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We gratefully acknowledge the 
following companies, corporations, 
foundations, individuals, and 
organizations for their generous 
support that helped make possible 
the 2004 Coming Up Taller Awards. 

GMAC Financial Services made 
this publication possible. 

Special thanks go to the National 
Assembly of State Arts Agencies 
for its partnership in coordinating 
Coming Up Taller. 


Beth Singer Design 

Miriam and Gerry Birnbach 

Charles Butt 

Contacto Cultural, Fideicomiso para 

la Cultura Mexico-EUA (Cultural 

Contact, US -Mexico Foundation 

for Culture) with assistance from 

Cranium, Inc. 
Dr. Mark Epstein and 

Ms. Amoretta Hoeber 
Global Tech Industries 
GMAC Financial Services 
Green Family Foundation 
Bill McCormick 
MetLife Foundation 
Mid-Atlantic Printers, Ltd. 
Miller & Long Co., Inc. 
Robert T. and Ruby N. Priddy Fund, 

Communities Foundation of Texas 
Charles Vincent Prothro Family 

Fund of The Dallas Foundation 
Vin and Caren Prothro Foundation 
Mr. and Mrs. Sanford Slavin 
Surdna Foundation, Inc. 

Cover: National Dance 
Institute of New Mexico 
dancers in 2004's Imagine 

the possibilities. . . A 
Celebration of Reading. 

The following individuals are 
indispensable to the success 
of this initiative: 

Carmen Boston, National Assembly 

of State Arts Agencies 
Wilsonia Cherry, National 

Endowment for the Humanities 
Candace Katz, The President's 

Committee on the Arts and 

the Humanities 
Lee Kessler, National Endowment 

for the Arts 
Marsha Semmel, Institute of 

Museum and Library Services 


Writers: Lisa Cordes 
Editors: Jayson Hait, Carmen 

Boston, Cesar Guadamuz 
Design: Beth Singer Design 
Printing: Mid-Atlantic Printers, Ltd. 
Coming Up Taller Logo Design: 

Anthony Ruotolo 

and Fang Zhou, Hachette 

Filipacchi Magazines 

Permission to copy, disseminate, 
or otherwise use information from 
this booklet is granted as long 
as appropriate acknowledgment 
is given. 

Contact the President's Committee 
on the Arts and the Humanities for 
copies of this publication: 

President's Committee on 
the Arts and the Humanities 
1100 Pennsylvania Avenue, NW 
Suite 526 

Washington, DC 20506 
Phone: 202-682-5409 
Fax: 202-682-5668 

"There is no way 
to fast forward 
and know how 
the kids will 
look back on this, 
but I have seen 
the joy in their eyes 
and have heard 
it in their voices, 
and I have watched 
them take a bow 
and Come Up Taller." 

Willie Reale 

Founder, The 52nd Street Project, 
describing the impact of this 
theater program on youth living 
in "Hell's Kitchen," a neighborhood 
in New York City 

A Note From 

First Lady Laura Bush 

Honorary Chair President's Committee 
on the Arts and the Humanities 

Welcome to the 2004 Coming Up Taller Awards! 

One of my favorite lines from Dr. Seuss is, 
"The more things you learn, the more places 
you'll go." 

Across the country, children of all ages are 
learning and going places through the Coming 
Up Taller programs honored this year. From 
the creation of a magical moment on stage 
in Chicago, to the experience of an ancient 
culture in a museum in San Francisco, to an 
exploration of the ocean floor in Baltimore, 
Coming Up Taller programs offer education 
and adventure! 

Coming Up Taller Awards are the nation's 
highest honor for after-school and out-of- 
school programs that use arts and humanities 
to enrich the lives of children. 

Young people most in need of encourage- 
ment and enrichment find in these programs 
a safe place in which to explore the world 
and their own creativity. They develop skills, 

discipline, and belief in themselves. They 
learn about their heritage and immerse 
themselves in dance, theater, or music. 
Younger participants learn the joys of books 
through hearing stories and practicing their 
reading. Older youth study on college 
campuses and develop plans to continue on 
to higher education. 

Guiding this new generation are artists and 
humanities teachers who share their talents 
and wisdom. They serve as advisors, mentors, 
and friends who support their young learners 
on new paths to personal success and commit- 
ment to community. We thank them for the 
wonderful work they do. 

I am delighted to join the members of the 
President's Committee on the Arts and the 
Humanities, the Institute of Museum and 
Library Services, the National Endowment for 
the Arts, and the National Endowment for the 
Humanities in honoring the 2004 Coming Up 
Taller Award recipients. You are making 
dreams of success become realities for many of 
America's most important citizens, our youth. 

Rick Asherson 

A Note From 

Henry Moran 

Executive Director 

President's Committee on the Arts 

and the Humanities 

Robert S. Martin 


Institute of Museum and Library Services 

Dana Gioia 


National Endowment for the Arts 

Bruce M. Cole 


National Endowment for the Humanities 

We are proud to join with First Lady Laura Bush in honoring 
the 2004 Coming Up Taller awardees. We celebrate this year's 
Coming Up Taller winners, who exemplify, in their excellence 
and diversity, the power of the arts and the humanities to 
inspire young people and to equip them with essential tools 
for a creative and productive life. 

Coming Up Taller is a national initiative that recognizes 
and supports outstanding out-of-school and after-school arts 
and humanities programs for young people. It is a project of 
the President's Committee on the Arts and the Humanities, in 
partnership with three national cultural agencies: the Institute of 
Museum and Library Services, the National Endowment for the 
Arts, and the National Endowment for the Humanities. We are 
grateful to our many corporate, foundation, and individual part- 
ners, acknowledged in this booklet, who help make our program 
possible and to the public and private funders who fuel these 
learning opportunities in communities across the country. 

As sustaining partners in the Coming Up Taller program, we 
are happy to report that this year's winners and semifinalists 
prevailed in a juried competition that becomes more challenging 
every year. As models of excellence proliferate, and as more is 
known about the value of the arts and humanities in learning, 
the programs across the country improve in both content and 
delivery. Thus, the judges in 2004 found it even more difficult 
to select this year's winners. This is a good thing. It means 
that the programs that serve our children and young adults are 
continually expanding their scope and impact. 

Additional good news is that the Coming Up Taller program 
itself has expanded in both scope and impact over the past 
several years. We are now supporting additional awardees in 
the United States and have been adding awardees from Mexico, 
subsidized by the cultural sector in that country. It is wonderful 
to see the young representatives of each program meet and get 
to know one another in Washington, DC, each year. 

This past August, we convened the first Leadership 
Enhancement Conference for Coming Up Taller awardees 
and semifinalists. Spirited leaders from every region of the 
country came together in Pittsburgh, PA, to share experiences 
and learn from each other. Guidance in organizational capacity 
building and development enhanced their communication 
skills while expanding their resources. 

The conference was hosted by William Strickland, Jr., 
a member of the President's Committee on the Arts and 
the Humanities and founder and CEO of the Manchester 
Craftsmen's Guild, a winner in the first Coming Up 
Taller competition. In a beautiful, well-ordered, spacious 
building, graced with fountains and orchids from the 
educational center's greenhouses, Mr. Strickland has 

Far Left: Amari Bolden 
of the Alabama Blues 
Project performing on 
the keyboard. Above: 
dancers strike the 
closing pose in 2004's 
Reading Revival. 

created an inspirational learning space 
for young people, who typically come 
from underserved neighborhoods, to 
learn ceramics, Web design, culinary 
arts, music recording, chemistry, 
and horticulture. The Guild, with 
its impressive staff of teachers and 
mentors and its excellent facilities and curriculum, not only 
reaches out to young people at an important moment 
in their lives, but also prepares them for college and the work- 
place. Even more important, Mr. Strickland says, the center 
introduces young people to what life can be m all of its richness. 
"The arts and humanities," he concludes, "are a bridge to walk 
across to a new life." 

