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Full text of "Coming up taller awards"





NATIONAL 
ENDOWMENT 
FOR THE ARTS 

A great natii in 
deserves great art. 




'••••;• . .INSTITUTE of , .. 

—•a. MuseunrUdLbrary 




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Awards 




NATIONAL 
ENDOWMENT 
FOR THE ARTS 

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Acknowledgments 

The following companies, corpora- 
tions, foundations, individuals, and 
organizations provide indispensable 
support to the Coming Up Taller 
Awards. 

Beth Singer Design, LLC 

GMAC Financial Services 

Members, President's Committee 
on the Arts and the Humanities 

Mid-Atlantic Printers, Ltd. 

Miller & Long Co., Inc. 

S.H. and Helen R. Scheuer Family 
Foundation 

Vin and Caren Prothro Foundation 

The U.S. -Mexico Foundation for 
Culture, with special support from 
The Coca-Cola Company and 
the Government and private sector 
of the State of Campeche 

Time Warner Inc. 

With gratitude, the President's 
Committee on the Arts and the 
Humanities acknowledges 

GMA C Financial Services 

and TimeWarner 

for their leadership commitment to 
arts and education. Their generous 
contributions play a significant role 
in the success of the Coming Up 
Taller program and make this publi- 
cation possible. 

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

The contributions of the President's 
Committee's Youth Arts and 
Humanities Subcommittee and its 
Chairman, James E. Farmer, are 
greatly appreciated. 



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



Carmen Boston, National Assembly of 

State Arts Agencies 
Wilsonia Cherry, National Endowment 

for the Humanities 
Candace Katz, President's Committee 

on the Arts and the Humanities 
Marsha Semmel, Institute of Museum 

and Library Services 
Traci Slater-Rigaud, President's 

Committee on the Arts and the 

Humanities 
Anthony Tighe, National Endowment 

for the Arts 

Credits 

Writers: Lisa Cordes, 
Traci Slater-Rigaud 

Editors: Jayson Hait, Traci Slater- 
Rigaud, Tidings Chan 

Design: Beth Singer Design, LLC 

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 appro- 
priate 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 
E-mail: pcah@pcah.gov 
URL: www.cominguptaller.org 
www.pcah.gov 

Cover: GNOYO students Jeffery 
Wilson (cello) and Jasen Weaver 
(bass) perform at a 2005 New 
Orleans Hornets basketball game. 
Photography: Chris Brown 






r *« 



.here is no way to fast forwan 



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, 

have watched 

iem 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 Chairman 
President's Committee on the 
Arts and the Humanities 

Welcome to the 2006 Coming Up Taller Awards! 

Through Coming Up Taller programs, thousands of young 
people are realizing that they can do anything when they 
set their minds to it. In communities across the country, 
large and small, these programs are helping children to 
discover their talents and find their voices. From studying 
the language and traditions of the Tlingit of Haines, Alaska, 
to mastering the rhythms of the West African djembedrum 
in Hope, Arkansas; from presenting original radio documen- 
taries on life as a teenager in New York City to performing 
the classic texts of Shakespeare in Washington, DC— Coming 
Up Taller programs are nurturing creative self-expression in 
our youth as they learn about the world around them. 

The Coming Up Taller Awards are the nation's highest 
honor for exemplary after-school programs that provide 
dynamic experiences in the arts and humanities for 
young people. 

By developing their talents and skills, youth who par- 
ticipate in arts and humanities programs have more 
opportunities to build a successful life. These disciplines 
are critical building blocks for a child's development, and 
they provide a strong foundation for a lifetime of learning. 
This year's award-winning programs give children the 
chance to be extraordinary— the power to be themselves. 

As I've traveled across the country with our Helping 
America's Youth Initiative, I've met many of the gifted 
teachers, artists, and musicians who mentor and inspire 
our young people to become the teachers, scholars, and 
leaders of tomorrow. These caring adults share their 
talents and time so that these children can grow up to be 
successful and healthy adults themselves. We celebrate 
and applaud your work! 

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 
celebrating the Coming Up Taller Award recipients for the 
remarkable difference they are making in our world. 



A Note From 

Adair Margo 

Chairman 

President's Committee on the 
Arts and the Humanities 

The President's Committee applauds the great 
work of this year's Coming Up Taller Award 
winners! They bring to light how after-school 
and out-of-schoolarts and humanities programs 
enrich children's lives and strengthen their 
communities. 

We welcome our friends from Mexico to The People's 
House and thank them for sharing exceptional programs 
from their country. Whenever we are together, we are 
reminded that we are not just neighbors, but family. 
We also recognize the caring shown by the leadership 
of our Gulf Coast Coming Up Taller programs. When their 
children were dispersed after Katrina, teachers searched 
for their budding dancers, painters, and musicians, and in 
some cases, they even found classes for them thousands 
of miles away. 

The White House is a festive place on Coming Up 
Taller day as children dance, lift their voices, and 
share traditions as diverse as the world. It is a 
place of joy, with children responding to the won- 
der of life and their unique place in this world. 

We are grateful to our partner cultural 
agencies— the Institute of Museum and Library 
Services, the National Endowment for the Arts, 
and the National Endowment for the 
Humanities— and all of our contributors, 
especially GMAC and Time Warner, for 
making this program possible. 








± 



A Note From 



Henry Moran 

Executive Director 

President's Committee on the Arts and the Humanities 

Anne-lmelda M. Radice 
Director 

Institute of Museum and Library Services 

Dana Gioia 

Chairman 

National Endowment for the Arts 

Bruce M. Cole 

Chairman 

National Endowment for the Humanities 

Young people today are presented with increasing oppor- 
tunities, outside the regular school day, to realize and 
explore new skills through the arts and the humanities. 
With the guidance of dedicated teachers, musicians, 
librarians, historians, artists, and community leaders, 
they are studying Shakespeare's plays and adapting them 
to reflect the world in which they live; performing pieces 
by composer Aaron Copland in symphonic ensembles; 
reading and discussing literature and poetry by such 
20th-century authors as Zora Neale Hurston and T.S. Eliot; 
and creating their own art through clay, ink, paint, and 
the lens. 

