Arts+Programming

= Best Practices in Visual Arts Programming for Youth =

**What are the visual arts? **
Visual arts includes paintings, drawings, collages, sculptures, quilts, graphic design, photography, printmaking, and many other art forms, also known as art media (mediums if using singular form). The main idea behind the term is that the end product is artwork that is appreciated for its visual properties. Dance performances, music, and other types of art expression may be visual in part but they also have other art properties, such as the need to listen or move. A more specialized definition of the term by the //Bloomsbury Guide to Human Thought// defines visual arts as “the practice of shaping material, such as wood or stone, or applying pigment to a flat or other surface, with the intention of representing an idea, experience, or emotion” (1993, para. 1).

**What is visual arts programming? **
Visual arts programming is the creation of activities for a group of persons that involve the creation and examination of visual arts. For example, one visual arts program for youth at a library might be to have kids create a drawing of their favorite character from a book or television show. While a visual arts program can be a one-time event, visual arts programming is the creation and maintenance of multiple visual arts programs or events for a specific audience and with a set purpose(s).

**When did visual arts programming begin in the United States? **
Visual arts programming has been around for as long as people have been interested in creating and viewing visual art within groups. Visual arts programming in American schools and libraries is a more recent occurrence that for the most part began in the early 20th century as a means of further educating Americans, particularly the immigrant population, about culture and for them to have socially acceptable ways of expressing themselves (Rabkin & Hedberg, 2011). In regards to all forms of arts programming for youth, according to the //2008 Survey of Public Participation in the Arts// as described by Rabkin & Hedberg, arts education of those younger than eighteen years-old reached its peak around 1985 with about 55% of all participants having some form of arts education, whether it be music, visual arts, or another art form. Art education has been decreasing in frequency in schools and elsewhere since then, largely due to financial cuts in schools. The study also found that Hispanic American and African American populations are losing their art education at a faster and more significant rate than white Americans. Childhood education in visual arts specifically was less than the study years of 2002, 1992, and 1982, with a decline from 36.1% to 25.7% between 1982 and 2008.

**Why does visual arts programming exist? **
The most basic reasons for why visual arts programming exists is that it provides fun, creative, challenging, emotionally rewarding, and educational experiences outside of school, work, or other locations. More specifically, according to Rabkin & Hedberg, visual arts programming exists because it helps improve a persons’ academic skills, career skills, independence, and other life skills. They also say that it enhances peoples’ ability to understand and appreciate forms of “expression, symbol systems, aesthetics, and the cultural context in which the arts are embedded,” and that it encourages art appreciation as an adult (2011, p. 20). According to a study by Shannon Crawford Barniskis the majority of librarians she surveyed believe that arts programming is important for the following reasons: Arts programming provides “equal access to artistic opportunities,” help with “getting teens in the door,” provides “cognitive-emotional benefits,” and art programs are “supporting lifelong learning” (2013, p. 83). Another reason that visual arts programming exists, according to author Shaffer, is that children may use visual arts as a way to “explore materials” (2004, p. 42). Author Dubin believes that art programs may provide teens with an outlet to help them “improve their attitudes” and “control their anger” (2010, para. 29).

__**How to make a successful visual arts program **__
A helpful program approach, one which is also commonly expected to be used by librarians applying for grant funding, is Outcomes Based Planning and Evaluation (OBPE) (Anderson, n.d.). This method is just as it sounds. Planning and evaluations are based upon the outcomes that a librarian or library wants to achieve. So a visual arts program should be planned according to desired outcomes.

The following guidelines are a compilation of ideas taken from Anderson, Koke and Dierking (n.d.; 2007), and others. These guidelines give strategies for how to create a successful visual arts program in a series of steps. Independent of the authors' advice are the examples included, the elaborations, and the reinterpretations of author content.