We celebrate the 2004 awardees, whose wonderful accom- 
plishments are described and pictured in this booklet, and 
invite you to join with us in honoring these vital bridges to 
the future. 


the 2003 summer production 
of The Remix Circus. Far 
Right: Maureen Finnerty 
(left) and Dew Jareanvai 
(right) in Back Your Axis Up. 

Access to Theatre 

Partners™ for Youth 

with Disabilities 

95 Berkeley Street, Suite 1 09 

Boston, MA 021 16 


TTY: 6 1 7-3 1 4-2989 




Focus: Theater 

Annual Number Participating: 50 

Ages: 13-24 

Annual Budget: $84,000 

"The focus on each individual's 
abilities has allowed an extremely 
shy person like me to discover 
that even though my body may 
move differently, my movements 
are still creative and beautiful." 

Access to Theatre Participant 

Access to Theatre 

Partners™ for Youth with Disabilities 

The art of theater gives young people opportunities to express 
themselves freely, without judgment, and validates their feelings 
and experiences. For teens with disabilities, theater-based 
opportunities are especially meaningful, yet typically, youth 
have limited access to theatrical environments. Access to 
Theatre (ATT) recognizes this paradox and provides an inclusive 
theater arts experience for young people with and without 
disabilities. No physical, emotional, developmental, or sensory 
impairment is considered an obstacle. Through arts instruction 
and the process of creating original theatrical productions, 

Boston youth ages 1 3 - 24 
explore their creative abili- 
ties while developing self- 
esteem, friendships, and 
leadership skills. 

In partnership with a 
variety of community and 
cultural organizations, ATT offers a year-round schedule of 
activities and services. The Summer Institute enables youth to 
explore all phases of theater. After-school programs provide 
further training and access to an array of artistic disciplines. 
Special events allow collaborations with guest artists, and 
ATT participants attend cultural performances throughout 

Understanding the importance of role models in youth develop- 
ment, ATT's mentoring component pairs participants and adults 
with similar disabilities. Peer leadership training, internships, 
and an independent-living program are integral to the program's 
success. In its 10-year history, the program has benefited 250 
youth and adults, giving them more than 100,000 hours of instruc- 
tion, facilitating more than 60 long-term mentoring relationships, 
and creating 16 original theatrical productions. 

By providing 100 percent access at all times, ATT ensures that 
youth with disabilities, especially young people from low-income 
backgrounds, do not fall through the cracks when it comes to 
out-of-school programming. For many participants, ATT is their 
first successful creative experience outside the classroom 
Because they are involved in every aspect of the program, ATT's 
young people gam a sense of control over their lives. In addition, 
since the program accentuates their strengths, youth are able to 
explore and share what is important to them, communicating a 
depth of understanding of both their community and the world 
Access to Theatre demonstrates how truly capable people with 
disabilities are, altering perceptions of audience members, 
confronting common prejudices, and. ultimately, positively 
shaping the attitudes of the next generation. 

After-School and 
Summertime Blues Camp 

Alabama Blues Project 

Thanks to the Alabama Blues Project's After-School and 
Summertime Blues Camp, the people of Tuscaloosa, Alabama, 
believe the Blues will continue to survive in the Deep South. 
For eight months of the year, Blues Camp gives young people 
ages 9-18 a once-in-a-lifetime opportunity to learn to sing or to 
play the harmonica, guitar, or percussion guided by professional 
Blues vocalists and musicians. Recognizing that Blues music is 
based in an oral tradition, Blues Camp provides contact with 
living musicians from the region and connects the students 
with their community's rich musical heritage. 

Using a combination of music training, performance experi- 
ence, and life-skills instruction, Blues Camp taps into the 
creative potential of young people living in Tuscaloosa's most 
impoverished areas. Working in partnership with local churches 
and youth service organizations, Blues Camp recruits partici- 
pants from foster homes, local housing projects, and state care 
facilities. Most of the young people have had little access to 
arts programs and have never played a musical instrument. 
And yet, by participating in weekly after-school and summer- 
time sessions, these youth learn to play together as a Blues 
band, performing for 
enthusiastic crowds in 
retirement homes, hospi- 
tals, festivals, schools, and 
community centers 
throughout the city. 

Blues Camp also 
addresses the personal 
development of each stu- 
dent musician. The Camp 

provides interactive, group classes that develop social skills, 
build confidence, and teach conflict resolution. The combined 
curriculum of personal development and musicianship is, in fact, 
at the heart of Blues Camp. Teaching life skills improves students' 
concentration, self -discipline, and ability to express themselves 
creatively — all skills necessary for successful musicians. 

As important as their music instruction and life-skills training 
is the students' immersion in Blues culture and heritage. Blues 
Camp participants are introduced to this culture through 
demonstrations, videos, discussions, and visits from some of 
Alabama's most renowned Blues artists. By focusing on the 
southern roots of this American art form and providing access 
to the region's most influential Blues performers, the program 
fosters cultural pride in students, which is critical to their 
concept of self and community. 

Far Left: Young 
musicians on the 
harmonica and 
Below: (left to righ 
Brandie Stephanie, 
Maggie Bell, and 
William Sikes at a 
rehearsal session. 

Summertime Blues C 

Alabama Blues Project 
2620 2nd Street East 
Tuscaloosa, AL 35404 

Focus: History, Folk and 
Traditional Arts, Music 
Annual Number Participatir 
Ages: 9- 18 
Annual Budget: $39,00 

'We have observe! 

Alabama Blues Project': 

ts innovative 

■3 1 iiTm ■ Lv -M " } m vm ti if*T* iWm ■ tMVi SITS ■ 

fosters creativity and appreciation 
of the arts while building self- 
em and valuable life skills. 
_ ur community recognizes the 
value of this unique program for 
s work in passing on an under- 
standing and appreciation of the 
Blues as an important Ame 
art form." 

Tim H. Morton, Senior Club Director 
Boys and Girls Clubs of West 
Alabama, Inc. 

Below: Jesus Gonzalez 
applies make-up before a 
performance. Far Right: 
Carlos Mendez cradles 
Elizabeth Cobacho in an 

lPTP original, Melissa 

'elle Crawford. 

PO Box 257995 

Chicago, IL 60625 

Phone: 773-866-0875 




Focus: Theater 

Annual Number Participating: 35 

Ages: 13-21 

Annual Budget: $260,000 

"Kids at APTP think critically about 
their place in American society. 
They have developed extraordinary 
standards for what they can achieve 
through their theatrical work. They 
have a sense of responsibility for 
their lives and their community that 
is surprising and inspiring to see in 
young people today." 
Nick Rabkin, Executive Director 
Chicago Center for Arts Policy 
Columbia College, Chicago 

Albany Park Theater Project 

In Chicago's Albany Park, one of the most ethnically diverse 
communities in America, the Albany Park Theater Project 
(APTP) provides a space for the neighborhood's young people to 
transform the raw material of their life experiences into pro- 
foundly complex and moving theater. The ensemble comprises 
35 youth who write, choreograph, compose, and stage perfor- 
mance pieces based on the real-life stories of their immigrant, 
working-class neighborhood. Hailed for producing some of the 
most exciting and risk-taking theater in Chicago, APTP is a 
powerful example of the meaningful contribution the arts can 
make to individual and community development. 

Open free-of-charge to any young person in Albany Park, 
APTP uses a combination of skills workshops, field trips, story- 
telling circles, play development sessions, rehearsals, and perfor- 
mances to engage and educate young people. With high artistic 
expectations and a tremendous sense of pride, the participants 
in the ensemble spend 20 hours a week creating and performing 

two full-length plays a year that are 
presented to more than 4,000 people. 
Focusing on youth development, 
APTP empowers young people by 
giving them ownership of all aspects 
of theater. They work as actors, 
dancers, singers, musicians, direc- 
tors, choreographers, composers, 
and workshop facilitators. Some 
also assist with the organization's 
fundraising and public relations 
activities. In addition, three mem- 
bers of the ensemble serve as voting members on APTP's Board 
of Directors. 