Coming Up Taller is a national initiative that 
recognizes and supports out-of-school and after-school 
arts and humanities programs for young people. A 
project of the President's Committee on the Arts and 
the Humanities, in partnership with the Institute of 
Museum and Library Services, the National Endowment 
for the Arts, and the National Endowment for the 




Humanities, Coming Up Taller Awards honor programs that 
offer exceptional learning experiences in the arts and 
humanities and that have a tangible effect on the lives of 
young people— improved academic performance, 
enhanced life skills, and positive relationships with adults 
and peers. 

Selecting this year's awardees was particularly 
challenging, as the field and quality of after-school 
programs continue to thrive. In step with this growth, 
over the past nine years, our agencies have awarded more 
than $1,200,000 to Coming Up Taller finalists; increased 
the number of annual awards from 10 to 15; introduced 
an annual leadership conference to enhance the organi- 
zational capabilities of award recipients; and, through 

a partnership with the 

iic m • r j^ Our agencies have 

U.S. -Mexico Foundation 

for Culture, given 10 awards awarded more than 
to cultural youth programs 

inMexico - Up Taller finalists. 

"A radiant and hopeful 

image of how the world ought to be" is how President's 
Committee member Bill Strickland, founder and CEO of the 
Manchester Craftsmen's Guild, Pittsburgh, Pennsylvania, 
once described his first encounter with the arts. "It 
opened up a portal, suggesting that there might be a 
whole range of possibilities and experiences that I had 
not explored." In this spirit, we are proud to join with 
First Lady Laura Bush in honoring the 2006 Coming Up 
Taller awardees, who, in their excellence and diversity, 
open the portals and spark the ingenuity that lies within 
every young person. 



Art at the Heart 
Intervention Hope 

Southwest Arkansas Arts Council 

P.O. Box 1004 
Hope, AR 71802 
Phone: 870-777-8200 
E-mail: swaac@arkansas.net 

It seems fitting that the Southwest Arkansas Arts Council's after- 
school and summer arts programs began in the town of Hope, 
Arkansas. Through Art at the Heart and Intervention Hope, at-risk 
students ages 6-18 receive the opportunity to engage in a wide range 
of artistic pursuits and community activities that provide a sense of 
place and possibility. 

In an area that is largely rural, with high rates of poverty and under- 
achievement, these programs benefit children and teens who are not 
likely to succeed in school. Art at the Heart offers students afternoon 
art classes for six weeks, during the summer. These classes introduce 
them to a rich variety of art forms, including painting, photography, 
poetry, theater production, bookmaking, puppetry, beading, drawing, 
and dance. 

Local professional teacher artists instruct all of the classes, which cul- 
minate in a public performance or exhibition, showcasing the students' 
achievements. The young participants of DrumBallet— the program's 
most popular and visible success— work with a Ghanaian djembe drum- 
(▼ mer. Dubbed "the ambassadors 

of Hope," the troupe has per- 
formed at prestigious gatherings 
across the state, including the 
opening of the William J. Clinton 
Presidential Library and Museum. 

The artists who facilitate 
Intervention Hope, the 
Council's after-school program, mentor students throughout the 
school year. During periodic residencies, students receive 20 hours 
of arts instruction per week. As with Art at the Heart, a public presen- 
tation of students' work concludes each residency. Through these 
exhibitions, participants gain recognition and respect from teachers, 
family members, and peers. 

Recognizing the challenges that these young people face, both 
programs offer a safe haven where participants can demonstrate what 
they have learned, improve their communication skills, build self- 
esteem, and meet academic goals necessary to their future success. 
Program evaluations show improvements in both school attendance 
(70 percent) and academic grades (85 percent) among participants. 
Such encouraging results illustrate the remarkable power of these 
programs to change the lives of their young participants and restore 
hope to the community. 

Above: Arkansas Governor Mike (left) and Cameron Richardson 

Huckabee interviewing members enliven the opening ceremonies 

of the DrumBallet at the Education for the Clinton Library at Hope 

Commission of the States Steering Visitor Center. Far right, bottom: 

Committee meeting. Far right, top: Brian Wolf welding in an Art at 

DrumBallet drummers Zack Miller the Heart summer class. 





Art at the Heart 
intervention 




Focus: Multidisciplinary 
Annual Number Participating: 450 
Ages: 6-18 
Annual Budget: $43,328 



"Southwest Arkansas Arts 
Council has achieved wonderful 
results with its after-school and 
summer programs for at-risk 
youth. As a result of these 
programs, the children's school 
attendance and grades improved 
when they were participating in 
the program, and at the same 
time, they were developing 
artistic skills that will serve 
them their entire lives." 
Mike Huckabee 
Governor 
State of Arkansas 



Below: Andrusa Lawson speaks 
on education reform in Baltimore 
City at one of BUDL's public 
debate events at Lexington 
Market. Far right, top: Debater 
Brion Gill shows off her first-place 



varsity trophy won at BUDL's High 
School Summer Debate Camp. 
Far right, bottom: Group of junior 
varsity debate winners at one 
of BUDL's monthly high school 
tournaments. 



I*' 



1 



ebate League 



"The Baltimore Urban Debate 
League has made a huge 
difference in my academic and 
personal life. Before debate, I 
missed a lot of school, or arrived 
late. I was the type of person 
who became upset all the time, 
and it used to get me in trouble. 
Being on the debate team and 
part of the Urban Debate League 
has made me more mature. I can 
understand things and think 
critically." 
Andrusa Lawson 
Baltimore Urban Debate 
League student 



Focus: Language Arts 

Annual Number Participating: 750 

Ages: 10-18 

Annual Budget: $1,000,000 



Baltimore Urban Debate League 

Baltimore Urban Debate League, Inc. 

1800 North Charles Street, Suite 906 

Baltimore, MD 21201 

Phone: 410-752-2835 

Fax: 410-752-0753 

E-mail: pam@budl.org 

URL: www.budl.org 




In the information age, what could be more powerful than teaching 
young people the art of communication and developing their critical- 
thinking skills? For the staff, teachers, and partners of the Baltimore 
Urban Debate League (BUDL), public policy debate has been the 
key to reaching the city's most disadvantaged students, in its most 
beleaguered schools. 