First you need to know what you and your library or institution are capable of and are willing or wanting to do. For example, maybe you hold library programming events at a local community center because your library does not have a room for your program. This may limit or increase your ability to do certain things. Patrons’ inability to use library desktop computers at the community center would be one limitation. Some staff members or even community members may have particular skills that they could contribute. Do not assume that they will want to but have discussions with your social networks to determine what might work and who is willing to help. You should also have an idea of what you can afford and with what areas you may need financial help with. Second, you should decide whom your visual arts program will be for, such as age ranges and social affiliations. Once you know who you want to program for learn more about the needs of that specific group and what they would like to do.
 * 1. Research **

When you have ideas for what your intended program audience wants to do, see if these needs and wants match with your library or institution’s desired outcomes. For example, if survey results tell you that teens in your area want to have a weekly photography club and one of your outcomes is increased social interaction between teens, will the photography club meet this outcome? You may not know at first but you should be able to explain why you believe it would work and be able to evaluate your results later to see if this outcome was achieved. Kathy Dempsey suggests to question whether or not program attendees might be accomplishing program outcomes elsewhere, such as at an after-school activity (n.d.). Make your desired outcome(s) as specific as possible. After gathering information and deciding upon outcome(s) you should form a developed set of goals that you plan to meet in order to reach your intended outcome(s).
 * 2. Think critically, create outcomes, create goals **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">After goals are decided upon the program itself can be developed. This includes specific activities that will occur, where they will occur, and other concrete details. Communication methods between the program initiator(s), creator(s), program attendees and others should be decided while creating the program as well. For example, if program members will be e-mailed about events then it should be decided when they will be e-mailed, what will be said in the e-mail(s), and other information related to that communication method.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">3. Develop program and communication methods **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Evaluation methods of the program, including communication methods evaluation, should be specific, consistent, and easy to interpret later by the program creator as well as by other possible evaluators such as future staff members. If a program is adjusted or changed to meet an outcome(s), or if new outcome(s) are created, the program should be evaluated so that past program activities, attendance, and other valuable information can be compared with to make appropriate, logical changes as needed and in the specific area(s) that they are needed in.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">4. Decide upon evaluation methods to be used **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Once your program-building plans are complete then you may choose to: start your program, find more collaborative partners within or outside of your institution to work with, find funders, or complete other steps that are necessary for your specific needs.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">5. Final steps **

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">How to create a user survey **__
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In order to create a successful survey Kathy Dempsey has some great suggestions. They are: <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1. “Interest does not always translate into action!”(para. 16) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2. “Beware open-ended questions.” (para. 17) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">3. “Survey Length Matters” (heading below para. 19) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">4. “Asking about months and weeks matters as much as asking about days and hours” (para. 23) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">5. Don’t use library lingo <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">6. “One Survey Does Not Fit All” (heading below para. 24) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">7. “Avoid Leading Questions” (heading below para. 25, n.d.)

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**How to evaluate a visual arts program** __
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Watkins suggests to “keep evaluation forms short and to the point and consider incentives,” “don’t just quantify, qualify,” and to “organize evaluation forms and survey for easy tabulation” (n.d., para. 5).

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Things NOT to do when creating a visual arts program for youth **__
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Do not create “‘strict guidelines’” and “‘PowerPoints’” unless you have a very good reason(s) to do so (Barniskis, 2013, p. 91).

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Helpful ideas for creating a successful visual arts program for youth **__
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Have an “art corner” and change “materials every few weeks” <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">“Provide a place to exhibit artwork” <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">“Find art in the everyday world” <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Read “books honored for their outstanding illustrations” <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Describe “actual works of art" <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Offer food <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Offer prizes (2004, p. 41)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Ideas by Shaffer: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Weird or unusual topics <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Henna tattooing <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Superhero activities <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Having a person that youth can relate to <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Activities with duct tape <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">“Quick, wearable, or otherwise practical and involve minimal presentation” (p. 85) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Activities where kids are physically involved <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Time to ask questions <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Loose structure <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Social time <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Come-and-go as you please policy <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">“'Anything 3-dimensional that allows the use of tools (sharp things! power tools! glue guns!)—the thought of which makes many adults cringe’” (2013, p. 95)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Ideas by Barniskis and by the librarians she surveyed: **

**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Other author’s ideas **
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Partnerships that involve schools and school artwork (Leddy, n.d.) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Framed fine art prints on display and/or available for check-out at library (Grieco, n.d.)