In 2000, APTP recognized a responsibility to assist participants 
in planning for their future and developed a comprehensive 
college guidance program. Counselors offer personalized help 
in identifying colleges, completing applications, and securing 
financial aid. The success of this program is nothing short of 
miraculous — more than 90 percent of the youth who participate 
in APTP's ensemble pursue further education at four-year 
colleges. Most of them are the first in their families to advance 
beyond a high school education. 

Through their affiliation with APTP, the young adults of 
Albany Park not only create dynamic theater, but also discover 
their hidden potential and chart their future. In the words of 
APTP ensemble member Elizabeth Cobacho, "Today, I am a 
proficient writer, an accomplished theater artist, a curious and 
critical thinker. ... I am about to be the first in my family to go 
to college." 


Aquarium on Wheels 

National Aquarium in Baltimore 

Few programs in the country combine art and science as 
creatively and effectively as Aquarium on Wheels (AOW), a year- 
long enrichment and job-training program that uses theater to 
teach science and conservation to young audiences. Combining 
instruction in theater and science, 16 young adults transform 
science-based information into a fun, educational play, portray- 
ing everything from sharks to jellyfish. In partnership with the 
Enoch Pratt Library's Summer Reading Program, the AOW 
students perform their play for younger audiences throughout 
Baltimore's library system. These presentations "edu-tam" 
thousands of children every summer, teaching them about the 
Aquarium and the importance of environmental protection. 

Providing a unique education and job-training experience, 
AOW recruits students from Baltimore City and Baltimore 
County Public Schools through a competitive selection 
process that involves an application, an essay a letter of 
recommendation from a teacher, and an interview. By offering 
a stipend for both training and working, the program eliminates 
economic barriers and encourages underserved youth to apply. 
AOW also provides young people with positive role models 
in the fields of science and theater, stimulating their interest 
in higher education and professional careers. 

The multifaceted program 
begins with classroom study and 
laboratory work, immersing stu- 
dents in basic scientific concepts 
and methods of conservation. 
The second phase focuses on the 
theater arts, where the students 
write an original play, create sets, and develop their performance 
abilities. Finally, they combine their newly acquired skills to 
present more than 40 performances of their 30-minute play 
at 21 branches of the Enoch Pratt Free Library. After each show, 
young people at the library are able to interact with live animals 
and aquatic artifacts in a Discovery Lab. 

AOW students also test their training and skills by working 
as visitor guides in the Aquarium's gaUeries. Throughout this 
process, participating students develop positive attitudes about 
science and learning, strengthen their written language skills, 
act as leaders and mentors, and practice responsible and profes- 
sional work behavior. 

Through an innovative program design and a model partner- 
ship between an aquarium and local libraries, Aquarium on 
Wheels develops creative, engaged, skilled, and confident 
teenagers who care about their community and the natural 
world around them. 

Aquarium on Wheels 

National Aquarium in Baltimore 

Pier 3/50 1 East Pratt Street 

Baltimore, MD 21202 





Focus: Science, Theater 

Annual Number Participating: 16 

Ages: 14-18 

Annual Budget: $ 1 09,000 

"I sat in the front [and] patted 
the dolphin, and it blew water in 
my face. I've done so much here 
since that first experience — it 
seems like it was my calling." 
Melanie Clark, graduate of Aquarium 
on Wheels and Baltimore City Public 
Schools, and marine biology graduate 
of the University of Maryland, 
Eastern Shore 

Far Left: (left to right) Giselle 
Edwards, Zaquina Johnson, 
and Kamesha Morris illustrate 
underwater life through an 
original play. Below: Visitor 
Aide Orlet Haskett interacts 
with the Aquarium's young 

rts an 

eracy program 

Coalition for Hispanic Family Services 

3 1 5 Wyckoff Avenue, 4th Floor 

Brooklyn, NY 11237 




Focus: Multidisciplinary 

Annual Number Participating: 190 

Ages: 6- 18 

Annual Budget: $642,000 

"The project encourages 
children to explore some of 
the fundamental questions of the 
humanities through investigations 
of history, language, culture, 
individuality, and community." 
Lena 0. Townsend 
Executive Director 
The Robert Bowne Foundation 

Arts and Literacy Program 

Coalition for Hispanic Family Services 

The Arts and Literacy Program (ALP) of the Coalition for 
Hispanic Family Services is about building literacy and 
strengthening families. The ALP has a tremendous success 
rate in teaching young people to read and write. By using 
the arts, it engages children as young as 6 in comprehensive 
literacy education and sparks their imaginations. By involving 
their families every step of the way, the program reaches beyond 
basic literacy skills to improve participants' overall success in 
school and expand their possibilities for the future. 

Serving 190 children annually, the ALP operates after school 
during the school year and provides all-day services during 
the summer. In pursuit of literacy and understanding, the 
children explore a different arts area each month and, working 
in groups, create non-traditional arts projects that explore 
diverse themes. A full range of artistic disciplines, including 
video/photography, visual arts, creative writing, drama, 
dance/creative movement, yoga, martial arts, robotics, and 
music, rotate monthly. At the end of each rotation, the 
students discuss their work, 
using the themes and vocabulary 
they have learned. 

Acknowledging the link 

between parents' participation 

and a child's achievement in 

school, the program also ends 

Far Left: Coalition youth 

each month with a Family participate in a parade. 

Literacy Workshop. These start by Above: Coalition participants 

. ., , . , in concert. 

showcasing the children s work 

and transition into an arts-based family literacy activity 
Through the showcasing process, a host of new skills are 
acquired, including vocabulary development, leadership, and 
public speaking skills. The program's art therapy component 
also helps strengthen families through group and individual 
counseling, as well as casework services. 

The success of the ALP can be measured by its 85 percent 
year-to-year retention rate for participating students. Six- 
year-olds entering the program learn to read and write within 
three months, and more than 90 percent of current students in 
the program read at grade level. The impact on their perfor- 
mance in school is reflected in higher grades and increased 
interest in learning. The accomplishments of the Arts and 
Literacy Program are a testament to the role the arts can play 
in improving academic achievement and bringing families 
along on a child's educational journey. 


Arts Street 

City and County of Denver 

The need for a culturally competent workforce for the 21st cen- 
tury is the compelling idea behind Arts Street. This year-round 
arts-based youth employment program demonstrates to young 
adults the critical relationship between education and work. 
Using hands-on experiences, core academics, studio art 
processes, up-to-date technology, and all of the arts disciplines, 
inner-city Denver youth ages 14-21 are given a chance to 

r»^^^^^^^^» < liscover how their creativity can 
4 • A*^ I " ^ eac ^ to a career As one participant 

% JWWfc. ^r ^ describes the program, "I get to do 
{ W W what I love and get paid for it." 

1 f^il^:' 4* ^L Arts Street begins with art classes 

^^ j ^WT taught by professional artists 

H . . '^^^Bttl The program then progresses to 

Above: Shaneiie Watts at Entrepreneurial Art Business train- 

the loom, working on a mg where yQUth acqmre basic 
group tapestry designed 

for the Denver Community business and industry skills, 

Justice Center. Far Right: such as marketing, branding, and 

(left to right) Antoine Smith, , ,. . , 

«• o j»t, « i n inventory and financial manage- 

Karen Smith, Cole Davis, 

and friends assemble the ment. In the next phase, they work 

Big Mouth chair. in Client Pro j ect Teams to apply 

their skills to produce a commissioned work. Participants then 
move on to the Business Internship stage, where they gain 
experience in an actual workplace setting. 

Since its inception in 1999, 62 projects have been completed, 
including performances of jazz, dance, and theater and produc- 
tion of magazines, graphic designs, calendars, websites, film 
and video, outdoor murals, sculptures, signage, paintings, 
theatrical scenery, and photography. 