Beginning in 1999 with 90 students from 8 schools, the League has 
evolved into a nationally recognized program that transforms the lives 

of 750 students from more than 45 schools 
throughout the city each year. The BUDL staff 
understands that participation in debate can 
improve academic performance and increase 
graduation rates. Through a partnership with the 
Baltimore City School System and neighboring 
colleges and universities, BUDL reaches strug- 
gling students, giving them a new set of tools 
to construct their futures. 
The annual program begins with a four-week summer debate institute 
that includes the students, as well as two teachers from each participat- 
ing school who are trained to be debate coaches. Next, the teachers 
create a debate room in their school. This room will become a second 
home to the student debaters and the center for an expansive learning 
process where the students take the lead. 

During the school year, BUDL participants meet after school for 
3-hour sessions, two to five days a week. Working in teams, they create 
specific solutions to a current policy problem of national importance. 
Students research evidence, practice debating, study the basics of 
rhetoric, build problem-solving skills, and learn how to work as a team. 
One Saturday a month, the students test their skills in a competitive 
environment, at a BUDL tournament. 
Students also participate in public debates 
in community settings and at tournaments 
hosted by both suburban and private 
schools in the region. 

BUDL also offers a College Access 
Program that provides participants with 
tutors and assistance in building a 
college portfolio. Remarkably, 90 percent of BUDL graduates pursue 
a college education, drawing on the skills and confidence acquired 
through the program to prepare them for advanced learning. 

The League effectively motivates underachieving students, creating 
engaged, self-directed learners who see themselves as capable of 
effecting positive change and exerting influence in their community. 




y 




klimi 



am 



lan 



Above: Opening act for Juneteenth 
CulturalFest: Celebrate Freedom 
at the Birmingham Civil Rights 
Institute. Below: Tarneshia 
Sampleton holding her Hero 



Quilt Square at the Birmingham 
Museum of Art. Far right: B-CAP 
students designing a wall hanging 
with Adinkra symbols and 
proverbs. 



"The program makes a difference 
in the lives of the students and 
families who participate. I saw 
the faces of the children as they 
were learning new things about 
their own heritage and their city. 
That experience is priceless." 
Suzan B. Harris 
Associate Curator of Education 
Birmingham Museum of Art 

Focus: Multidisciplinary 
Annual Number Participating: i 
Ages: 11-13 
Annual Budget: $182,496 




Birmingham Cultural Alliance Partnership 
(B-CAP) 

Birmingham Civil Rights Institute 

520 Sixteenth Street North 
Birmingham, AL 35203 
Phone: 205-328-9696 ext. 235 
Fax: 205-323-5219 
E-mail: pcooper@bcri.org 
URL: www. bcri.org 



Building a bridge between the city's cultural resources and the next 
generation of citizens is at the heart of the Birmingham Civil Rights 
Institute's Cultural Alliance Partnership (B-CAP). Every year, this 
nationally recognized after-school program connects 200 inner-city 
youth and their families with the Birmingham Civil Rights Institute 
and its community partners: the Alabama Jazz Hall of Fame, 
Birmingham Botanical Gardens, Birmingham Museum of Art, 
Birmingham Public Library, McWane Science Center, Sloss Furnaces 
National Historic Landmark, and the Southern Museum of Flight. 
Through the arts and humanities, B-CAP reinforces classroom learning, 
promotes student achievement, nurtures personal development, 
and increases parents' participation in their children's education. 
B-CAP's core program, Making Cultural Connections in Education 
(MCCE), reaches more than 30 students for an entire 8th grade semester. 
In partnership with the city's flagship museums, MCCE stresses hands- 
on learning and a multidisciplinary approach, with activities at the 
Alabama Jazz Hall of Fame, the Birmingham Botanical Gardens, 
and the Birmingham Museum of Art, among other historic sites and 
cultural centers. The program provides tours of collections and 
academic enrichment in social studies, language arts, fine arts, 

and applied science. 

MCCE students perform original 
dramas, create artwork, write 
poetry, and design posters. 
Additionally, participants learn 
about the lives and work of 
Alabama quilters and African- 
American scientists and inven- 
tors, conduct oral interviews 
to construct their own family 
histories, and take part in 
a host of other interactive projects. Through these activities and 
presentations, the students apply their new knowledge and extend it 
with further research in their school library. 

Given the success of MCCE, the program now includes after-school 
and summer academic support, as well as Parents Plus, a component 
that engages parents with their children and the city's cultural 
organizations. 

An evaluation of B-CAP reveals enhanced academic performance, 
from class participation to homework preparation, as well as dramatic 
improvements in behavior. Above all, the program provides young 
people with a safe, nurturing, and enriching environment, connecting 
them with the cultural life of their community. 




11 




Greater 
New Orleans 
Youth Orchestra 



Greater New Orleans Youth Orchestra 

938 Lafayette Street, Suite 206 
New Orleans, LA 70113 
Phone: 504-528-7720 
Fax: 504-528-7715 
E-mail: mroll@gnoyo.org 
URL: www.gnoyo.org 

As New Orleans rebuilds after Hurricane Katrina, new generations of 
musicians are being nurtured by the Greater New Orleans Youth 
Orchestra (GNOYO). Founded in 1994 by the Louisiana Philharmonic 
and local professional musicians, the Youth Orchestra continues to 
provide extraordinary opportunities for children and teens to master 
and perform classical music. 

At the Youth Orchestra's core is providing the city's most disadvan- 
taged young people with musical instruments, subsidized lessons, and 
opportunities to perform in one of the orchestras many groups. GNOYO 
comprises five orchestras, an annual Summer Festival, and an out- 
reach program that brings classical music to the community's young 
people residing throughout the metropolitan area. 

Children as young as age 7 enter the program, where they receive 
one-on-one musical instruction with professional musicians and 
opportunities to perform in Sinfonia, a strings-only orchestra that 
meets weekly. They advance to Philharmonia, an intermediate orches- 
tra with string, wind, and percussion instruments, and then move on 
to play in the Symphony, where they gain the full orchestra experi- 
ence, with 2-hour weekly rehearsals. Ninety percent of students 
progress to full participation in the Youth Orchestra. 

