy and religion Order/pattern perception Spatial perception Knows object name Knows object function Reality based Fantasy based Forms strategies Presents possibilities Safe Risk taking

wo modes of information processing7 T The left brain analyzes, abstracts, counts, marks time, plans step-by-step procedures, verbalizes and

akes rational statements based on logic. The right brain “sees” things that may be imaginary – existing nly in the mind’s eye. In this side of your brain, you imagine, dream and create new combinations of eas.

Schools most often reward the verbal, rational left hemisphere. As a Program Assistant, you have the opportunity in programming to cultivate the artistic side of youth that is sometimes neglected. As you think about programming in the arts, it is important to keep this left brain – right brain information in mind. For example, drawing can make youth feel more “artistic” and therefore more creative. A creative person is someone who can process information in a new way. A writer uses words and a musician uses notes. However, all need some knowledge of the techniques of their craft. Through instruction and an environment that encourages trying out all kinds of art media, you can help youth be more creative. Here’s a list of skills associated with the left and right brain:

moid

Left brain: - handwriting - symbols - language - reading - phonics - locating details and facts - talking and reciting - following directions - listening - auditory association

Right brain:

- lines, angles and symmetry - shapes and patterns - mathematical computation - color sensitivity - singing and music

and acting ssion

- creativity 7 Edwards, Betty. The New Dra de of the Brain, Jeremy P. Tarcher/Putnam, New York, NY, 1999.

- dancing - art expre

wing on the Right Si

Learning Activity D


- visualization

Stra It’s important to know how the two parts of the brain work when thinking about creativity. Research indicates that by tapping both parts of the brain, youth are more likely to realize their full potential. Just like other areas of youth development, you as a Program Assistant want to expand the opportunities for youth to learn. Understanding the uniqueness of how each youth learns best is part of your job. And developing programming that enhances left brain – right brain development is an important part of your job as a Program Assistant.

- feelings and emotions

tegies for learning

What’s next? Go to the Skill Building Journal and complete the worksheets for Activity D in Section 7.3. When you are finished, return to this guide and continue on with Summarizing Your Progress.

Summarizing Your Progress


Summarizing Your Progress now completed the learning activities for this module. Whether you are an experienced Youth

rogram Assistant or a new one, you have probably gained new information and developed new skills for pro gress will give you a chance to ana the Skill Building Journal to help you do this. You and competency assessments. Let your train u have successfully completed both ass tions on your progress so far.

You haveP

moting youth’s creativity and interest in the arts. Summarizing your prolyze what you have learned. A summary sheet has been provided in

r final step in this module is to complete the knowledge er know when you are ready to schedule them. After yo

essments, you will be ready to start a new module. Congratula

What’s next? Go to the Skill Building Journal and complete Summarizing Your Progress in Section 7.3.


Section Page

Art Web Sites 32

7.4 Resources

Resources – Art Web Sites


Art Web Sites General

The Art Room HUhttp://www.arts.ufl.edu/art/rt_room/index.htmlU

National Endowment for the Arts HUhttp://www.arts.gov/index.html U

National Youth Development Information Center HUhttp://www.nydic.org/nydicUH/

Crayola Creativity HUhttp://www.crayola.com/index.cfm U

Americans for the Arts HUhttp://www.americansforthearts.org/U

Art for Children HUhttp://www.artforchildren.orgU

Family Education Network HUhttp://www.teachervision.com/lesson-plans/lesson-6681.htmlU

National Arts Education HUhttp://www.artsusa.org/public_awareness/U

Peter Max HUhttp://www.petermax.com/U

ArtsConnectEd HUhttp://www.artsconnected.orgU

Mint Museum of Art National Endowment for the Humanities HUhttp://www.ballgame.org/main.aspU

The Art Institute of Chicago HUhttp://www.artic.edu/aic/students/index.html U

A&E Television Networks HUhttp://www.biography.com/impressionists/index.htmlU

PBS HUhttp://www.pbs.org/arts/UH

Detroit Institute of Art HUhttp://www.dia.orgU

A Brush with Wildlife HUhttp://www.wildlifeart.org/UH Resources

UCrafts and General Visual Arts

Everyday Art for Kids:Teaching Drawing Skills HUhttp://everydayart.com/draw.htmlU KinderArt: Drawing HUhttp://kinderart.com/drawing/U Boys & Girls Clubs of America National Fine Arts Exhibit Program HUhttp://www.bgca.net UH

UPhotography

American Museum of Photography HUhttp://www.photographymuseum.com/index.html U Image Makers HUhttp://www.bgca.org/programs/arts.asp UH

In addition, the site Blue Web'n is an online library of 1900 outstanding Internet sites categorized by subject, grade level, and HformatH (tools, references, lessons, hotlists, resources, tutorials, activities, and projects) to further provide resources to you for programs in technology, science and the arts.

HUhttp://www.kn.pacbell.com/wired/bluewebn/U

Resources – Art Web Sites


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