Youth development is also at the core of the program. 
Professional artists and teaching assistants serve as positive, 
caring role models and weave life-skills training into every 
component. Workshops on resume writing, marketing, 
financial planning, and presentation techniques are part 
of the personal development training. 

Serving more than 200 young people annually, Arts Street is 
a community-wide effort, including 26 local arts organizations 
that provide expertise, facilities, equipment, and resources. 
In the words of John W. Hickenlooper, Mayor of the City and 
County of Denver, 'Arts Street is an agent of change that is 
cultivating human capital and strengthening the cultural and 
economic fabric of our society. Arts Street is helping to make 
Denver a place where its native born want to remain and a 
destination for a diverse cross-section of our national and 
global citizenry." 

City and County of Denver 

1 39 1 Speer Boulevard, Suite 

Denver, CO 80204 

Phone: 720-865-5700 




Focus: Digital, Literary, Performing, 

and Visual Arts 

Annual Number Participating: 215 

Ages: 14-21 

Annual Budget: $346,400 

"Perhaps the most impressive aspects of 
the program are its ability to link arts with 
community service, as well as to focus on 
critical literacy and life skills. The program 
proves that the arts are an important tool 
for workforce development and that the 
arts are crucial to the cultural and eco- 
nomic fabric of our society." 
Anne M. Stom, Deputy Director 
MY TURN, Inc. 
Youth Development Specialist 
Office of Youth Services, 
Employment, and Training 
U.S. Department of Labor 

Community Arts 
Partnership (CAP) 

California Institute of the Arts 
24700 McBean Parkway 
Valencia, CA 9 1 355 

Focus: Multidisciplinary 

Annual Number Participating: I 1,637 

Ages: 10-18 

Annual Budget: $ 1 ,520,000 

"Our community's teenagers lack 
access to high-quality arts programs 
and state-of-the-art computer train- 
ing. The result is loss of knowledge 
and competitiveness in educational 
and employment opportunities. 
Through CAP, we are able to help 
provide local teens with valuable 
graphic design, printmaking, and 
computer arts training on the 
latest equipment." 
Tomas Benitez, Director 
Self-Help Graphics & At 




Community Arts Partnership (CAP) 

California Institute of the Arts 

"Kids in my neighborhood don't see paths, futures. Nobody has 
put that in their minds. After being in CAP for a while, it started 
to become, 'I could do this.'" Those are the words of a teenager 
who spent four years in the Community Arts Partnership (CAP), 
a program of the California Institute of the Arts. Her expanded 
sense of possibility is the result of free, m-depth arts workshops 
offered to youth ages 10-18 living in some of the most disad- 
vantaged neighborhoods in Los Angeles County. In collaboration 
with 17 community organizations, the California Institute of the 

Arts provides more than 40 after- 
school and weekend arts pro- 
grams. Students rely on their 
imaginations, interests, and 
community experiences to form 
the basis of their art projects. 

A leader in the training of 
young artists, the CalArts 

Far Left: Lesley Vance (left) Community Arts Partnership 

and Esther Chung (right) 

collaborate on a silkscreen provides rigorous and innovative 

in the CalArts print lab. classes m a wide range of disci- 
Above: CAP youth presents .. .... . 

. . . .. phnes, including visual arts, 

his puppet creations. ^ 

music, dance, theater, writing, 
and film. Students also have access to digital arts education 
that introduces them to animation, video technology, and 
graphic design. The program reinforces its connection to the 
communities it serves through public exhibitions, screenings, 
readings, and productions. 

CalArts faculty and students provide CAP youth with 
valuable one-on-one mentoring. Given the low student-teacher 
ratio of 4:1, instructors can develop significant mentoring 
relationships with participants. Many CAP instructors are 
student/artists themselves. Consequently, CAP students learn 
the importance of a college education in pursuing a personal 
goal. As a result, 75 percent of CAP students pursue higher 
education, compared with only about 25 percent of their peers 
from the same neighborhoods. 

CAP offers youth in Los Angeles's underserved communities 
access to world-class arts instruction with teachers from one of 
America's premier arts institutions. Students' enhanced com- 
munication, critical thinking, computer, and other educational, 
social, and technical skills can assist them in a variety of 
careers. They say that CAP has expanded their horizons and, 
in some cases, saved their lives. 


Creative Solutions 
Summer Program 

Young Audiences of North Texas, 

now Big Thought 

2501 Oak Lawn Avenue, Suite 550, LB-42 

Dallas, TX 75219 





Focus: Media, Performing and Visual Arts 
Annual Number Participating: 60 
Ages: 13-18 
Annual Budget: $83,000 

"I greatly appreciate you and the pro- 
gram because of the man it has molded 
from the boy you knew." 
Danny G. 
former Creative Solutions participant 





Above: Creative Solution 
participants proudly display 
their painted Volkswagen. 
Far Right: Artist Jill Parr (left) 
with a young artist. 

Creative Solutions Summer Program 

Young Audiences of North Texas, now Big Thought 

Of the 60 teens selected every year for Creative Solutions, the 
majority live in low-income neighborhoods with little or no 
access to constructive summer activities. Creative Solutions 
provides a powerful alternative: a six-week "art boot camp" for 
teens on probation, through a successful partnership between 
the Dallas County Juvenile Department and Big Thought 
(formerly Young Audiences of North Texas). Creative Solutions 
offers the teens professional paid experiences in either perform- 
ing or visual arts and allows them to develop job skills while 
finding their creative niche. 

Students choosing a perfor- 
mance track work with pro- 
fessional theater artists to 
write, produce, and perform 
an original film or musical 
play, based on their personal 
experiences. The film or play 
is then presented publicly four times in a professional or college 
theater. On a parallel track, visual arts participants receive 
hands-on instruction in a professional-level studio, where they 
work with practicing artists. The students' artwork is then 
mounted and displayed in a local gallery or museum for four 
weeks after an opening reception, which coincides with the 
performance opening. 

Public performances and exhibitions of the students' work 
are central to the program's mission of educating the public 
about the abilities and potential of these teens. In addition, 
demonstrating their talent to parents, guardians, and the 
community increases the students' self-confidence and sense 
of accomplishment. 

Another feature central to this program is the use of two kinds 
of mentors, artist mentors and peer mentors. A strong indicator 
of Creative Solutions' high artistic guality is found in the care 
taken in choosing and training the artist mentors, who are 
hand-picked from a roster of Young Audiences-trained teaching 
artists. Artist mentors are chosen for professional expertise in 
their own artistic disciplines and their ability to inspire and 
establish a rapport with teens. Peer mentors are selected from 
past Creative Solutions participants and charged with assisting 
the new participants in their work. 

World-class artist mentors, high-quality materials, and a 
professional environment with high expectations all contribute 
to the exceptional work that is routinely produced by Creative 
Solutions youth. 


Museum Ambassador Program 

Fine Arts Museums of San Francisco 

Since 1982, the Museum Ambassador Program has been hiring 
and training low-income high school students in the San 
Francisco area to work in museums and throughout the commu- 
nity, learning about art themselves and introducing a wide 
range of audiences to the museum experience. The program 
expands the teen Ambassadors' view of the world by introduc- 
ing them to the art of a variety of cultures, including ancient 
Mesoamerican, Egyptian, Greek and Roman, African, and 
American Indian. Through this unique and challenging job 
experience, the students also increase their understanding of 
museums as resources for learning and develop their leadership, 
speaking, and teaching skills. 

The Museum Ambassadors also perform a critical community 
role in presenting lively and informative presentations about 
the museums' collections to the public, both in and outside the 
galleries. Through a training process that includes lectures, 
time spent in the museum learning how to look at art, and 
instruction in public speaking, these high school students 
develop their own teaching styles, emphasizing what they think 
is interesting and important about art. They also develop their 
reasoning skills, which can help them in language arts, sciences, 
and social sciences, and they learn how to communicate effec- 
tively to audiences. 