Every two months, the student musicians participate in sectional 
rehearsals with a professional musician, helping them develop individ- 
ual technique and musicianship. During the Summer Festival, partici- 
pants receive an additional week of intensive training, small-group 
instruction, and performance experience. 



12 




Focus: Music 

Annual Number Participating: 120-250 

Ages: 7-19 

Annual Budget $260,000 



"Now more than ever, young 
people in our community need 
the discipline, structure, 
creative outlet, and collaborative 
opportunities provided through 
GNOYO's programs." 
Scott Hutcheson 
Chief Operating Officer 
Arts Council of New Orleans 



Through its nurturing environment that emphasizes self-discipline, 
GNOYO helps students develop self-confidence and a sense of 
accomplishment to meet life's challenges. As a testament to the 
program's influence, 90 percent of student participants pursue a 
college education. 

After Hurricane Katrina, more than 120 students returned to the 
city to play in the Greater New Orleans Youth Orchestra, and the 
number grows every day. Through the healing power of music and the 
determination of student musicians, the Youth Orchestra continues to 
celebrate the joy of music, motivate achievement, and entertain and 
inspire the community. 



Far left, top: Instructor Ryan 
Gideon prepares Frankie Gonzalez 
(trombone) and Jackson Emory 
(piano) for a GNOYO afternoon 
recital. Above: Young violinists 
receive instruction during a sec- 
tional at the 2005 GNOYO Summer 
Festival. Left: Eh Gay performing 
at a 2005 Hornets basketball g« 




13 







Radio Rookies 

*N WNYC Radio, Inc. 

One Centre Street, 27th Floor 

New York, NY 10007 

Phone: 212-669-4377 
"ll Fax:212-669-8986 
\'jk E-mail: kpitkin@wnyc.org 

URL: www.wnyc.org 



Above: Munir Karim interviews his 
mother in their Brooklyn neighbor- 
hood. Far right, top: Radio Rookie 
Edward Llanos records his narra- 
tion at WNYC for the radio story 
"My Family Remembers," about 
his battle with aplastic anemia. 
Far right, bottom: Catalina Puente 
(left), Carlos Gonzalez, Derrick 
Hewitt, and Veralyn Williams pose 
on the subway platform in their 
Bronx neighborhood. ^m 

Thanks to the Radio Rookies program of WNYC 
Radio, Inc., young people from some of New York i 

City's most underserved neighborhoods are pro- 
ducing compelling and relevant radio documen- 
taries. Started in 1999, the Radio Rookies now 
reach 1.2 million listeners in the New York area. 
National and international public radio stations 
feature the Rookies' broadcasts, as well. 

Working with the staff of WNYC, one of the 
nation's flagship public radio stations, the Rookies 
develop professional-level skills in the art of radio 
documentary. The program encourages participants to 
be inquisitive about the world, research a topic of inter- 
est, develop a point of view, and write about it. Through 
the medium of radio, they express stones from their own 
perspective and reach a broad audience. 

In partnership with a host of community organizations, Radio 
Rookies workshops give students the tools they need to document 
stories that are relevant to their communities, generating dialogue 
within their neighborhoods. From coping with the unique challenges 
facing young people to living in areas that have the most youth-relat- 
ed problems, Radio Rookies' documentaries give listeners firsthand 
accounts of teenagers' lives in an urban-core environment. 

The Rookies have full access to a professional work setting, and 
experienced writers serve as their mentors. Participants receive 
expert advice on airing their stories, as well as assistance with other 
projects, jobs, and internships. 

This program offers young people the opportunity to confront and 
overcome personal struggles and frustrations. Through the medium of 
radio, their ability to raise awareness and potentially benefit their 
communities is both empowering and life changing. In the words of 
one Radio Rookie, "Being on the radio makes us feel like our stories 
are important." 



N 



dio Rookies 





V 






1 



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L_JC_k_ 



"The Rookies program focuses 
on giving young people practical 
skills for future careers. 
It encourages personal 
development and demonstrates 
that their opinions and views 
have relevance. In addition, the 
resulting radio documentaries 



that are not typically covered by 
mainstream media. This program 
not Only expands the horizons of 
its participants, but of the 
listening audience, as well." 
Laurie Shapley 
Executive Director 
Helena Rubenstein Foundation 

Focus: Media Arts 

Annual Number Participating: 15-25 

Ages: 13-18 

Annual Budget: $162,908 




laxespeare 
in the Courts 

Shakes 



mpany 



70 Kemble Street 

Lenox, MA 01240 

Phone: 413-637-1199 ext. 172 

Fax: 413-637-4274 

E-mail: jenna@shakespeare.org 

URL: wwrw.shakespeare.org 



"The artists' catalytic approach 
to teaching, which encourages 
the participants to make choices 
and decide for themselves how 
they understand the meaning 
of Shakespeare's words and how 
they should convey that meaning 
on stage, makes the program 
unique." 
Paul E. Perachi 
First Justice 

Trial Court of the Commonwealth 
Juvenile Court Department 
Berkshire Division 

Focus: Theater 

Annual Number Participating: 18-20 

Ages: 13-17 

Annual Budget: $39,000 






akespeare 
in the Court 



Shakespeare in the Courts brings the classical poetry and plays 
Shakespeare into the lives of adjudicated youth in ways that 
are theatrically compelling, educationally inspiring, and 
personally meaningful. Partidpating youth are brought 
into a Renaissance world of beautiful language, profound 
thought, and passionate feeling that articulates and 
celebrates the full spectrum of human experience. A 
They learn about Shakespeare's plays and what it 
takes to put them on stage, while being chal- 
lenged to relate his plays to their own lives. 
All Shakespeare in the Courts' participants 
are adjudicated juvenile offenders, ages 
13-17, whose Berkshire Juvenile Court 
judge sentences them to the program. 
They attend two 12-week sessions, with 



V 









2-hour classes twice a week. Those who wish to continue the program 
attend a 4-week follow-up session. 

Shakespeare & Company's teacher artists use Shakespeare's text to 
guide participants through a process of self-discovery.The artists 
pose questions to the youth about their choices as actors in a scene. 
The teens translate that process to their life choices and Learn about 
the power they can exert over their own lives. 

