Youth voice is essential to creative youth development. We’re asking youth leaders to speak to the power of culture as active agents in their own growth:
Nic is an Express Yourself participant of 16 years and a long-time youth mentor – the longest running participant in Express Yourself history. He is leading youth and junior mentors in creating two large panels inspired by the theme SOUL to be displayed outside Express Yourself’s studio. Using quilting patterns and a specific color palette, Nic designed a modular project to be individually painted by youth and then assembled into the final piece.
His project fosters youth leadership within the studio setting and brings public art to the Cummings Center in Beverly, MA. The exhibition will be presented during a studio reception and will be on full display in the Cummings Center after the show at the Boch Center Wang Theater on May 25.
This article originally appeared on Express Yourself’s site.
Artists for Humanity celebrated Black History Month on Instagram by highlighting local legends: people they’ve mentored, been mentored by, or who have enriched the local community with their talent and energy. Here are a few of those featured paintings:
“This was my second painting at AFH. I tend to focus on realism and my ideas are based on things that I’ve faced. This painting represents the power of knowledge; how knowledge helps you expand out of your boundaries and grow as an individual,” Erica Orsorio, youth artist with Artists for Humanity.
“My art resembles and is influenced by the mental and physical restraint that people of color face in this world. I usually try to make connections to my life and my Haitian ancestors, as well as the struggles of people of the African diaspora all over the world. I encourage and embrace black power, it is evident in my pieces,” Adriana Dalice, Artists for Humanity Alum.
Painting by Janelin Pineyro.
Take a journey through the eyes of teen artists from the ICA’s nationally recognized Teen Programs. The exhibit ICA Teen Photography (through October 30, 2016 at Boston’s Institute of Contemporary Art) features new works made by 16 Boston-area ICA teen participants. Throughout the school year, participants in the museum’s rigorous digital photography courses learned to use museum-issued cameras, and established positive relationships with peers and the professional artists and educators who led the classes.
When asked what he looks for in a photography subject, Edward Tapia, a teen whose work is featured in the exhibit said, “There are certain things that seem attractive to the eye as it is, but honestly, anything can become attractive and interesting if someone looks at it with a different view. I try to turn things into outstanding compositions with photography, so I look at things in a different way than usual and capture what seems interesting about it to create even more.”
“One of my biggest take-aways from participating in the Teen Programs at the ICA is to learn to appreciate art and discover the meaning behind it, and then apply them to my personal life.”
Krystal Cai, another teen whose work is featured in the exhibit said, “One of the biggest take-aways I have from participating in the teen programs at the ICA is a clear understanding of the basic technical features of the camera, which I think was a valuable lesson for me as a beginner. Also, this program taught me do not ever delete pictures, because you can always look back at your previous work to see how you progress and learn areas for improvement.”
More information on ICA Teen Programs.
This post was adapted from the a piece by Kim Phan in the Mass Health and Human Services Blog.
“Voice What Matters”, the banner above the stage read, and that is exactly what the youth of the Mass Department of Youth Services (DYS) did. From paintings to sculptures, to videos, songs and dance, young people showed who they are and what matters to them. This year the DYS held the 4th Annual “Share Your Art, Share Your Voice!” Statewide Youth Showcase on June 16 at the Paramount Center at Emerson College.
The motivation for the investment in the arts by DYS came about because, as Peter Forbes, Department of Youth Services Commissioner, said, “Many of the youth are not happy to be with us (DYS), so we have to try to figure out what they’re interested in and use that interest as a hook for the change process. Many of the youth have unbelievable artistic talent, but they often don’t have exposure to the arts to see that, so this is something the agency put forward.”
The showcase kicked off with a youth art exhibition, with the proceeds going directly to the artists. Walking through the exhibit, excited chatter of the attendees could be heard as they eyed the pieces they were going to purchase. “They’re going fast,” said one onlooker. “I know they always do,” said another.
A self-portrait on display that had sold within 15 minutes of the exhibit opening was entitled “Purple Stands for Loyalty.” The artist, Kevin, wrote in his description, “I feel good that I did this self-portrait. Purple is my favorite color.”
Another artist wrote this about her painting “Look Closely”: “Pretty much everyone has a different perspective, a different eye. For this, trees make me feel calmed down, like I’m in a forest alone.”
Following the exhibit, performing artists hit the stage. The performances, while entertaining, also highlighted the realities of life. A youth named Xavier gave a powerful rendition of the “Hath not a Jew Eyes?” speech from Shakespeare’s The Merchant of Venice, a performance which had the audience in thunderous applause. A story by a youth named Dion described the struggle of reality vs. perception, and what he called the “Levels to this Frontin’” meaning what the world sees on the outside is not always what it is truly like on the inside. A group of girls – Jessica, Clarisine, Cheyenne, Zorelys, and Irianis – performed a stepping routine with rhythms that resonated throughout the theater.