The college-aged 
interns who closely super- 
vise the Ambassadors 
make excellent mentors 
and role models. Being 
close in age, they under- 
stand the teens' experi- 
ences and problems while demonstrating a passion for art and 
learning, and the value of higher education. Many of the 
Ambassadors are the first m their families to consider higher 
education, and three-quarters of these teens have gone on to 
attend college. The impact on their high school careers is evi- 
dent in evaluations from their teachers, who report that Museum 
Ambassadors are more responsible, self-confident, outspoken, 
and involved in the classroom. 

During their transformation into Museum Ambassadors, the 
participating teens learn much about art and culture, as well as 
skills that can be applied to many aspects of their lives. Their 
enthusiasm, ideas, youth, and close connection to non-museum 
visiting audiences help museums attract more diversified 
visitors and enrich the museum experience. 


Far Left: Museum Ambassadors 
enjoy an art project with children 
in a summer park program. 
Below: Children show their work 
to a Museum Ambassador. 





Museum Ambassador 

eArts Museums of San Francisco 
de Young Art Center 
2501 Irving Street 
San Francisco, CA 94 1 

>ne: 4 1 5-682-2482 

Focus: Visual Arts 
Annual Number Participa 
Ages: 14-18 
Annual Budget: $57,000 

was, and is, real work where 
something real is expected of you, 
and something incredible is produced 
from you." 
Alexandra Pavlenko 
Museum Ambassador 


Nez Perce Culture Camp 

Nez Perce Arts Council 

PO Box 365 

Lapwai, ID 83540 

Phone: 208-843-7409 



Focus: Multidisciplinary 

Annual Number Participating: 1 50 

Ages: 8- 18 

Annual Budget: $ 1 7,500 

"I can only imagine... the sense of self, 
history, and tradition that is gained 
when a caring community joins forces 
to share the tribe's amazing cultural 
lineage with you — hand to hand and 
heart to heart." 
Ruth Piispanen 
Arts Education, Director 
Idaho Commission on the Arts 


Nez Perce Culture Camp 

Nez Perce Arts Council 

Nez Perce Arts Council's annual Culture Camp immerses tribal 
youth in Nez Perce language, arts, traditions, ceremonies, song, 
dance, current issues, and history. Struggling with an array of 
social problems common to reservation life, the tribal communi- 
ty is utilizing arts and humanities education programs to sustain 
traditional stories and rituals and to strengthen families by 
bridging the generations. 

Every August, 150 Nez Perce youth ages 8-18 travel to 
Wallowa, Oregon, for an intensive two- week immersion in tribal 
culture. At Camp, the young people participate in traditional 
crafts, storytelling, dance, mural painting, printmaking, and 
drama centered on a single theme that changes each summer. 
In the past five years, themes have included Nez Perce identity, 
leadership, cultural conservation, the natural environment, and 
wellness. The core of every Culture Camp is a concentration on 
language. Recognizing the essential link between language and 
culture, a linguistics scholar has developed special curriculum 
and materials that teach Nimiipuutimtki, which is used at Camp 
and incorporated into all activities and lessons. 

The Nez Perce Arts Council, in partnership with other tribal 
organizations and the local school district, created Culture Camp 
to support the transmission of traditional culture and to develop 
leadership among its youth. Together, the organizations formed 
a Council of Elders to guide the content of the program and 
serve as teachers and mentors. The Culture Camp is intergener- 
ational from planning to implementation, and its impact extends 
into both family life and the school year. Through Culture Camp 
and ongoing year-round after-school programs, the Nez Perce 
Arts Council links the generations by teaching young people 
Nez Perce history and culture. Continued appreciation and 
understanding of the 
tribe's values and tradi- 
tions contribute 
to the permanence of 
an ancestral culture 
that guides youth into 
community participation 
and development. 

Far Left: With song and stories, a Nez 
Perce elder teaches the tribe's youth to 
play the drum. Above: Members of the 
community pose for a picture in front 
of the Nez Perce Museum. 


Preschool Outreach Plus 

Rapides Parish Library 

Every three weeks, a colorful van pulls up in front of 60 day-care 
centers throughout Rapides Parish in Louisiana. Inside the van 
are canvas bags filled with books, videos, puppets, flannel board 
stories, audiotapes, and CDs designed to provide the centers' 
teachers and children with everything they need for a story 
time. Taking the library to the children is the core of the 
Preschool Outreach Plus (POP) program, created by the Rapides 
Parish Library. 

In 1997, librarians noticed a dramatic decrease in the number 
of preschool children using their resources. Knowing that expo- 
sure to literature and reading is important at this critical time 
m children's development, library personnel talked to teachers 
at day-care centers and Head Start programs throughout the 
parish. Based on their conversations, the POP program delivers 
customized packages of library and teacher resource tools, 
without charge, to the facilities. Program representatives also 
tram day-care teachers onsite in how to create engaging and 
stimulating story times for their students. The contents of 
the bags are organized around such topics as "children of the 
world," "rhyming words," and "the solar system," enabling 
the teachers to adapt them to other subjects and activities. 
The themes and materials reflect the community's ethnic 
and cultural diversity and serve as a catalyst for activities that 
reinforce and extend the reading experience. 

POP reaches more 
than 3,000 children 
annually, delivering 
more than 50,000 
items to the children 
of Rapides Parish. 
The program expanded 
m 2000 to include the 
delivery of crates of books for school-aged children attending 
day-care centers after school and during the summer. Because 
success in school is closely related to how well and how much 
a student reads, the enhanced program greatly benefits 
elementary school children who are unable to visit the library. 

The Rapides Parish librarians understand the significant role 
that libraries play in encouraging children to read. Exposure to 
books is a key ingredient in children's learning of language and 
gives them an advantage when they enter school The innova- 
tive POP program, prepares the young children of central 
Louisiana for a lifetime of successful learning. 

Preschool Outreach Plus 

Rapides Parish Library 
4 1 1 Washington Street 
Alexandria, LA 71301 

Focus: Literature, Reading and Discussion 
Annual Number Participating: 3,000 
Ages: 18 months- 12 years 
Annual Budget: $ 1 9, 1 00 

"Even though our Center does have a 
small library of teacher resource books 
and picture books, there is no way that 
we could afford to provide access to 
the variety and number of materials 
that are provided to us by the POP 
program. Exposure to these reading 
readiness materials prepares the chil- 
dren for a more successful school 
experience. The POP program is a 
valuable asset to the early childhoi 
education community." 
Rosemary Robertson-Smith, Director 
Louisiana State University at Alexandria 
Children's Center 


errica Franklin, 
lie Ashley, 
and Sydney Slider read their favorite 
books out loud. Above: A group of 
three-year-olds sing If You're Happy 
and You Know It. 

Above: Khadeejah Saho creates 
a piece for the Whitney Museum 
2004 Biennial Tour and Painting 
Workshop. Far Right: Daziann 
Rivera (center), a Youth Insights 
participant, instructs Remy Agosto 
(right) in the art of watercolor. 

Regent After School 

Whitney Museum of American Art 

945 Madison Avenue 

New York, NY 10021 



E-mail: adrienne_edwardsC 


Focus: Visual Arts 

Annual Number Participating: 


Ages: 5-13 

Annual Budget: $90,300 

"I have had the pleasure of 
observing the Whitney program 
and seeing how effective it is at 
creating a sense of fun, expres- 
sion, and wonder in our children." 
Edmund F. Bolella 
Associate Program Director 
Volunteers of America-Regent 
Family Residence 

Regent After School Program 

Whitney Museum of American Art 

Throughout its history, the Whitney Museum of American Art 
has championed the artwork of 20th- and 21st-century 
American artists, connecting their work to the community. The 
Regent After School Program is a dynamic extension of that 
mission. In partnership with the Regent Family Residence, a 
transitional facility for Manhattan's homeless families, the pro- 
gram provides Regent children with a rare opportunity to inter- 
act with working artists and to experience the Museum's 
permanent collection and special exhibitions. This innovative 
education and mentoring initiative extends the Museum into 
the community, reaching out to its underserved citizens. 