The program trains the youth in acting, vocal work, and text analy- 
sis, but relies on substantial input from the participants to shape its 
essential content. At the conclusion, the teens perform short scenes 
from Shakespeare to an audience comprised of the judge and their 
probation officers; families and friends; and the actors, teachers, 
and directors from Shakespeare & Company. 

As these juvenile offenders transition from "acting out" to acting, 
they develop a sense of accomplishment and gain the respect of and 



begin to realize their potential to shape for themselves a more 
positive future. 



Below: Clara Parades (left), 
Charece Moss, and Theresa Burke 
performing Twelfth Night. Far left, 
top: Anthony Acito as the title 
character in Macbeth. Far left, 
bottom: Judge Paul Perachi 
congratulates Brandon Johnson 
on his successful completion of 
Shakespeare in the Courts. 





ShakesPEERS (formerly SE Project) 

Shakespeare Theatre Company 

516 Eighth Street, SE 

Washington, DC 20003-2834 

Phone: 202-547-3230 

Fax: 202-547-0226 

E-mail: mgraves@shakespearetheatre.org 

www.shakespearetheatre.org 

How can rehearsing and performing classic texts allow me to see 
myself as a valuable, contributing part of the community? This ques- 
tion is at the center of all activities and components of the Shakespeare 
Theatre Company's ShakesPEERS (formerly SE Project), a community- 
based after-school theater program that focuses on the adaptation and 
performance of classic plays and on the creation of poems and stories. 

Based in Washington, DCs Southeast community, ShakesPEERS 
serves 250 students annually, in grades 4-12. In partnership with 
existing public and charter after-school activities, ShakesPEERS is a 
graduated program that gives young people a sense of commitment 
and continuity, while helping them discover their "inner artist." 
Students begin with the Young Company Residency (grades 4-6), a 
series of literacy and drama workshops that meet for six- to eight- 
week sessions and culminate in a final performance for family, friends, 
and the community. 

To develop analytical skills, young people learn to identify themes 
in a chosen play and evaluate how their directional choices will make 
it accessible to a modern audience. Young Company participants con- 
tinue their study of theater in the Core Company (ages 14-19), which 
meets twice a week. At this level, students prepare for an hour-long 
presentation of a Shakespeare play that they will perform at schools 
and for community organizations. 

The Core Company involves 25-35 students annually and provides 
underserved neighborhoods with access to free cultural events, 
featuring talented young people. Students participate in a rigorous 
rehearsal, performance, and outreach schedule. Some also work as 
teaching artists for the Young Company. 

Through a partnership among the Shakespeare Theatre Company, 
the DC Department of Parks and Recreation, and the DC Department of 
Employment Services, a summer youth employment program, Summer 
ShakesPEERS, has also been inaugurated. Teens ages 14-19 gain the 
opportunity to learn Shakespeare and perform in front of their peers. 
Last year, these young adults presented a 45-minute version of Othello 
at six recreation centers throughout the city. 

ShakesPEERS plays a key role in providing a safe and nurturing after- 
school environment for young people. Shakespeare Theatre Company 
works year-round with a host of schools and organizations to reduce 
the impact of teen risk factors, including lack of commitment to school 
and community, alienation, and peer pressure. Utilizing the timeless 

and universal relevance of the classics, the 
program enables students to develop self- 
awareness and confidence. By performing 
for their neighborhoods, teens begin to 
understand the power of their own creativity 
and its impact on their community. 







»H M M4J d =H 




By providing a safe and 
nurturing environment for 
the District's underserved 
youth to develop their creative 
voices, ShakesPEERS epitomizes 
the spirit of the Coming Up 
Taller Awards." 
Anthony Gittens 
Executive Director 
DC Commission on the Arts 
and Humanities 

Focus: Theater 

Annual Number Participating: 250 

Ages: 9-12 

Annual Budget: $1,110,850 




Above: Nicole Williams (left), 
Kenneth Proctor, Matthew 
Lovelace, Analeese Williams, 
Mark Fletcher, and Jarrell 
Jackson perform When Worlds 
Collide... Expect the Unexpected, 



based on A Midsummer Night's 
Dream by William Shakespeare. 
Far left: Elaine Qualter (left). 
Christopher Phillips, Jessica 
Brown, and Karina Moore in a 
ShakesPEERS rehearsal 



19 



Snow City Arts Foundation 

1653 West Congress Parkway 

Office 599 Jones 

Chicago, IL 60612 

Phone: 773-880-4093 

Fax: 773-880-8336 

E-mail: ie@snowcityarts.com 

URL: www.snowcityarts.com 



Even when they are in a hospital, students still have education- 
al needs. Each year, the Snow City Arts Foundation provides 
unique workshops in literature, music, and visual arts to 2,100 
youth in hospitals throughout Chicago. 

Founded in 1998, the program serves students, ages 4-18, from 
a broad range of communities throughout the city. Combining inno- 
vative approaches with community collaborations in a trio of arts 
disciplines, Snow City Arts daily sparks the imagination and chal- 
lenges the intellect of hospitalized youth. 

Creative Writing Workshops focus on basic language skills, while 
introducing young people to the work of great writers. In 2005, 
more than 100 hospitalized students contributed original material to 
a special anthology. Snow City Arts' Music Workshops teach patients 
to play guitar or piano, read music, and compose and digitally record 
their own songs. The Play On Program gives motivated students a 

new acoustic guitar to take 
home and helps them continue 
their training in a community 
music program. 

Visual Arts Workshops intro- 
duce patients to art history, 
drawing and painting, plus pho- 
tography and film. Students in 
the Young Directors Program 
learn the skills necessary to cre- 
ate short films. In fact, Snow City 
Arts participants created the first 
in-hospital television program, 
with young patients involved in 
every facet of production. 

Key to the program's success is 
its integration into the daily 




Above: Brittany Williams reads 
poetry in her Creative Writing 
Workshop. Far right, top: Yair 
Yanez and William Winters sew 
a Van Gogh image on a quilt, with 
guidance from artist-in-residence 
Sadia Uqaili. Far right, bottom: 
Raul Casas explains the pump of 
a dream machine/art installation 
designed by the students. 



activities of the participating 
hospitals. Because most of the workshops take place in patients' 
rooms, teachers build long-term relationships with the medical staff 
caring for their students. Furthermore, Snow City Arts is an official 
partner of the Chicago Public Schools. This alliance ensures that the 
lessons meet educational standards and that the patients receive 
classroom credit. 

