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2009 Summer NAP
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2009 Spring TSP
Educators
The arts humanize the curriculum while affirming the interconnectedness of all forms of knowing. They are a powerful means to improve general education. - Charles Fowler
Why Art?
Academic scores and the numbers of students graduating from high school are lower than they should be, we all agree. Gang activity, youth violence and juvenile incarceration are higher than they should be, and holding steady. These statements apply every bit as much today as they did when Inside Out was founded in 1993-96.
Artists, educators and many others understand the deep value of the Arts because we have seen that study and practice in the Arts support and stimulate human development on multiple levels. Studies show a correlation between participation in the Arts and academic achievement, improved student attendance, decreased dropout rates, higher volunteerism, and increased community engagement.
To begin with, Inside Out was mostly focused on the social benefits of our work, but as we developed our curriculum, we became more interested and engaged in the academic benefits and outcomes.
Every child is an artist. The problem is how to remain an artist once he grows up. - Pablo Picasso
The Visual and Performing Arts Content Standards were developed pursuant to California Senate Bill 1390, signed by Governor Gray Davis in September 2000. The bill called for the California State Board of Education to make instruction in the visual and performing arts available to all students.
The Visual and Performing Arts Framework
The VAPA Framework was designed by a panel of artists and educators to help classroom teachers, teaching artists and arts organizations develop curriculum and instruction in dance, music, theatre and the visual arts from kindergarten - Grade 12.
The standards are ambitious and, after years of little to no arts in the classroom, they can seem unrealistic and overwhelming for instructors. In addition to exposing students to the Arts, one of our goals is to support the classroom teachers we work with to integrate arts-based instruction techniques into their every day lexicon. One day, with students that have been exposed to consistent arts instruction from the primary grades forward, the standards will become just that—standard.
At Inside Out, we measure progress on an incremental scale. One student may move an inch, another a mile—they both count, and in some cases the inch may be the greater achievement. So it is with the standards. For an 8th grader who cannot read or write, meeting a 4th grade standard may be a huge leap forward, and when a student feels successful in one area, courage and growth accelerate in all areas.
The California Department of Education's Content Standards for Theatre are addressed, with additional focus on English Language Arts, Dance, Music, and Visual Arts. Details are covered in our curriculum.
Our sequential arts learning methodology has been independently evaluated and nationally recognized in the field of Arts Education and Social Intervention. Students graduate from our programs with new competencies and confidence to contribute in all areas of their lives, schools, homes, and communities.
To monitor our results and strengthen our work, Inside Out employs multiple evaluation methods overseen by the Artistic Director:
1. Weekly Artist Leader meetings to assess each student’s progress artistically and personally
2. Pre/post participant evaluation surveys
3. Parent questionnaires distributed in performance programs
4. School administrator & faculty feedback during bi-monthly site visits
5. Participants’ feedback at closure workshops
6. Post-program assessment meetings with Artist Leaders
7. An annual artists retreat that allows our Artist Leaders to assess the program and participate in plans for the year ahead.
We are pleased to hear about more and more Inside Out program graduates becoming the first in their families to go on to college. It’s one of the ways we know Inside Out is making a real difference.
It improved my writing skills. I got an ‘A’ this time in English.
- Edwin, School Project participant
How we work
Our school site partners include administrators, teachers and counselors. We also reach out to include input from parents, guardians and program alumni. School staff refer students to the program and a teacher from each site serves as Project Liaison, actively participating in all program activities and referring youth to counseling, when appropriate.
Teams of specially trained, professional Artist leaders are deployed to school and social service sites throughout the City to provide after school, weekend, field trip and retreat program services. After 15-25 sessions, students present performances of original plays, films and artwork focused on themes of importance to them and their views of the future. Older teens and alumni participate in our Alumni Mentor Program, our City at Peace program, and our Teen Media Initiative. Advanced level ooprtunities include paid positions as Youth Artist Leaders and, Office Interns and, eventually, as full fledged Artist Leaders, which several alumni have gone on to become.