The Regent After School Program builds on the Museum's 
existing Youth Insights program, an intensive arts training and 
community service project for 15-20 high school students from 
around the city. First, Youth Insights trainees receive special 
instruction in the issues surrounding homelessness. Then they 

become mentors for the 
Regent After School Program, 
helping to foster visual literacy, 
communication, and reading 
skills in homeless children. 
The Regent After School 
Program makes use of 
the Whitney's collection, 

a exhibitions, education staff, 

^^^ \^ participating artists, and 

jfr ■"" ^l teen mentors. Once a week, 

Jl ^-»" children participate in 

inquiry-based tours of the 
Museum and are encouraged to talk about what they see. 
Additionally, Museum educators and artists conduct art-making 
activities with the children, and Youth Insights teens serve 
as leaders and mentors. These sessions relate thematically 
to the Museum visits and discussions. The Whitney holds 
a special exhibition of the participants' artwork each year. 
At the opening reception, residence families celebrate their 
children's accomplishments. 

Serving 250 - 300 children annually, the Regent After School 
Program cultivates self-expression, self-reflection, and self-confi- 
dence by developing creative skills. And, by reaching out to 
some of the most culturally and socially underserved young peo- 
ple in the city and providing them with a safe and supportive 
environment, the program also strengthens the role of the 
Museum as a community resource. 


The Saturday Outreach Program 

The Cooper Union for the 

Advancement of Science and Art 

30 Cooper Square, 8th Floor 

New York, NY 10003 




URL: (See Community 

Outreach Programs; this program's 

independent site is under construction.) 

Focus:Visual Arts 

Annual Number Participating: 450 

Ages: 14-18 

Annual Budget: $346,100 

"Cooper changed my life. It was an amazing 
outlet for me at a time when I greatly needed 
it. It is very important for high school students 
to have these opportunities and to start early. 
I had no skills when I came here, and now I 
am looking at a career either in an architec- 
ture or design firm or at a public high school." 
Raphael Charles 

Saturday Outreach Program alumnus 
Cooper Union Irwin S. Chanin School of 
Architecture alumnus 2004 

The Saturday Outreach Program 

The Cooper Union for the 
Advancement of Science and Art 

Founded in 1859 by Peter 

Cooper, a self-made inventor 

and industrialist who believed 

that "education should be as 

free as air or water," The 

Cooper Union is one of the 

few colleges in the country 

to offer all of its students full- 
Far Left: Saturday Outreach's 
tuition scholarships while Akim Feyijinmi draws a stilMife 

maintaining an international composition. Above: Laurie Lee 

reputation for excellence and Georgescu (left) and Kendra 

Palmer (right) build a collage in a 
innovation in education. two-dimensional design class. 

Cooper Union School of Art 
undergraduates established The Saturday Outreach Program 
in 1968, responding to the acute need for visual arts education 
in the New York City school system. Now serving 450 students 
annually, the program offers free intensive courses that give 
students both the tools and the support they need to build 
confidence, improve their skills, and meet high expectations. 
The teaching staff follows a curriculum that gives students a 
historical grounding in visual arts, an understanding of the 
contemporary art world, and the tools to access and participate 
in diverse cultural experiences. 

Participants come from more than 100 New York City high 
schools and may be accepted without prior training in art. The 
faculty comprises professional artists and Cooper Union School 
of Art undergraduates, who teach courses in drawing, painting, 
graphics, sculpture, architecture, and portfolio preparation. All 
materials are provided without charge, and each session culmi- 
nates in a public exhibition of students' works. College counsel- 
ing; writing workshops; and visits to museums, galleries, and 
studios round out the program. Recruitment of students with 
the fewest opportunities in the arts is critical to the program's 
mission. High schools receive extensive information, and repre- 
sentatives make onsite visits that bring the program to life. Each 
year, an Artist-Teacher Residency provides three New York City 
arts teachers with individual studio space during the summer, 
further increasing awareness of the program. 

The Saturday Outreach Program enables inner-city students 
to compete on a national level for admission to the country's 
best colleges. A remarkable 80 percent of participants go on 
to college, and every year between 8 and 20 students are 
accepted into Cooper Union's highly selective Schools of Art 
.ind Architecture. 


Statewide Advanced 
Training Program 

National Dance Institute of New Mexico 

"Teamwork plus tenacity plus joyful concentration equals 
achievement" is the artistic arithmetic behind the programs of 
the National Dance Institute of New Mexico (NDI-NM). Jacques 
D'Amboise, former principal dancer for the New York City Ballet, 
created the NDI methodology that forms the basis for these 
programs. Through residencies and in-school programs that 
use dance to inspire and motivate students, NDI-NM annually 
reaches more than 5,200 children, delivering programs to 54 
schools in 23 rural, urban, and pueblo communities in New 

Mexico. With the Advanced 
Training Programs, NDI-NM 
extends its reach to 864 
exceptionally motivated stu- 
dents who wish to continue 
their training beyond the 
classroom. By offering year- 
round weekly instruction and 
performance components, advanced students are able to reap 
even more benefits from the NDI training and its uncompromis- 
ing commitment to excellence. 

Advanced Training is a tiered program, and students advance 
based on their commitment and interest. The statewide pro- 
grams include seven Super Wonderful Advance Teams (SWAT), 
two Celebration Teams, one Company Xcel, and two Summer 
Institutes. The teams tram weekly and receive more challenging 
choreography and expanded performance opportunities. 
Summer Institutes are held in Santa Fe and Albuquerque, pro- 
viding dancers with three weeks of daily training in NDI-NM 
dance style, choreography, ballet, tap, and jazz. Students also 
tram in voice and music and complete a visual arts project. 
Advanced Training students supplement their team activity and 
summer instruction with an After-School Program that provides 
three semesters per year of classes at three ability levels. 

NDI-NM 's guiding principle is that the mind follows the body 
and these programs succeed in stimulating academic and social 
development m the young dancers. The programs' impact is 
reflected in the dancers, their parents, and their teachers. 
Involvement enhances students' self-esteem, improves their 
behavior, increases physical fitness, and results in greater 
academic achievement. The majority of NDI-NM's participants 
are from low-income and/or isolated communities and have 
limited English proficiency skills. For these children and young 
adults, dance can play a key role in inspiring them to learn and 
succeed in life. 



Statewide Advanced Training 

National Dance Institute of New Mexico 

I 1 40 Alto Street 

Santa Fe, NM 87501 

Phone: 505-983-7646 

Fax: 505-983-7666 



Focus: Dance 

Annual Number Participating: 864 

Ages: 8- 18 

Annual Budget: $215,200 

"Participation with NDI-NM has been 
rewarding and beneficial to our school 
and students. Students have learned to 
interact in positive ways with one another, 
and their self-esteem has increased. Many 
of our students are second-language 
learners. We have seen tremendous 
excitement in these children. They have 
become leaders using dance as the 
medium for communication." 
Tracy Herrera, Principal 
Navajo Elementary School, Albuquerque, NM 

Far Left: Russell Baker instructs 
students of the Summer 
Institute's Gold Team. Above: 
At center, Kiannah Stover as Joe 
Kid is supported by SWAT team 
dancers in Jo Kid for President. 

The Windham and New London 
ConnCAP Programs 

Eastern Connecticut State University 

How do you prepare teenagers from low-performing schools to 
make the transition from high school to college? How do you 
motivate them to learn and teach them the essential critical 
thinking skills they will need for an academic career? In 
response to these questions and based on the belief that a 
college education is possible if intervention occurs early in a 
student's life, the Eastern Connecticut State University's 
ConnCAP programs provide youth from low-income back- 
grounds with a summer residential and academic enrichment 
program that increases their chances of attending college. 
The program, designed for young people in grades 7-12, 
immerses students in intensive summer courses and year-round 
after-school tutoring. Drawing from two of Connecticut's most 
ethnically diverse communities, ConnCAP collaborates with the 
Windham and New London school districts to provide the 
means for students to master the academic and social skills 
necessary for a college career. 

