scholarly journals Engaging Street Youth in an Evaluation of a Community-Based Arts Program

2008 ◽  
Vol 3 (1) ◽  
pp. 43-57
Author(s):  
Robin Wright ◽  
Lindsay John ◽  
Julia Sheel ◽  
David Spinner

Data from the Edmonton Arts & Youth Feasibility Study (EAYFS) was used to ascertain the feasibility of engaging street youth in a structured community-based arts program and an outcome-based evaluation. The study engaged 23 street youth in a ten-week multi-media arts program focused on developing prosocial communication, team-building, and problem-solving skills. Results have shown that street youth are highly interested in artistic endeavors; will participate to the best of their circumstances; and will provide reliable data. The youth and staff reported improved art skills, problem-solving capacity, and prosocial communication as well as a decrease in drug use, depression, loneliness, and a greater sense of enjoyment about life. Strengths of the program included the arts media, the non-judgmental environment, and the support from staff. The study suggests that community-based arts programs for street youth could be subjected to a rigorous outcome-based evaluation.

1994 ◽  
Vol 4 ◽  
pp. 1-17 ◽  
Author(s):  
Adrian F. Ashman

Collaboration is becoming an increasingly familiar term in the counselling and special education literatures. Notwithstanding this, collaboration still appears to be an infrequently used process despite the numerous articles that extol the virtues of consultation, team building and a team approach to educational problems. This paper identifies a number of blockages which inhibit the development of collaborative endeavours between counsellors, teachers and parents. These include the establishment of hierarchies and professional attitudes to other stakeholders in the education community which may not promote equality and reciprocity in collaborative problem-solving activities. The training of counsellors and teachers at both preservice and inservice levels are needed to ensure that participants have the communication and problem-solving skills that are essential for effective collaboration. In addition, parents must be encouraged to participate in school activities and be provided with the opportunity to learn how to work with school personnel.


Muzikologija ◽  
2003 ◽  
pp. 141-186 ◽  
Author(s):  
Ivana Jankovic

In the course of his artistic career, which has lasted for more than fifty years now, Vladan Radovanovic (b. Belgrade, 1932) has created works in the domains of electroacoustic music, mixed electronics, metamusic, visual arts artifugal projects, tactile art, literature, drawings of dreams, polymedial and vocovisual projects, as well as art theory. Central to his poetics is the theme of synthesic art. Based on a synthesis of the arts and a fusion of media, the flow of his opus disturbs the limitations of art. His synthesis of media-lines is neither a product of rational decision, nor is it inspired by the works of other artists. Its initial form appears in the mind of the artist as a sensation or a representation that emerges from sleep and dream or from his exploration of the mysteries of his inner being. In an attempt to create a classification of the arts that would suit his understanding of the nature of art, Radovanovic has suggested a basic division into single-media and multi-media arts. Single-media arts include music, poetry and painting, whereas the remaining arts belong to the multi-media group. The latter contains works created by an expansion of mixed forms such as theatre, opera and ballet, but in which the media involved accomplish greater integrity - mixedmedia (for example: happening, fluxus etc) multimedia (opera, film, environment) and intermedia (a term which possesses two meanings: a new media that is in-between media, or a new media in which all the elements are equal and integrated). Radovanovic prefers the second meaning, but he uses the term polymedia for such works. This term is analogous to polyphony, because Radovanovic has aimed to create a polymedia form in which separate media lines would be treated in counterpoint, in order to remain complementary and mutually dependant. In 1957, Radovanovic began to sketch his theoretical thesis, initiated by his concrete artistic output. Although he had distinguished his diverse artistic output according to formal and designative characteristics, later he subordinated his work to the term synthesis art. Synthesic art is, according to Radovanovic, one of the models of multi-medial arts. We have analyzed the works of Vladan Radovanovic, which do indeed belong to the category of synthesic art, on many levels. First of all we tried to locate his opus in the context of Serbian and European art. Radovanovic's avant-garde poetics was born in the context of Serbian art in the second half of the 20th century, which was dominated by 'moderate modernism'. His works did not fit into the existing world of art, and therefore were marginalized and underestimated. Despite his innovative spirit, hunger for novelty, and aim to transcend the materiality of materials, which are all characteristics of high-modern avant-garde poetics, Radovanovic claims autonomy. His latest works do not fit into the current world of art either, because he does not want to place his poetics in the domain of contemporary post-modern poetics and theories. His intentional evasion of fashionable currents is a product of his conscience, which asks that he remain faithful to himself and his inner artistic vision. Another theoretical challenge when addressing the works of this artist was to locate his synthesic art within the larger historical and contemporary manifestations of the total world of art, especially where his works compare with Richard Wagner's Gesamtkunstwerk. Radovanovic believes that his concept of synthesic art is similar to Gesamtkunstwerk, but in no way equal. Therefore, we have examined all the controversies about the usage of the term Gesamtkunstwerk, as well as different theoretical approaches to this concept and its evolution; then, we have analyzed it in terms of the theoretical and practical realization of synthesic art. By formulating in detail his theory of synthesic art, Radovanovic has given us a key for the understanding and analysis of his works of art. For example, we have analyzed several of his earlier multi-media works (Dreams, vocovisual works Desert (Pustolina), Polyaedar, Ball, Change and Vocovisual omages, and polymedia projects Electrovideoaudio, Building of Rooms-Signs, The Great Sounding Tactyzone, Polim 2, Polim 3, video-work Variations for TV) as well as one of his latest synthesic works, Constellations, in order to describe the practical realization of his theory, and to demonstrate how his poetic model is equally precise and flexible. Radovanovic both realizes and recognizes his artistic output and theoretical thought as a united product as they were both created in his synthesic mind.


