Project Grant

Youth outcome 1: Youth participants will build resiliency through intentional arts projects and conversations that empower them to express their feelings. Youth outcome 2: Youth participants will build a greater sense of pride in their self-identity, as well as respect for others, through intentional projects on diversity, equity and inclusion that empower youth to use their creative voice in the community.; Youth participants will build resiliency through intentional arts projects and conversations that empower them to express their feelings. Youth will build a greater sense of pride in their self-identity, and respect for others and their heritage. This proposal will increase access to the arts by serving youth in the most under-served and under-resourced areas of our community, 95% of whom are eligible for free or reduced lunches at school, which is the measure of poverty we use. We will take daily attendance in our programs using an internally developed database called Odyssey. This proposal will also provide skill-building opportunities in the arts, as well as education in culture, heritage, diversity, equity and inclusion. Finally, this proposal will build connections between youth and their artist mentor, and create a stronger sense of pride in self and and the cultural heritage of others through intentional arts projects in this area. We measure the success of our intended outcomes by asking our youth to take an online survey three times per year. This survey has been adapted to ensure that questions are included that measure the above intended outcomes. Survey questions are below: Read each sentence and check if it describes something you did in class during the current session. Check all that apply. I made a plan before starting my work. I tried something that didn't work. I did something for the first time. I used my imagination to solve a problem. I listened to someone else's ideas. I gave feedback on someone's work. I was patient with someone in my group. I showed respect or understanding when someone's feelings were different than my own. I was able to share or speak in front of a group. I improved my writing/reading skills by writing and/or reading in class. I improved my math skills by using math in class. I learned about a different culture. I made friends with someone from a different culture. I was able to share something about my culture. I was part of a group or team. I worked on managing my feelings. I became more aware of how my body moves. I made a friend. I was able to share about my culture and background. I was able to do a project that shows who I am as a person (my self-identity). I participated in conversations about culture, race, tradition and heritage. I participated in conversations about my feelings during the pandemic. I participated in conversations about equality and other hot topics. I was able to to a project that helped me work on my feelings. I tried new art materials, technology or learned a new dance style. I got to choose the type of art I created (I chose the song, the art project or the type of dance). I learned how take care of supplies and equipment in the studio to maintain an inspiring space. Read each sentence and check if you agree. The artist mentor cares about me. I feel comfortable sharing about myself with the artist mentor. The artist mentor expects me to do my best. The artist mentor will help me if I am struggling with something new in class. The artist mentor thinks the work I do is important. Because of this class I am . . . I am more confident. I am more aware of my feelings. I am more proud of my self-identity. I can be a voice for change. I am more comfortable doing art. I feel like my art is meaningful. ; We measure the success of our intended outcomes by asking our youth to take an online survey three times per year. This survey has been adapted to ensure that questions are included that measure the above intended outcomes.