Using the arts as a springboard to learning, Snow City Arts prevents 
seriously ill youth from falling further behind in their educational 
development. The workshops provide opportunities for creative self- 
expression and achievement, both essential for a healthy future. 



20 



E 





JLx 











4 



Snow City Arts 
Foundation 




"The Snow City Arts program 
focuses on the participants' 
strengths, rather than what's 
wrong with them. Workshops 
enhance students' self-esteem 
and self-confidence, while 
providing them with a wonderful 
vehicle for self-expression." 
Robyn Hart, M.Ed., CCLS 
Director, Child Life Services 
Rush-Presbyterian- 
St. Luke's Medical Center 

Focus: Multidisciplinary 

Annual Number Participating: 2,100 

Ages: 4-18 

Annual Budget: $430,431 



21 



Starfish 
Academy 




Starfish Academy 

YMCA of Greater Charlotte 

500 East Morehead Street 

Suite 300 

Charlotte, NC 28202 

Phone: 704-716-6291 

Fax: 704-716-6293 

E-mail: jimmy.carr@ymcacharlotte.org 

URL: www.ymcacharlotte.org 



Catching children who are academically at risk and likely to fall 
through the cracks is the mission of the Starfish Academy, a literacy 
program created by the YMCA of Greater Charlotte. The Academy 
began in 1999 as a summer literacy camp, and in 2004, it expanded to 
include an after-school component. The number of participants has 
grown steadily every year. Currently, the program serves nearly 300 
children in nine sites throughout the community. 

Starfish Academy combines literacy instruction with arts program- 
ming and physical activity for 1st and 2nd grade students attending 
Title I schools. Because all students selected for the program read at 
least half a year below their grade level, lessons focus on reading and 
writing. As the program's centerpiece, each student creates his or her 
own book to take home after graduation. These keepsakes represent 
all of their hard work and enable participants to share their achieve- 
ment with friends and family. 

During the six-week summer camp, students work on a 
variety of reading and writing lessons 

in the morning. Afternoon ^^^^^ ^ ) \ — jz^^rhzzzzj- 

activities include attend- 
ing art, music, and science 
classes, and swimming. 
Field trips to parks, muse- 
ums, and other cultural 
destinations in Charlotte 
provide additional learning 
opportunities. 

Instructors weave literacy 
into each and every lesson, 



Above: Students Chantella 
Williams (front) and Kiyanna 
Wallace. Right: Kids gear up with 
their red Starfish book bags. 



22 




including music and art activities. The music curriculum incorporates 
reading stories about musical instruments; the art teacher reads sto- 
ries with pictures showing different art styles and media. By camp's 
end, in addition to the art lessons and field trips, the students will 
have received more than 120 hours of literacy instruction. 

The Academy's after-school program operates three days a week at 
two different sites in Charlotte, and instructors rely on the same 
mix of literacy instruction, hands-on arts experiences, and physical 
education to motivate and engage the community's neediest students. 
Participants also receive help with their homework and learn the 
importance of completing the assigned tasks. 

Starfish Academy achieves real results: A large majority of the 
students improve their reading skills, and 90 percent successfully 
advance to the next grade. All of the parents agree that the program 
builds a sense of belonging and empowerment in their children. 

With strong support from community volunteers, as well as remark- 
able partnerships with the local school district and area cultural 
organizations, the Academy provides some of the community's 
youngest citizens with the skills that are essential for academic and 
personal success. 



"We give the YMCA's Project 
Starfish program our highest 
recommendation and feel quite 
confident that the program will 
help to promote a creative, 
engaged, skilled, and confident 
generation of young people." 
Regina R. Smith 

Vice President, Grants & Services 
Arts & Science Council 
Charlotte, NC 



Focus: Language Arts 

Annual Number Participating: 290 

Ages: 7-8 

Annual Budget: $310,000 





udiowc 



Studioworks 

Communities In Schools 
of New Jersey 

155 Washington Street, Suite 201 

Newark, NJ 07102 

Phone: 973-242-0706 ext. 3014 

Fax: 973-242-2928 

E-mail: mbutlerl29@aol.com 

URL: www.studiowrkz.org 




Aware of the absence of quality after-school programming for high 
school students, Communities In Schools of New Jersey founded 
Studioworks in 1999. This innovative program keeps hundreds of 
young adults safe, productive, and engaged in their community. Over 
the past seven years, more than 450 Newark students have received 
training and employment in the visual and performing arts, benefit- 
ing both the participants and their community. 

Studioworks operates year-round, offering after-school workshops 
in the fall and spring and a full employment session during the 
summer. Seasoned professional artists teach all of the workshops, 
which span a broad range of artistic disciplines, from photography 
to mural painting to vocal training. At the conclusion of each session, 
Studioworks hosts a public exhibition, a sale of the students' work, 
or a performance. 

Participation in the fall and spring workshops is a prerequisite for 
enrolling in the five-week summer session. These advanced students 
earn a salary for working 25 hours a week. The program sets high 
standards for the participants, whose assignment is to create commis- 
sioned artwork and products such as park benches, greeting cards, 
public murals, and vocal recordings. These marketable items are 
available for purchase by the public. 

Indicators of Studioworks' success are its high retention rate, 
as well as the consistently high-quality work created by its partici- 
pants. In fact, the Holiday Card Program produces and sells tens of 
thousands of professional-quality greeting cards annually. In addi- 
tion, students exhibit their work at such prestigious venues as the 
Montdair Art Museum, attracting large crowds of friends, family, 
and the general public. 




I 



"Studioworks is a life- 
transforming program. It 
inspires, challenges, provides, 
and protects. It gives the youth 
of the community hope that a 
better future awaits them and 
equips them with the skills to 
make it a reality." 
Gabrielb E. Morris, President 
The Prudential Foundation 



Focus: Visual and Performing Arts 
Annual Number Participating: 60 
Ages: 14-21 
Annual Budget: $120,550 



Developing marketable skills is central to Studioworks' mission. 
All participants leave the program with the tools they need to estab- 
lish a professional career: an artistic statement, a resume, and a 
portfolio. Even though they come from the state's lowest performing 
high schools, many enroll in some of the nation's most distinguished 
art schools. 