10.28945/2811 ◽  
2004 ◽  
Author(s):  
H. David Brecht ◽  
Suzanne M. Ogilby ◽  
Eugene Sauls

This paper presents an enhanced strategy to incorporate computer applications in a non-IT course, called Computer Immersion Strategy (CIS). Previous attempts to fully incorporate current technology in accounting courses highlighted the failure of those strategies to enable or motivate students to master analytical problem-solving skills. In response to this crucial shortcoming, CIS was developed for use in a numerically technical but non-IT course - cost accounting. The CIS strategy marries seven pedagogical and computer-use techniques to develop student analytical problem-solving: 1) sequencing of problem-solving techniques versus concepts, 2) increased complexity of problems solved by students, 3) in-class computer problems solved by students, 4) more convenient access to necessary course files, 5) interactive in-class assignments on the computer 6) course projects requiring the use of the computer, and 7) multi-media lectures made available through the course files.


2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Eva Yin-han Chung

Abstract Background The quality of community-based rehabilitation (CBR) personnel is one of the key factors that contributes to the success of CBR programs. Integrating knowledge and practical skills in various stages of the learning process is essential in community-based rehabilitation. Problem-based learning (PBL) is a pedagogical strategy that uses real-world situations as the basis for developing knowledge and problem-solving skills. Through PBL, learners are guided and facilitated in assuming active problem-solving roles in real-world situations. This study developed and tested a framework and a PBL protocol for use in teaching community-based rehabilitation (CBR) in higher education. Methods Part I of this study focused on the development of a framework and a protocol for PBL. An initial framework for the development of this protocol was formed based on a review of relevant literature. Concrete guidelines were delineated to describe the application, process, and delivery of teaching and learning. PBL was implemented in three CBR related courses. Students were facilitated to learn CBR in passing various stages of PBL through a self-directed learning process. The cumulative efforts of each group were compiled, recorded, and displayed using e-portfolios. In Part II, the processes and outcomes of using this new learning mode were evaluated using a case study approach to examine the protocol’s efficacy. Focus group interviews, a questionnaire, and a detailed examination of the e-portfolios were administered for evaluation. Results One hundred thirty-three students from three CBR related courses were recruited. PBL was regarded as an effective, realistic and practical method that enables critical thinking in CBR. Practicality was addressed by covering context-related materials with the use of real cases or examples. Participants were actively engaged in the learning process and their CBR competence was enhanced. Conclusions Through the new protocol, the students were equipped with active learning, critical thinking, and problem-solving skills that should facilitate success in CBR.


