Document Type
Poster Session
Department
Geography-Anthropology
Faculty Mentor
Dr. Sarah Lockridge
Keywords
Arts Education, Equity, Community
Abstract
Time and time again, by providing an outlet that allows innate human creativity to roam free, participation in arts activities such as dance, music, theatre, and visual arts is proven to have significant positive impacts on participants, regardless of age, experience, or background. Even though the arts have been acknowledged as critical for mental, physical, and emotional health, especially for children and adolescents, research has found that providing arts education in an equitable and culturally appropriate way is fraught with barriers. In addition, certain areas of the arts have seen a downward trend in educational priority and availability. My project supports the research of a growing number of scholars concerned with equity in arts education and participation. For my study, I explore how two Maine-based non-profits, located in the greater Portland metropolitan area, are working to increase access to arts education opportunities for students of all ages from preschool to secondary education. To this end, interviews were conducted with gatekeepers from the Boys and Girls Club of Southern Maine and the Children’s Museum and Theatre of Maine, focusing on the specific actions these organizations are currently taking to provide equitable access to arts education as well as identifying what needs to be done in the future to further their initiatives. The results of my study reveal a working model composed of five critical factors needed to create effective and equitable arts education: inclusiveness, relevancy, funding, student autonomy, and community engagement. Gatekeepers of both organizations emphasize there is much more work ahead in order to reach true equity, but agree that these five factors, when combined, provide an effective framework for organizations concerned with equity in arts education for our youth. To further develop this basic model, additional research is needed on alternative organizational approaches to arts education and equity.
A Model for Equity in Arts Education for Youth in Greater Portland, Maine
Time and time again, by providing an outlet that allows innate human creativity to roam free, participation in arts activities such as dance, music, theatre, and visual arts is proven to have significant positive impacts on participants, regardless of age, experience, or background. Even though the arts have been acknowledged as critical for mental, physical, and emotional health, especially for children and adolescents, research has found that providing arts education in an equitable and culturally appropriate way is fraught with barriers. In addition, certain areas of the arts have seen a downward trend in educational priority and availability. My project supports the research of a growing number of scholars concerned with equity in arts education and participation. For my study, I explore how two Maine-based non-profits, located in the greater Portland metropolitan area, are working to increase access to arts education opportunities for students of all ages from preschool to secondary education. To this end, interviews were conducted with gatekeepers from the Boys and Girls Club of Southern Maine and the Children’s Museum and Theatre of Maine, focusing on the specific actions these organizations are currently taking to provide equitable access to arts education as well as identifying what needs to be done in the future to further their initiatives. The results of my study reveal a working model composed of five critical factors needed to create effective and equitable arts education: inclusiveness, relevancy, funding, student autonomy, and community engagement. Gatekeepers of both organizations emphasize there is much more work ahead in order to reach true equity, but agree that these five factors, when combined, provide an effective framework for organizations concerned with equity in arts education for our youth. To further develop this basic model, additional research is needed on alternative organizational approaches to arts education and equity.