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Advice for teachers of visual arts programming** __
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Shaffer’s advice:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">“Younger children will probably need guidance for use and clean-up of materials” (p. 41) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Materials should be physically safe for youth to use and age-appropriate <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Ask youth questions about their creations <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Take trips <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A few exhibits may be more effective for programming than viewing every exhibit offered (2004)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">“Don’t be afraid to ask anyone you’d like to host, even if they’re famous” (para. 21) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">“Use what you’ve got” (n.d., para. 22)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Leddy’s advice: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">“‘Teens are a hard sell, if you don't get them within the first five to ten minutes they will leave the room’” (2013, p. 94) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Understand that different program attendees will have different “ability levels” (Barniskis, 2013, p. 89) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">“Librarian participation” may be “essential to building relationships” with teens (Barniskis, 2013, p. 89)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Barniskis’s and surveyed librarians’ advice: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">“‘When you're talking about 15-year-olds who are homeless or 14-year-olds who have never known parents and have been in four different foster homes, consistency is coveted’” (2010, para. 11)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Dubin’s advice: **

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Web Resources for Further Research **__
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 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Library and education statistics **

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 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Grants and other funding resources **

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 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Illinois resources **

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 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Informative presentations and videos on visual arts education **

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 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Awards for book illustrators **

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 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Visual arts history, lesson plans, and similar resources **

<span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[|https://www.tsl.state.tx.us/ld/projects/ya/practices.html#programs] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[|ht][|tp://darkfaerielibrarian.blogspot.com/] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[|http://vrc.faa.illinois.edu/index.html][] <span style="color: #800080; font-family: 'Times New Roman',Times,serif; font-size: 120%;">[|http://uiuc.libguides.com/content.php?pid=107264] <span style="color: #0000ee; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Visual arts programming for youth ideas/activities **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Visual arts online games for youth **

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 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Visual arts websites for youth to explore **

**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">References ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Anderson, A. (n.d.). Meeting needs and making a difference: Outcomes based planning and evaluation. Retrieved November 30, 2013 from [|http://www.programminglibrarian.org/library/planning/meeting-needs.html#.Upmq_eLsnva]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Art(s), Visual. (1993). In Bloomsbury Guide to Human Thought online. Retrieved November 30, 2013 from []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Barniskis, S.C. (2013, March 27). Teaching art to teens in public libraries. Routledge. Retrieved November 30, 2013 from []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Dempsey, K. (n.d.). Boost survey results with carefully crafted questions. Retrieved November 30, 2013 from [|http://www.programminglibrarian.org/library/planning/boost-survey-results-with-carefully-crafted-questions.html#.UpmpBuLsnva]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Dubin, J. (2010, Fall). An artful summer: A job program inspires creativity and teaches responsibility. American Educator, 34(3), 18. Retrieved November 30, 2013 from []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Grieco, L. (n.d.). The rural library as the focal point of learning and culture. Retrieved November 30, 2013 from [|http://www.programminglibrarian.org/library/planning/rural-library-as-focal-point.html#.UpmryOLsnva]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Koke, J., & Dierking, L. (2007) Nine to nineteen: Youth in museums and libraries: A practitioner's guide. Washington, D.C.: Institute of Museum and Library Services. Retrieved November 30, 2013 from []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Leddy, C. (n.d.). Programming on a (long, colorful) shoestring. Retrieved November 30, 2013 from [|http://www.programminglibrarian.org/library/planning/programming-on-a-long-colorful-shoestring.html#.UpmrXeLsnva]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rabkin, N., & Hedberg, E.C. (2011, February). National Endowment for the Arts <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Arts education in America: What the declines mean for arts participation. Chicago, IL: NORC at the University of Chicago. Retrieved on November 30, 2013 from []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Shaffer, S. (Ed.). (2004). Imagine! Introducing your child to the arts (2nd ed.). Washington, D.C.: National Endowment for the Arts. Retrieved on November 30, 2013 from []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Watkins, C. (n.d.). Evaluation of cultural programs. Retrieved November 30, 2013 from [|http://www.programminglibrarian.org/library/planning/evaluation-cultural-programs.html#.UpmqnOLsnva]