2020 ◽  
Vol 7 (2) ◽  
pp. 184-197
Author(s):  
Deden Herdiana Altaftazani ◽  
Galih Dani Septiyan Rahayu ◽  
Jajang Bayu Kelana

This research is motivated by the importance of social skills for elementary school students. Social skills are abilities that must be possessed by every individual to function well in their social environment. Social skills must be instilled through the stages of learning and habituation. One of the approaches to instill social skills is through marching band activities. This research aimed at finding out how marching band activities can emerge and develop students' social skills. This research used a qualitative approach with a case study research design. Three ways of collecting data were used to obtain data, which are interviews, observation, and documentation. As a result, marching band activities can bring up various social skills of students, including basic interaction skill, basic communication skill, team or group building skill, and problem-solving skill. Meanwhile, the factors that influenced the formation of social skills in marching band activities in elementary schools are group activity factor, situation factor, regulatory factor, program or design factor, and peer relationship factor.


2020 ◽  
Vol 2 (3) ◽  
pp. 138-150
Author(s):  
Sang-Hie Lee

The Program: The AmeriCorps ArtsUSF program was a federally funded outreach program that provided hands-on arts experience to underserved children in culturally and economically deprived communities in and around a large metropolitan area. The project had two components: Getting Things Done (GTD) and Member Development (MD). Objectives: The goals of GTD were to help improve the communities’ self-image, stability, and culture by providing accessible, safe, and affordable cultural activities and programs. The goals of MD were to help the AmeriCorps volunteer artist-teacher members develop an awareness of societal problems, teaching and class management skills, and to become responsible citizens. Methods: GTD goals were measured using a quantitative survey instrument developed for the program. Pre (November) and post (May) data were compared using paired one-tailed t-tests to see if there were significant changes. MD outcomes were summarized from content analysis of member journals. Results: Data showed progress in all measured items, particularly, integrating arts to life, group problem-solving skills, attitude on diversity, and attitude on being-kind-to-each-other. Factor analysis results demonstrated strong connections among arts skills, expression through the arts, art appreciation skills, and integrating arts to life. There was an association among class learning skills, attitude on diversity, and attitude on being kind-to-each-other. Independent problem-solving skills were associated with expressive skills through the arts, integrating arts to life, attitude on diversity, and class learning skills. In the post data, independent problem-solving skills were further related to anti-drug, alcohol, and smoking attitude, and art skills. Members expressed that AmeriCorps ArtsUSF experience provided a life-changing impact on them. Seeing the effects of their input on other, they realized that one way of achieving the American dream was by helping others. Conclusion: The program gave a sense of pride and ownership to the underserved communities, and the experience gave the artist-members the confidence and self-esteem necessary to pursue their own life’s goals. Novelty: Federally funded, community-wide supported program with novel program and curriculum. Improvement: The initial phase could be better organized and more affective narratives could be added in the survey instrument.


2016 ◽  
Vol 32 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Katarina Krkovic ◽  
Sascha Wüstenberg ◽  
Samuel Greiff

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.


1999 ◽  
Vol 13 (1) ◽  
pp. 33-45 ◽  
Author(s):  
Sherryl H. Goodman ◽  
Bill Barfoot ◽  
Alice A. Frye ◽  
Andrea M. Belli

2013 ◽  
Author(s):  
William S. Shaw ◽  
Michael Feuerstein ◽  
Virginia I. Miller ◽  
Patricia M. Wood

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