Project ALC: Tips on how to “Make it Work!”
March 20, 2008
CREATING A SUCCESSFUL ARTS LEARNING IN COMMUNITIES PROGRAM – GETTING STARTED!
I get very enthusiastic when telling people about the Arts Learning in Communities program mostly because there is tremendous possibility in terms of how the program can meet the needs of any and every Oklahoman who desires to learn the arts. Not everyone was fortunate to receive arts education in school, so these programs provide lifetime learning and community-based opportunities for people to learn the techniques as well as the creative process for making art. Here’s some questions to consider if you are in the beginning phases of planning your Arts Learning in Communities program.
Key Questions for Designing your Program
- Who do you want to serve?
One benefit to your program is that it can virtually serve any audience you decide is in need of an arts education program. This includes children, adults, senior citizens, underserved populations, people with disabilities, those with English as a second language as well as populations covering multiple generations.
Our mission at the Oklahoma Arts Council is to ensure that the arts are accessible to all Oklahomans, and we depend upon people across the state to identify the audiences that are underserved within their communities. The arts can serve as a wonderful tool to reach people who do not get the opportunities to experience the arts.
- What art form(s) qualify for funding?
Arts Learning in Communities programs can be comprised of one or a combination of several mediums including dance, music, theatre, storytelling, visual arts (such as ceramics, painting, sculpture, drawing) and creative writing. Traditional art forms such as quilting, woodturning and Native American arts also qualify for funding. If you have questions about whether a potential arts learning program could qualify for funding, please contact Molly O’Connor, Arts Learning in Communities Director.
- Who is the teaching artist that will lead the program?
Oklahoma has a wealth of talented and creative artists, dancers, musicians, creative writers and performers who have a gift and desire to pass on their knowledge. If you are looking for a teaching artist, you can refer to our teaching artist roster. However, you may already be familiar with the teaching artists in your communities. Demonstrating quality is essential if you plan to provide an effective Arts Learning in Communities program. Teaching artists should provide a professional resume that includes teaching and/or lifetime experience which qualifies them for teaching your program.
- How much time will you allow for the arts learning program?
For quality purposes, make sure that you are allowing adequate time for participants to learn the process of what is being taught. The time variable really depends on the population you are serving. Very young children have shorter attention spans than high school students, so the arts activities and time allotment need to be appropriate for what the audience needs.
If you are uncertain about the time necessary for learning a specific arts technique, you can consult with your teaching artist to determine an appropriate time allotment. In addition, you want to ensure that the time you provide the program is conducive to the audience that you wish to serve. For example, a program for at-risk youth could easily take place in the after school hours of 3:00 to 5:30 Monday through Friday. In this case, the arts would provide a positive alternative for youth during a time when many children are often unsupervised.
- What are the “hands-on” Arts Learning Goals for the program?
There are many wonderful benefits for an arts learning program, including increased self-esteem, better health and cultural awareness. However, when you are designing the program, please think specifically about what art techniques or methods you want the participants to learn. For example, if your artist is teaching a drawing class, the arts learning goals might be:
“By the end of the workshops, the students will know basic
techniques for shading and figurative drawing.”
Please keep in mind that for the arts experience to qualify as a “hands-on” learning experience, the participants must be engaged in the art process by actually creating the art form.
- How will the learning process be measured and evaluated?
The evaluation process is an integral part of your arts learning program. Having successful tools for evaluation in place will allow you to improve the program by creating sustainability. One way to effectively evaluate the program is to have the arts instructor track the learning progress of the participants from the beginning to the end of the program. Another effective method would be to have an evaluation meeting after the program is concluded that includes the planning staff, volunteers and teaching artist(s). Lastly, it is ideal that you have some sort of final goal in mind for the Arts Learning in Communities program that will display the culmination of the arts learning process.
For example, if you are offering a creative writing program for seniors, the final element of the program could be to have a collection of the writings published. Another idea might be to wrap up a successful Arts Learning in Communities program with a final performance or exhibit of artwork. In both of these cases, you create more community involvement and enthusiasm for the art by displaying the final product.
In any step of your planning process, I am more than happy to be an advisor for you and your organization. Please contact me if I can be of service.
Kind regards,
Molly O’Connor
Arts Learning in Communities Director