Studioworks operates on the simple belief that all young people 
deserve a safe and empowering environment in which to learn and 
develop their talents. Through this program, the teens and young 
adults of Essex County are guaranteed such a space. 




Above: Yasmine Stephenson sits 
alongside her series of paintings, 
created during the Studioworks 
2006 public art component. 
Left: Andy Contreras and Tiara 
Montgomery collaborate on a 
multimedia film project. 



25 



Teatro de la Rosa Youth Program 
(1440 Experience) 

Latin Arts Association of Fort Worth 

1440 North Main Street 

Fort Worth, TX 76106 

Phone: 817-624-8333 

Fax: 817-624-8358 

E-mail: chernandez@rosemarinetheater.com 

URL: www.rosemarinetheater.com 




In Fort Worth, Texas, a unique collaboration between the local school 
district and the Latin Arts Association brings theater to students 
and students to the theater. Three days a week, young people ages 
8-18 meet after school at the Rose Marine Theater, to learn all aspects 

of theater operations, from playwriting to 
production to performance. The Teatro de la 
Rosa program, dubbed the "1440 Experience" 
by the participants, has garnered a reputa- 
tion for transforming the lives of thousands 
of underserved minority students. 

Teatro de la Rosa sets high standards for 
the young people who progress through 
the program. Students receive free, on-site 
classes three days a week for 12 weeks in 
both the fall and spring sessions; the summer component lasts 
4 weeks. Participants also develop leadership skills by working as 
directors, technical directors, and playwrights. Each semester of 
intensive training culminates in a theatrical production. 

Through the collaborative involvement of teachers, parent volun- 
teers, and fellow students, participants benefit from an immediate 
network of mentors and friends. In addi- 
tion, Rose Marine Theater staff work one 
on one with students, helping them to 
develop their resumes and providing letters 
of support that lead to internships and 
careers with professional theaters across 
the country. 

The 1440 Experience is not confined 
within the walls of the Rose Marine 
Theater. Various locations throughout the 
community offer students the same inten- 
sive training free of charge. All participants 
gain access to the Theater's other cultural 
programs, as well. Remarkably, 80 percent 
of the students who begin the program 
continue through graduation. 

Serving a community that has a significant Hispanic population, 
the 1440 Experience emphasizes cultural identity and sensitivity. 
Many bilingual plays focus on Hispanic culture, providing young peo- 
ple with the opportunity to discuss topics relevant to their neighbor- 
hoods and daily lives. 

By enabling young people to develop new skills, confidence, and 
friendships, Teatro de la Rosa nurtures the next generation of theater 
professionals and community leaders. 




01 



O 

si 



26 




"The Latin Arts Association 
offers unique programs in many 
locations throughout the greater 
Fort Worth community. Students 
engage with artists in a wide 
variety of settings and 
participate in activities that 
encourage creativity." 
Jim Bob McMillan 
Deputy Director 
Texas Commission on the Arts 



Focus: Theater 

Annual Number Participating: 2,950 

Ages: 8-18 

Annual Budget: $59,000 



Above: Jonathan Harnsberry cast 
in The Butterfly's Evil Spell. Far left, 
top: Cruz Serrano masters the 
stage in Taming of the Shrew. Far 
left, bottom: Kiki Sullivan (bottom), 
Blanca Ramos, and Lidia Serrano 
modeling their face paint at the 
summer stage make-up workshop. 



Below: Steven Price prepares for 
The Friendship Pole restoration 
raising ceremony. 



Far right: Karlie Spud (Tlingit 
name: Yeilthgahkoogei Karlie 
Kalyn Renee Spud), leads a line. 



«* 



#^5T 



9 



\ 



'A 



* 



r>t 



^m 






IW •» 



\ 






"The cultural knowledge and 
understanding imparted by local 
elders is a treasure worth 
keeping and sharing. The 
Museum's Tlingit language 
classes are invaluable in 
maintaining a strong cultural tie 
between generations of local 
people and their elders." 
Lee HeinmiUer 
President 
Alaska Indian Arts, Inc. 



Focus: Folk Arts 

Annual Number Participating: 305 

Ages: 6-18 

Annual Budget: $10,500 



Tlingit Language and Culture Program 

Sheldon Museum and Cultural Center 

PO Box 269 

1 1 Main Street 

Haines, AK 99827 

Phone: 907-766-2366 

Fax: 907-766-2368 

E-mail: museumeducator@aptalaska.net 

URL: www.sheldonmuseum.org 



Haines is a small, isolated town in Alaska, where the young people 
had little knowledge of their rich heritage. The Sheldon Museum and 
Cultural Center's Tlingit Language and Cultural Program is renewing 
this community by reclaiming its history and vanishing way of life. 
Now in its 17th year, the Sheldon Museum's Tlingit Program offers 
students year-round opportunities to explore the language, culture, 
art, and history of the native people of the Chilkat Valley. 

The Tlingit Program includes activities and classes at the Museum, 
as well as in local Indian schools. Language classes, guest speakers, 
and a wide variety of hands-on experiences engage children and 
teenagers and connect them with the community's elders. 

The Museum invites Tlingit artisans to instruct youth in crafting 
traditional spruce-root baskets, moccasins, and button blankets. In 
addition, community elders teach Tlingit songs, dances, and drum- 
ming. Other workshops focus on native plants and foods, geography, 
and trade practices. Local teens regularly volunteer at the Museum, 
which often displays many of the students' projects. Unique events, 
such as Tlingit Week, refurbishing a totem pole, and potlatch 
ceremonies, draw participants of all ages and cultural backgrounds, 
especially the town's Tlingit population. 

Because language is the key to a culture, and Alaska Native lan- 
guages are quickly disappearing, the Sheldon Museum offers free 
Tlingit language classes for both children and adults. Students and 
staff also produce the "Tlingit Word of the Week," which appears in the 
Chilkat Valley News. In addition, community elders record Tlingit 
words and phrases on voice cards, enabling students and the public to 
hear the language spoken while viewing the Museum's collection. 

