Art Field Experiences within After School Programs: A University/School Partnership

Format

Poster Presentation

Presenters

David Fleming, Clemson UniversityFollow
Sheliah G. Durham, Clemson UniversityFollow
Melanie Lewis, Clemson UniversityFollow
Allison Leonard, Clemson UniversityFollow

First Presenter's Institution

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First Presenter’s Email Address

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First Presenter's Brief Biography

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Location

Harborside Center East and West

Strand #1

Family & Community

Strand #1

Head: Academic Achievement & Leadership

Strand #2

Head: Academic Achievement & Leadership

Relevance

Strand V: “Home”: Family and Community. This session will describe the components of a successful university partnership with local Title I after school programs through art education.

Brief Program Description

This session will describe the components of a successful university partnership with local Title I after school programs through art education. The presentation will feature the opportunities, challenges, and best practices for such an initiative while also providing the tools to implement such a program in various settings.

Summary

Colleges and universities with teacher education programs rely on significant field experience components for the pedagogical development of their students. Not only is it important for the process in learning how to teach (Abel, 2006; McDonnough & Matkins, 2010), it is also a vital component for maintaining accreditation (Ray, 2006). In addition, students experience vocational socialization (Bullough, 2005) in an environment which enables them to bridge theory and practice (Ohana, 2004; Vanna & Hanuscin, 2008). Meanwhile, many after school programs serve at-risk youth from local schools supported by local initiatives or federal grants such as 21st Century Community Learning Centers. They are often staffed by local teachers and volunteers with a relatively flexible curriculum. The purpose of this presentation is to demonstrate how a community/university partnership can help accomplish the goals of both units. This particular partnership includes a university art education program collaborating with local elementary after school programs at Title I schools. Undergraduate teacher education students participate in art-oriented field experiences that, in turn, enhance the after school program experience for the participating youth. Among the topics discussed will be 1) unique opportunities, 2) challenges, 3) best practices, and 4) how to develop such a partnership. Opportunities include the following: volunteer teachers with field experience needs, flexible schedules, financial support, achievement of after school program academic and sustainability objectives. Challenges include the following: schedule changes, role/authority of field experience students, travel (to site and to university), and access to facilities. Best Practices include the following: constant communication, memorandum of understanding, separate equipment and supplies, early planning, and systematic observation procedures. Developing the partnership will include matching the program with the content and the personnel with the mutually beneficial objectives. Participants in this session will walk away with the knowledge to develop such partnerships for the benefits of the youth in which they serve.

Evidence

This proposal shares the results from a successful initiative in its second year of implementation. The project is grounded in the research associated with field experiences, after school program best practices, and art education.

Learning Objective 1

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Learning Objective 2

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Learning Objective 3

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Biographical Sketch

Dr. Fleming's research and service has culminated in the primary or co-authorship of over 120 articles and technical reports and over 100 state, national, and international presentations in the areas of teaching/learning processes in physical education/activity, program evaluation, and out-of-school time education programming. Dr. Fleming has been the principal investigator for over $3.7 million in grants and contracts. Currently, he is the Principal Investigator for GoalPOST (Goal-Oriented Performance in Out of School Time), a partnership between Clemson University and Anderson School Districts #1 and #4. The focus of the project is measuring the development of achievement goal orientations and academic achievement through an out of school time education program designed to foster a mastery learning environment. The project is funded by the USDOE.

Sheliah G. Durham is a doctoral candidate in Curriculum and Instruction in the Eugene T. Moore School of Education at Clemson University. She is one of the project directors for GoalPOST. She has considerable teaching experience abroad, as well as field experience within the GoalPOST program. Ms. Durham has conducted research related to ELLs in afterschool programming as well as the use of digital media in afterschool programs to explore notions of global citizenship.

Melanie Lewis received a MEd in Education and graduated from Clemson University and Anderson University with her BA in Early Childhood Education and Master of Education respectively. She is one of the project directors of the GoalPOST program, and has extensive field experience within the program both as an instructor and project director.

Dr. Allison Leonard is an Assistant Professor of Arts and Creativity at Clemson University. Dr. Leonard's current research focuses on three areas: 1) engaging middle school students in computer programming through embodied ways of thinking in a project called Virtual Environment Interactions with School of Computing colleagues Dr. Shaundra Daily, Dr. Sophie Jorg, & Dr. Sabarish Babu; 2) examining how whole school arts education models can ignite collaboration and align with democratic education ideals and practices; and 3) exploring student perceptions of the arts and arts spaces with the design, development, and daily use of the new arts education lab in Godfrey Hall. While working on her PhD at UW-Madison, Dr. Leonard taught art and design for preservice teachers and worked on the Professional Learning team for the School of Education's Education Outreach and Partnerships Office. She also holds a MA in Performance Studies from New York University's Tisch School of the Arts and a Bachelor of Individualized Studies in dance, anthropology, and Spanish from the University of MN-Twin Cities.

Keyword Descriptors

university partnership, field experience, preservice teachers, art education, afterschool programs

Presentation Year

2015

Start Date

3-3-2015 4:00 PM

End Date

3-3-2015 5:30 PM

Recommended Citation

Fleming, David; Durham, Sheliah G.; Lewis, Melanie; and Leonard, Allison, "Art Field Experiences within After School Programs: A University/School Partnership" (2015). National Youth Advocacy and Resilience Conference. 170.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2015/2015/170