Amplify, MCC’s grant program created to support youth led and designed projects, is starting to bear fruit, the first of which was the wonderful Pop-Up Parasol exhibit by Youth Mentor Rachel at Express Yourself (EXYO).
Originally conceived as a smaller project involving 20 hand-painted parasols to be on public display at Cumming Center, the idea took hold and blossomed due to the leadership of Rachel, an EXYO mentor, who empowered by the Amplify grant took it upon herself to fundraise and manage the entire project, recruiting peers and participants from EXYO and eventually more than tripling the original project scope. The parasols were displayed in a 70 foot long installation which opened on April 26, bringing color to a cold spring afternoon in Beverly.
Following the pop-up exhibit, the parasols took center stage at EXYO’s annual showcase “Illuminate”. The parasols were twirled and paraded before a completely packed Wang Theatre in Boston, their intricate mandala-like patterns and joyous brightness carefully choreographed into a dazzling performance by EXYO’s participants.
“The Amplify project helped us to focus on a unique opportunity to create a youth-inspired exhibition that engaged the community at-large”, said Paula Conrad, Co-Executive Director of EXYO. “The grant challenged Express Yourself mentors to define and push forth on an empowering and illuminating art idea, guided by Rachel.”
Amplify grants provide support for projects designed and executed by young people in programs that currently receive YouthReach or SerHacer funding. This year $11,440 was awarded with each grantee receiving up to $1,000.
Four MCC-funded programs have been chosen among the 50 finalists for the 2016 National Arts and Humanities Youth Program Award. Congratulations to BalletRox, Boston City Singers, Inquilinos Boricuas en Acción, and The Theater Offensive, Inc. for achieving their Finalist Certificate of Excellence – a testament to the outstanding Creative Youth Development work happening in the Commonwealth, and testimony to all of those committed to working with youth to achieve social change through the arts, humanities, and sciences.
The National Arts and Humanities Youth Program Award, given by the President’s Committee on the Arts and the Humanities, is the nation’s highest honor for out-of-school arts and humanities programs that celebrate the creativity of America’s young people, particularly those from underserved communities. This award recognizes and supports excellence in programs that open new pathways to learning, self-discovery, and achievement. Each year, the National Arts and Humanities Youth Program Awards recognize 12 outstanding programs in the United States, from a wide range of urban and rural settings.
Join us for informative and lively conversations with arts and cultural leaders through Creative Minds Out Loud. Our new podcast was created to give a glimpse into Massachusetts’ cultural capital; to inform, to inspire, and to share the stories of our sector. Listen and subscribe now.
Through their Youth Arts Action Initiative, MASSCreative partners with 18 youth arts groups to provide advocacy training and opportunities for participants to effect change in their communities. Their youth partners represent a broad spectrum of disciplines – from music, theatre, dance, and visual art – and come from diverse backgrounds representing communities around Greater Boston and beyond.
Young artists are already drawn to advocacy. All they need are the right tools to make the political case that arts matter. At MASSCreative, we’ve seen this advocacy firsthand.
In the last few months, the Youth Arts Action Coalition has convened three times, and began to steadily build an advocacy movement in Massachusetts fueled by young artists. In February, our partners came together at the Institute of Contemporary Art in Boston for a day of training and collaboration that would spark future advocacy. To kick off the day, Sara Stackhouse of Actors’ Shakespeare Project led an exercise that showed us how to tell our stories through the political organizing lens of the Marshall Ganz model. In this exercise, participants took time to understand their own role in the arts and cultural community by learning to tell three stories: ‘of self,’ ‘of us,’ and ‘of now’. Through this model, youth got the chance to tell their own story, connect to the values and interests of their peers, and inspire urgency in what we must do to make change happen.
This exercise revealed to us that tomorrow’s advocacy leaders were right there in the room. For our young artists who are so deeply involved in their own communities, envisioning themselves as part of an advocacy movement was the next logical step.
Next up, it was time to make waves at the State House. Our Youth Arts Action partners – now well-equipped to make their case – joined MASSCreative and 250 other arts advocates at #ArtsMatter Advocacy Day on March 25.
Among the crowd, young people stood out. They marched with pride and conviction in our #ArtsMatter march, turning heads and rallying the troops to make a difference at the State House. When we met with our legislators to talk about arts and cultural impact, it was their stories that helped drive home the message that arts aren’t just nice, but necessary. Their active participation in legislative meetings all over the State House was proof enough of this impact.
Later on, our youth partners took their advocacy a step further by doing what they do best: sharing their art. Youth leader Nick from Zumix took the mic and shared a rap about the impact of arts and culture in their own lives.
