Here is how we’re creating positive impact in our students and their communities*
*based on the most recent data (summer 2016)
The program’s ability to attract and bring youth into libraries
57% of our students are first-time library goers, even though they reside in the neighborhood where the library is located.
Leverage other youth from the neighborhood
85% of our students tell their friends who are not in the library about our program, bringing and leveraging additional youth for every student we have in class currently.
Increase in self-esteem
81% of our students say that participating in a ProjectArt class increased their self-esteem.
91% of our students say art is important to their life.
Our program is a latchkey for other significant behavioral transformation during inner-city youth’s after-school hours
Additional hours leveraged
70% of students end up coming to the library outside of our class to do homework, read and use the computer.
Taking advantage of library’s services
54% of students end up enrolling in other services/ programs at the library, such as story-time, homework help and computer classes.
71% of students develop positive literary habits, by reading books in the library. Majority of the books they borrow are fiction, spurring imaginative thinking.
59% of students end up leveraging technology by using computers available at the libraries before or after class.
Effect on families
55% of students end up bringing their families to the libraries, affecting them behaviorally and encouraging them to use the libraries. As a child in the Bronx recently stated ‘My mom reads and uses the computer while I’m in class” and “My mom now takes ESL classes”.
How projectart develops pro-social characteristics in our youth
+ Help students develop a vocabulary to describe their ideas, intentions and learn to express themselves constructively.
Our process: Our teaching artists hold discussions/ critiques in our classes (in a developmentally appropriate way) that encourage children to slowly, but surely, articulate their thoughts, ideas and intentions behind their artworks.
+ Help students advance their ability to be self-reflective, address their aspirations and concerns via our student-directed learning model.
Our process: One of the principal values of our teaching philosophy is having curriculums that are geared towards make our students more socially aware, create art that is autobiographical and develop an understanding of their context. Such curriculums have proven to make students more mentally present and self-reflective.
+ Help students improve and hone their problem-solving skills.
Our process: In our class activities, teaching artists set up ‘problems’ that the students are encouraged to solve. We foster an environment where there are no wrong answers, hence creating a highly-needed safe space and giving a chance to let their creativity blossom.
+ Ensure that all students create a portfolio of their artwork.
Our process: ProjectArt’s classes are project-based, which entails that art activities and classes are result oriented, and each classes always results in a portfolio/ body of work that each child gets to take home.
+ Through our exhibitions, help students acquire a greater appreciation for art and the life-cycle of a work of art (or any creation, for that matter); having conceived an art project concept themselves, acquired techniques, created the work and displayed it in a real art gallery with a professionally organized reception.
Our process: Each teaching semester culminates in artwork being displayed at contemporary art galleries. This exhibition and reception gives children insights into the life cycle of an artwork and to the professional life of artists.