For six weeks every summer, 100 students embark on a rigor- 
ous schedule of instruction, completing three of the six weeks 
in-residence on the Eastern campus. They take courses ranging 
from the arts and humanities to math, science, and physical 
education, as part of a unique curriculum built around a contem- 
porary theme. A field trip related to 
the theme is also incorporated into 
the instruction. For example, in 
2001 when the theme was "Synergy," 
the students studied Tocqueville's 
Democracy in America in class; 
worked in groups to form their 
own government; and took a culminating summer trip to 
Washington, DC, where they expanded their understanding of 
democracy, the Founding Fathers, and American history. 

ConnCAP further magnifies the effect of reading, which forms 
the core of its program, through drawing, writing, and photogra- 
phy projects. It offers a range of electives in visual arts and 
drama, and the students explore the interrelationship between 
art and math. Additional cultural exposure includes trips to 
university-sponsored art, lecture, and music programs. ConnCAP 
sustains the impact of the summer program through small group 
or individual tutoring and mentoring in a range of academic 
subjects throughout the school year. As a whole, ConnCAP 's 
program, with a rigorous academic feast at its core, provides its 
participants with broadened horizons and a sense of possibility — 
giving them the tools and opportunity to change their lives. 


London ConnCAP Programs 

Eastern Connecticut State University 

c/o The Learning Center 

83 Windham Street 

Wood Support Services Center 

Willimantic, CT 06226 


Fax: 860-465-43 1 1 



Focus: Humanities 

Annual Number Participating: 90- 100 

Ages: 12-18 

Annual Budget: $217,300 

"These programs have helped 
middle and high school students 
improve their overall academic skills, 
develop their creative and critical 
thinking skills, increase their motiva- 
tion, further their personal develop- 
ment, and facilitate their transition 
from high school to college." 
Arthur Poole, Director 
Office of Educational Opportunity 
State of Connecticut Department of 
Higher Education 

Far Left: A young ConnCap 
photographer. Above: ConnCap 
participants film an interview. 


US-Mexico Foundation for Culture 


In 2002, the President's Committee on 
the Arts and the Humanities joined with 
Contacto Cultural Fideicomiso para la 
Cultura Mexico-EUA (Cultural Contact, 
US -Mexico Foundation for Culture), a 
nonprofit organization in Mexico City, 
to present Coming Up Taller Awards to 
two programs in Mexico dedicated to 
the nation's youth. Immediately, Contacto 
Cultural was responsive to our goal: 
recognizing organizations that, through 
arts and humanities learning, provide 
children and youth with the opportunity 
to enhance their personal lives, commu- 
nities, and futures. Consistent with 
the President's Committee's interest 
in promoting mutual international 
understanding through the arts and 
the humanities, we continue to honor 
exemplary Mexican youth programs 
with Coming Up Taller Awards. We 
are grateful to Contacto Cultural for 
identifying these leading programs 
and for supporting the Coming Up 
Taller Awards. 


Programa de Atencion a 
Grupos Vulnerables 

Instituto Quintanarroense de la Cultura 

Centro Cultural de las Bellas Artes 

Avenida de los Heroes No. 68 

Chetumal, Quintana Roo 

Mexico 77000 

Phone: [01 1-52-98] 3832-1350 

Fax: [01 1-52-98] 3832-0223 ext. 1 15 



Focus: Dance, Music, Visual Arts 
Annual Number Participating: 1,200 
Ages: 9-20 

Below: Art students at the 
Instituto create works with 
various materials. Far Right: 
Young Instituto students in 
action while working on a 
group art project. 

"One of the most important objectives 
of the cultural policy of Quintana Roo's 
government is to open new spaces, 
where our youth can exercise their right 
to practice and appreciate the arts." 
Norma Jimenez de Leon 
General Director 
Instituto Quintanarroense de la Cultura 


Programa de Atencion 
a Grupos Vulnerables 

Instituto Quintanarroense de la Cultura 

The Orquestra Mitote (Mitote Orchestra) of the Programa de 
Atencion a Grupos Vulnerables (Vulnerable Groups Attention 
Program) is not your ordinary orchestra. It comprises 15 young 
people from the local Juvenile Readaptation Center, and the 
music they make is performed on instruments that they have 
created from recycled solid trash. The performances they give, 
however, are music to the ears of their community, which views 
this program as a means of giving these young people hope and 
a chance for a productive future. 

The Programa de Atencion a Grupos Vulnerables at the 
Instituto Quintanarroense de la Cultura (Cultural Institute of 
Quintana Roo) serves youth from the area's poorest neighbor- 
hoods, foster homes, and juvenile detention centers. Recognizing 
that economically and socially disad- 
vantaged young people historically have 
been excluded from cultural and artistic 
activity, the program strives to give 
children and youth skills that will allow 
them to develop self-esteem and to be 
productive in their communities. 

The program is divided into three 
phases that address both immediate and 
long-term issues confronted by these young people. The first phase, 
carried out in low-income neighborhoods, offers courses and work- 
shops in arts and handicrafts. The year-round classes include 
instruction in papier-mache, work done with recycled materials, 
and sewing. In the second phase, music and visual arts workshops 
are offered year-round for orphaned or abandoned youth, giving 
these young people an opportunity to express themselves creatively 
and increasing their sense of self- worth and belonging. The youth 
in juvenile detention facilities also have access to these classes and 
have formed their own orchestra that performs throughout the 
community and region. In the third phase, arts scholarships are 
awarded that provide training in job-related skills, giving the young 
people the means to care for themselves financially and to become 
active participants in their culture and community 

The program delivers 120 workshops and awards 30 scholarships 
annually in artistic disciplines at the Arts School of Quintana Roo. 
The percussion orchestra, from the Juvenile Readaptation Center, 
performs African-American, African, and Middle Eastern music 
every month in venues throughout the state. A touring art exhibit. 
featuring work produced by the youth enrolled in the painting 
workshops, has been presented in eight municipalities. 


Pesarrollo Creativo 

Vientos Culturales 

Almost 10 years ago, a very special house was built in the state 
of Chiapas. This house was designed as a place for the youth of 
Tuxtla Gutierrez to explore their creative potential and extend 
their education, by engaging them in the arts of the region. 
Since 1996, this house has become an artistic home to more than 
5,000 children and young people, giving them the tools and skills 
necessary to become productive citizens in their community. 

Targeting the neediest residents of Chiapas in their most 
formative years, the Desaiiollo Creativo (Creative Development) 
program of Vientos Culturales (Cultural Winds) offers participating 
youth daily access to free arts workshops. Utilizing the house 
built by members of the community with traditional regional 
materials, the program also offers public performances and exhi- 
bitions that attract some 10,000 people from the area. Each year, 
the house offers more than 300 workshops in the visual and 
performing arts, including drawing and painting, handicrafts, 

papier-mache, linoleum 
engraving, clay modeling, 
collage, photography with 
homemade cameras, theater 

"W ^^Ke^Brft^ anc * P u PP etr y an d juggling 

and acrobatics. 
In addition to the activi- 
ties in the house, the program offers weekly mobile workshops 
in three of Tuxtla Gutierrez's most marginal communities. 
Carried out on the streets and in parks, these workshops serve 
homeless or abandoned children and local juvenile detention 
centers. The four-month-long workshops include roundtable dis- 
cussions organized around a central theme and conclude with 
an exhibit or cultural event that involves the entire community. 