With heads nodding along in the audience, Nick made his point clear. The arts matter. They matter in our classrooms, in our neighborhoods, in all spaces occupied by youth. And with a few bars, Nick says it all:
“World leaders are not that; Imagination rules.
So stop taking music and art out of our schools.
I don’t want to hear that it’s not important
You should forfeit that argument; we’re not standing dormant.”
Drew Esposito is a Program Associate at MASSCreative. MASSCreative is proud to collaborate with 18 Youth Arts Action partners: Actors’ Shakespeare Project, Artists for Humanity, Boston Arts Academy, Boston Children’s Chorus, Boston Youth Symphony Orchestra, Hyde Square Task Force, Inquilinos Boricuas en Acción, Institute of Contemporary Art, Massachusetts Cultural Council, The Mayor’s Youth Council of Boston, Raw Art Works, Sociedad Latina, Teen Empowerment, The Theater Offensive, The Urbano Project, Urbanity Dance, Walnut Hill School for the Arts, and ZUMIX.
“I’m working with a student whose drawings always depict someone getting shot or stabbed. What should I do?”
“The other day, a student told me that he’s thinking about coming out to his parents and he’s scared about how they’ll respond. I’m not sure what to tell him.”
“I think that one of my students may be homeless right now. Should I ask her about it?”
“One of the students in my class gets really angry and tearful any time that someone critiques his work. How can I help him and the other students handle critiques?”
In our work with youth, we encounter difficult issues on a weekly, if not daily (or hourly), basis. Working with students means dealing with situations that we may never have previously encountered. It means asking the question: “What should I do?” on a regular basis. Sometimes, the issues that students bring to us don’t seem to have an answer. In these situations, two heads are most always better than one. Consulting with colleagues can help guide your next steps and allow you to talk through an issue to gain a better understanding of it.
To help support students and staff, many schools have brought in behavioral health specialists, such as social workers, psychologists, and counselors. Depending on their areas of expertise, these specialists may be able to provide support in a number of areas, including:
- Student behavioral health concerns (ex. depression and suicidal ideation, anxiety, trauma exposure, etc.)
- Accessing local resources (ex. immigration services, family and child services, education advocates, etc.)
- Crisis management (ex. addressing abuse/neglect concerns, providing support after trauma exposure, etc.)
- Building social-emotional support systems (ex. helping develop structures and policies for helping staff address student’s behavioral health needs.)
How can after-school programs access support in addressing students’ behavioral health needs?
Last year, I began thinking about this question with the staff of Fast Forward, a teen program at the Institute of Contemporary Art, Boston (ICA). They have developed an education team that is passionate and knowledgeable about what they do, as well as highly engaged with and supportive of their students. As their programming has expanded and students have developed deeper relationships with staff, more issues that students are facing have come to the surface. To address these complex issues, the ICA reached out for a behavioral-health perspective.
Now, once every few weeks, the ICA education staff and I sit down together to discuss current concerns that they are facing in their work with students. Our conversations range from the staff’s work with individual students to issues around systems and policies. To give an example, three issues that we discussed in a recent meeting include:
- A number of students were exposed to a violent incident in the community. How might the students respond to this event? What are typical responses to trauma exposure? When should staff be concerned about a student’s response and what should they do if they are concerned?
- A student told a staff member that she was having suicidal thoughts. What next steps should the staff member take? What could the staff member have said when the student brought this up to her? What are signs of depression and suicidal ideation that staff can look out for?
- One student has missed class for two weeks in a row. What is the ICA’s official policy around absences? Is it better to contact the student directly or to contact the student’s parents?
For each issue, we discuss the concern, think about the context of the issue, and consider possible ways to address it. We develop concrete next-steps for each problem and make sure to check in during the following weeks to determine whether any further steps are needed.
Our goal, in the partnership, is to support the education staff in their immediate work, as well as to build the team’s capacity for supporting their students’ social-emotional needs in the future. We supplement the meetings with phone calls and emails to address crisis situations, occasional trainings to develop skills that the staff would like to strengthen, and collaboration to build policies around supporting students. This work allows the education staff to focus on the mission of the ICA’s programming while also ensuring that they are meeting the needs of their students.
Have your staff faced issues that they are unsure how to address? Would a behavioral-health perspective be helpful in addressing your participants’ needs? If so, consulting with a social worker, counselor, or psychologist might be something to explore.
Melissa Rocklen is a clinical social worker and an artist. As a social worker, she has focused on working with students, families, and staff within the Boston Public School system. She has conducted individual and group therapy, taught lessons on social-emotional skill building, assisted people in accessing local resources, provided trainings for teachers, and built protocols for addressing student needs.