Beruflich Dokumente
Kultur Dokumente
Introduction to BYAEP
**“Evaluation and the Sacred Bundle” by John Bare, Summer 2005 issue of the Evaluation Exchange
YEAR OF RESEARCH: Lots of reading, talking, meeting, and wrestling with models, tools, and words.
YEAR OF SHARING OUR KNOWLEDGE and TOOLS: Passing onto others what we have learned
and engaging further opportunities for sharing our experience and expertise.
* Adapted from The National Research Council and Institute of Medicine. (2002). Community Programs to Promote Youth Development. 6
* Adapted from
**Adapted from The
The Community
National Research
Action Council andfor
Framework Institute
Youth of (2002) Community Programs to Promote Youth Development.
Medicine. (2002).
Development,
**Adapted from The Community Action Framework for Youth Development. (2002).
Thursday, June 3, 2010
BYAEP’s Logic Model for High Quality Youth Arts Programs
INPUTS OF SHORT TERM OUTCOMES INTERMEDIATE LONG TERM OUTCOMES
PROGRAM QUALITY* OUTCOMES**
Opportunities: I CREATE: Builds Artistic, Problem Solving, and Expressive Able to Navigate Resiliency
Challenges and • Takes responsibility in • Adapts and learns to thrive
experiences that Skills diverse settings with change, challenges, and
increase innovation, • Increases Artistic Engagement in focus, skills, and in one’s • Navigates risk-taking even failure
expressive skills, authenticity and passion in the arts. • Responds effectively to • Is respectful of laws and/or
self-efficacy and fun challenges and opportunities works to change those that
Short Term Outcomes combine and lead to Intermediate and Long Term Outcomes
in the lives of youth. • Uses Problem Solving/Critical Thinking to be reflective, analytic are unfair
and creative in finding solutions to challenges.
• Strives to be physically and
• Develops Expressive Skills and the ability to convey feelings and mentally healthy
thoughts artistically and verbally. • Engages in positive activities
that brings one joy, pleasure,
and captivation
Positive Climate: I AM: Strengthens Identity Able to Engage and be Self-Efficacy and
Meaningful structure Productive Personal Fulfillment
that is youth- • Builds Confidence with self-assurance arising from one's belief in • Displays commitment • Education level
centered, safe, one's own abilities or qualities. (dedication shown in school/ • Economic self-sufficiency
inclusive, engaging, • Increases Knowledge of Self through: self-awareness of employment) • Job satisfaction
and challenges youth characteristics, strengths, and weaknesses; honest self-reflection • Strives for achievement • Self-actualization (the desire
to see, reveal, and into one’s history, cultural influence, and one’s current thoughts,
(effort, courage, skills in and efforts that lead to
strengthen who they feelings, and actions; and self-regulation of behavior to increase the
progress toward goals) realizing one's capabilities)
are. likelihood of a desired end goal.
• Possesses a positive sense • Continues to take steps
• Understands how one’s identity is informed by Cultural Identity of one’s own uniqueness and towards dreams
(place, gender, race, history, nationality, abilities, language, sexual potential (differentiation)
orientation, religious beliefs, ethnicity, class and aesthetics). • Displays a character that is
• Develops a Positive View of the Future by internalizing optimism genuine, empathic, and is
about the outcomes for one’s life (“possible selves”) and increasing connect to one’s cultural
one’s ability to set short and long-range goals (especially in identity (integration)
education and/or employment).
Teens were asked to mark the 21st Century Workforce Skills that they have now and
to pick one they really would like to improve in. In the Final Self Eval we will ask which skills
the organization has helped them imporove in. Below is an example of ZUMIX. Sample size
included 47 youth.
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