Public performances and exhibitions are at the core of 
Vientos Culturales. Exhibitions, theater performances, puppet 
shows, and percussion groups provide young participants with 
the opportunity to showcase their work. Vientos Culturales 
sponsors an annual cultural festival honoring the "Day of the 
Dead" traditions and a theater tour to 10 rural communities in 
Chiapas Through these outreach activities, the children feel a 
sense of cultural pride and connectedness that gives them a 
vision of their future. Through the fundraismg, volunteer, publi- 
cation, research, and documentation activities that sustain the 
program, Vientos Culturales also employs the talents of a broad 
range of adults in the region, focusing their efforts on the hope 
and promise of the next generation. 


Far left: Two participants of Vientos 
Culturales rehearse for a puppet show 
with their own creations. Below: 
Youth of Chiapas create art durin< 
their Vientos Culturales experienc 

Desarrollo Creativo 

Vientos Culturales 
Privada Coahuila s/n 
Colonia Plan de Ayala 
Tuxtla Gutierrez, Chiapas 
Mexico 29000 

Phone: [01 1-52-96] 1615-7560 
Fax: [01 1 -52-96] 1615-7560 

Focus: Performing and Visual Arts 
Annual Number Participating: 800 
Ages: 6- 12 
Annual Budget: $49,250 

"To me, Vientos Culturales is a great 
place for kids of all ages to learn the 
arts.... It's a place that drives you to 
express yourself." 
Maria Pena.Youth Participant 
Vientos Culturales 

2004 Coming Up Taller 
Awards Semifinalists 

21st Century Scholars After School 
Learning Centers 
Fitchburg Public Schools 

Fitchburg, MA 

Art and Leadership Program 

for Girls 

Georgia O'Keeffe Museum 

Santa Fe, NM 

Art Education Program — 
Cultural Awareness and Youth 
Artist Programs 
Taller Puertorriqueno, Inc. 
Philadelphia, PA 

The ARTiculate Employment 
Training Program 
Washington Very Special Arts 

Washington, DC 


Indianapolis Art Center 

Indianapolis, IN 

Cathedral Choir School 
of Delaware 
Cathedral Community 
Services, Inc. 

Wilmington. DE 

Chicago Avenue Project 
Pillsbury United 
House Theatre 

Minneapolis, MN 

Arts Programming 
Baltimore Clayworks, Inc. 

Baltimore, MD 

Cultural Alternatives Division 
Music and Arts Center 
for Humanity (MACH) 

Bridgeport, CT 

FMA Teen Docent Program 
The Fuller Museum of Art 

Brockton, MA 

The School Project 

Inside Out Community Arts 

Venice, CA 

Short Stop Youth Center 
Directions for Youth and Families 

Columbus, OH 

Songs of Hope and 
Youth Leadership 
Development Programs 
Sounds of Hope, Ltd. 

Saint Paul, MN 

Harbor Conservatory 
for the Performing Arts 
Boys and Girls Harbor, Inc. 

New York, NY 

Student Theatre 
Enrichment Program (STEP) 
Cleveland Public Theatre 

Cleveland, OH 

ICP at The Point 
International Center 
of Photography 

New York, NY 

Communities in Schools 
of New Jersey, Inc. 

Newark, NJ 

JAMS (Jobs in the Arts 

Make Sense) 

Van Go Mobile Arts, Inc. 

Lawrence, KS 

TADA! Resident Youth Ensemble 
TADA! Theater and Dance 
Alliance, Inc. 
New York, NY 

Midnight Shakespeare 
San Francisco Shakespeare 

San Francisco, CA 

Music Advancement Program 
The Juilliard School 

New York, NY 

Neighborhood Studios 

Greater Hartford Arts Council, Inc. 

Hartford, CT 

New Urban Arts 

Providence, PJ 

Old Stories, New Voices Program 
Colorado Historical Society 
Denver, CO 

Positive Directions Through Dance 
Dance Institute of Washington 

Washington, DC 

Red Ladder Theatre Company 
San Jose Repertory Theatre 

San Jose, CA 

Techteens Internship Program 
Children's Museum of Manhattan 

New York, NY 

Tiered Mentorship Program 
Everett Dance Theatre 

Providence, PI 


Harlem Children's Zone, 

New York, NY 


Tuition-free Conservatory and 
Preparatory Program 
Merit School of Music 
Chicago, IL 

Urban Improv 
Freelance Players, Inc. 

Jamaica Plain. MA 

Urban Voices 
Global Action Project 

New York. NY 

Young Musicians Program 
University of California 
at Berkeley 
Berkeley. CA 

Young Shakespeare Workshop 
University Heights Center for 
the Community 
Seattle. WA 


Children's Museum of Pittsburgh 

Pittsburgh. PA 



Coming Up Taller Awards 
National Jury 2004 

Terry M. Blackhawk 

Founder and Executive Director 
InsideOut Literary Arts Project 
Detroit, MI 

Douglas W. Foard 

Adjunct Professor of History 
George Mason University 
Fairfax, VA 

Kathryn Gibson 

Head of School 

The MacDuffie School 

Springfield, MA 

Andrew P. Jackson 

Executive Director 

Langston Hughes Community Library 

and Cultural Center — 

The Queens Borough Public Library 

Corona, NY 

Abel Lopez 

Associate Producing Director 
GALA Hispanic Theatre 
Washington, DC 

Barbara Jo Maier 

Assistant Professor, Department of Theatre 
Northern Arizona University 
Flagstaff, AZ 

R. Maria Marable-Bunch 

Associate Director of Teacher Programs 
The Art Institute of Chicago 
Chicago, IL 

Danny Tamez 

Director of Education 
George Street Playhouse 

New Brunswick, NJ 

„'s Committee o. 
the Arts and the Humanities 

1100 Pennsylvania Avenue, NW 

Suite 526 

Washington, DC 20506 

Phone: 202-682-5409 

Fax: 202-682-5668 



The President of the United States 
recognizes that the Nation's 
cultural life contributes to the 
vibrancy of society and the 
strength of democracy. The 
President's Committee on the 
Arts and the Humanities helps to 
incorporate the arts and humani- 
ties into White House objectives. 
It recognizes cultural excellence, 
engages in research, initiates 
special projects, and stimulates 
private funding. Areas of current 
focus include programs in youth 
arts and humanities learning; 
preservation and conservation; 
special events; and expansion 
of international cultural relations. 

First Lady Laura Bush, Honorary Chair 

Adair Margo, Chairman 

Henry Moran, Executive Director 

Institute of Museum 

1100 Pennsylvania Avenue, NW 
Washington, DC 20506 
Phone: 202-606-8536 
Fax: 202-606-8591 

The Institute of Museum and 
Library Services is an independent 
Federal grant-making agency ded- 
icated to creating and sustaining 
a nation of learners. The Institute 
fosters leadership, innovation, 
and a lifetime of learning by 
supporting the nation's 15,000 
museums and 122,000 libraries. 
The Institute also encourages 
partnerships to expand the 
educational benefit of libraries 
and museums. 

for the Arts 

1100 Pennsylvania Avenue, NW 

Washington, DC 20506 

Phone: 202-682-5400 

Fax: 202-682-5611 



The National Endowment for the 
Arts is the largest annual funder 
of the arts in the United States. 
An independent Federal agency, 
the National Endowment for 
the Arts is the official arts 
organization of the United States 
Government, dedicated to sup- 
porting excellence in the arts, 
both new and established; 
bringing the arts to all Americans; 
and providing leadership in arts 

Dana Gioia, Chairman 

National Endowment 

1100 Pennsylvania Avenue, NW 
Washington, DC 20506 
Phone: 202-606-8400 
Fax: 202-606-8240 

Because democracy demands 
wisdom, the National Endowment 
for the Humanities serves and 
strengthens our Republic by 
promoting excellence in the 
humanities and conveying the 
lessons of history to all Americans. 
The Endowment accomplishes 
this mission by providing grants 
for high-quality humanities 
projects in four funding areas: 
preserving and providing access 
to cultural resources, education, 
research, and public programs. 

Bruce M. Cole, PhD, Chairman 

Martin. PhD, Dili