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BYAEP: BRIEF OVERVIEW

Boston Youth Arts Evaluation Project

Thursday, June 3, 2010


Introduction to BYAEP

“The challenge for the arts field is that we may not


have caused the evaluation and accountability
problem, but we can and must find our own solution...
what is missing from the growing body of research,
however, is a commitment on the part of the arts field
to gathering information on an individual basis and
sharing it with others.”
--Suzanne Callahan, Singing Our Praises: Case Studies in the Art of Evaluation, 2004

Thursday, June 3, 2010


Why is it so hard to show what we know?
“Are the arts tongue tied? Why can’t we as artists use the arts to make our case?”
--former Chairman of the NEA, John Frohnmayer

Thursday, June 3, 2010


“Measure what you value
and others will value
what you measure.”

First step in evaluation:


Figure out your own “sacred bundle.”

**“Evaluation and the Sacred Bundle” by John Bare, Summer 2005 issue of the Evaluation Exchange

Thursday, June 3, 2010


BYAEP: BRIEF OVERVIEW
YEAR ONE: OUTCOME 1
A youth art evaluation language and methodology is developed, based on the existing research and
literature, and the experiences of Boston youth art programs: Hyde Square Task Force, ZUMIX, Medicine
Wheel, and The Theater Offensive.

YEAR OF RESEARCH: Lots of reading, talking, meeting, and wrestling with models, tools, and words.

YEAR TWO: OUTCOME 2


This methodology is used to design, pilot, and disseminate evaluation systems for RAW and the four
Boston youth arts programs.

YEAR OF USING NEW TOOLS: Implementing a Self-Evaluation, Program Evaluation, Artistic


Response Evaluation, Teacher Evaluation, and Alumni Evaluation.

YEAR THREE: OUTCOME 3


Programmatic findings of the project and pilot are documented and shared. A publication is designed to
help others implement evaluation systems for youth arts programs.

YEAR OF SHARING OUR KNOWLEDGE and TOOLS: Passing onto others what we have learned
and engaging further opportunities for sharing our experience and expertise.

Thursday, June 3, 2010


BYAEP’s Framework for Outcomes in Youth Arts Programs
Quality Youth Arts Programs provide
Opportunities, a Positive Climate, and
Connections* to create change in the
lives of youth.
I CREATE: Able to Engage
I AM:
Builds Artistic, and be Strengthens
Productive
Problem Solving, and Identity
THEORY OF CHANGE Expressive Skills Youth develop
Youth develop skills in confidence,
If youth participate in high- knowledge of self!
artistic engagement,
quality arts programs, then they problem solving, critical RESILIENCY an informed cultural
will develop specific skills and thinking, and expression. identity, and a
competencies (I Create, I Am, SELF-EFFICACY positive view of
and PERSONAL FULFILLMENT their future.
We Connect), which lead to a
set of intermediate outcomes**
(able to engage and be COMMUNITY
productive, to navigate, and to ENGAGEMENT
make connections with others),
which in turn lead to a set of Able to Make
Able to Navigate
long-term outcomes (resiliency, Connections
self-efficacy and personal
fulfillment, and community
engagement) that together
constitute life success. WE CONNECT:
Develops Community
Youth develop meaningful relationships
and civic engagement as they contribute
to and are recognized by an inclusive
community.

* 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).

Connections: WE CONNECT: Develops Community Able to Make Community


Opportunities to Connections Engagement
belong, contribute, • Increases Support and Belonging where one develops positive • Connects with family • Has dependable networks
and build supportive bonds, empathy, respect for others, and an increased ability to • Connects with peers/ • Has significant relationship(s)
relationships with communicate and work with a diverse set of people including those significant other(s) • Involves oneself in social
peers, adults, and with cultural identities and experiences different than one’s own.!! • Connects with adult groups (PTA, unions, support
community. • Builds Contribution by finding opportunities, exchanging ideas, mentors groups, religious groups, etc.)
and working together to create something in the community. • Joins groups/organizations • Votes, volunteers, works to
* Adapted from The National Research
• Gains Council and appreciation
Recognition, Institute of Medicine.
and/or (2002). Community Programs
acknowledgement for an to Promote Youth Development.
**Adapted from The Community Action Framework for ability
Youth Development. • Respects and is respected create social change
achievement, service, or in the eyes of(2002).
others/community. by others

Thursday, June 3, 2010


Year 2: Tools for 2009-2010
BYAEP Pilot in 5 sites

Thursday, June 3, 2010


5 BYAEP PILOT
EVALUATIONS 09-10
! Self Evaluation: Beginning
and Final -Youth evaluate self in
October and in May.

! Program Evaluation - Youth


evaluate the programs in which they are
involved in May/June.!

! Artistic Response -Youth respond


in a drawing to what they feel has
changed due to their experience here.!

! Teacher Evaluation - Teachers


evaluate the youth in November and May/
June.

! Alumni Evaluation - Graduates fill


out an Alumni Survey from 1 to over 15
years after graduation to assess our
intermediate and long-term outcomes.

Thursday, June 3, 2010


So What?: BYAEP’s NEW INDICATORS--21st Century Workforce Skills

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.

10

Thursday, June 3, 2010


DRAWING EVALUATIONS: Example from RAW
Increases Support and Belonging !!
WE CONNECT: Develops Community
Before I used to keep all to myself, like my
Before coming to RAW I never went out of my circle of problems and worries. I thought people would
friends, now I am more open to different types of judge me and label me weak, but now I know it’s
people. -- C.C., age 16 not always like that. THANK YOU. -- S.K., age 17

Thursday, June 3, 2010

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