Giving the youth of Haines opportunities for creative self-expression, 
while interacting in a fun and supportive environment, instills a sense 
of responsibility and connection 
to their community. By reinforc- 
ing the bonds between multiple 
generations, the Tlingit Language 
and Culture Program is enriching 
them all and ensuring that Chilkat 
Valley's heritage will endure. 




29 




Left: Early Intervention Initiative 
students visiting The Cloisters 
museum. Below: Talent Search 
and Upward Bound graduating 
class of 2006 proudly gathers on 
the steps of Columbia University's 
Low Memorial Library. 




Upward Bound and Talent Search 

Double Discovery Center at Columbia University 

306 Lerner Hall 

2920 Broadway, MC 2604 

New York, NY 10027 

Phone: 212-854-3897 

Fax: 212-854-7457 

E-mail: cmsl95@columbia.edu 

URL: www.doublediscovery.com 

In the neighborhoods surrounding Columbia University, 
the average teenager lives below the poverty line, is at risk 
for dropping out of high school, and has only a slim chance 
of attending college. Recognizing the critical need for educa- 
tional intervention in the community, the University's 
Double Discovery Center offers local youth an opportunity to 
beat the educational odds through two programs: Upward 
Bound and Talent Search. 

Upward Bound is one of the original War on Poverty 
programs created during the 1960s. This intensive, year-round 
college preparatory program strengthens the academic and life 
skills of more than 165 high school students every year. Teen 
participants take academic classes on Saturday, and a counselor 
provides guidance on both scholastic and personal issues, as 
well as help with college and career planning. In the summer, 
students spend six weeks in residence on campus, exploring their 
artistic abilities through poetry writing workshops and art clubs 
and developing their scholastic capabilities through a variety of 
humanities courses. 

Talent Search reaches more than 800 middle and high school 
students annually, providing college and career counseling, academic 
support services, and personal development workshops. Four days a 
week in the summer, middle school students attend academic classes 
on campus. They also participate in field trips, tutoring sessions, and 
special interest clubs. 

Both programs focus on improving language arts skills. In partner- 
ship with Columbia University's School of the Arts, graduate student 
teachers provide instruction in writing fundamentals and introduce 
students to literature. Such exposure makes writing more relevant 
and stimulates lively debate and critical thinking. Works studied 
range from Homer's Oaysseyand Sophocles' Oedipus Rexto Zora Neale 
Hurston's essay "How It Feels to Be Colored Me" and Sandra Cisneros' 
The House on Mango Street. 





30 



Through an arrangement with the Department of Art History, partici- 
pants gain access to the University's Wallach Art Gallery. A variety 
of visual arts workshops and art-making projects tap into each 
student's creative potential. These collaborations between faculty 
and participants are at the heart of Double Discovery Center, where 
both students and teachers gain new perspectives. 

Upward Bound and Talent Search immerse youth in cultural and 
intellectual experiences outside their normal existence and refocus 
their energy on achieving academic goals. Both programs prepare 
students to pursue a successful college career, radically altering their 
futures and that of their community. 




Y// 



"The Double Discovery Center 
has become one of the most 
sought-after posts for our 
student teachers. They seek to 
share their craft and impact the 
lives of young people for whom 
reading and writing are often 
a struggle. In the spirit of 
'double discovery,' the program 
is a singular experience for 
teachers, as well." 



Kara Levy 

Columbia Artists/Teachers 

Co-Coordinator 

Columbia University 

School of the Arts 

Focus: Multidisciplinary 

Annual Number Participating: 1,200 

Ages: 11-18 

Annual Budget: $1,591,887 



31 



Write to Read: Youth Literacy at Juvenile Hall 

Alameda County Library 



2450 Stevenson Boulevard 

Fremont, CA 94538 

Phone: 510-745-1484 

Fax: 510-745-1494 

E-mail: sdrobner@aclibrary.org 

URL : http : // ju vie write2read . aclibrary. org 



The librarians at the Alameda County Library believe that exposure to 
books and their authors can transform the lives of troubled teens. 
Through the Write to Read program— a partnership among the Alameda 
County Library, the Department of Probation, and the Office of 
Education— the librarians annually introduce 4,000 incarcerated 
youth to books, library services, and contemporary authors. 

Since its founding in 1999, the Write to Read program has garnered 
numerous awards for its ability to motivate and inspire young people 
housed in the Alameda County Juvenile Hall. Each week, the pro- 
gram's librarians interact with the juvenile offenders for 2 hours. 
Next, participants read a featured book prior to the author's sched- 
uled visit to the facility. Their classroom teachers follow up by leading 
thoughtful discussions and preparing questions for the author. 
Participants have the opportunity to meet at least 3 writers every 

month; the average program 
participant interacts with 15-20 
during their stay. 

The Write to Read program 
adheres to a basic principle: 
expose young adults to a wide 
array of writers and literature, 
and some of the authors' posi- 
tive messages will resonate with 
^^^^^^^^^^^^^^ them. The criterion for selecting 
the visiting authors is their ability to inspire youth, either through 
their writings or their life experiences. Terry McMillan, Jimmy 
Santiago Baca, Dr. Michael Eric Dyson, Ron Glodoski, and devorah 
major have all influenced participants with their stories of pain, per- 
severance, struggle, and empowerment. 

The impact of Write to Read is apparent from student and teacher 
testimonials. Shared one participant, "By reading books in the Hall, 
I have opened up a place in my mind I never knew existed." A teacher 
observed, "The prolific amount of reading that these students do is 
astounding; they are always with a book in hand." 

By providing young people with access to books, the mentorship of 
librarians and accomplished writers, and an environment that promotes 
reading and writing, the Write to Read program improves the possibili- 
ties of many juvenile offenders and reaffirms the power of literacy. 




Above: San Francisco Poet 
Laureate devorah major consults 
one-on-one with youth about his 
poetry. Far right, top: Hannah 
Kefela displays her collection 



of books from visiting Write to 
Read authors. Far right, bottom: 
Students share their stories with 
writer Regina Louise. 




Youth Literacy 
at Juvenile Hall 



By meeting published writer 
1 person and hearing how 
writing shaped their lives, 

Ioung people begin to see 
lemselves as writers too, and 
terature becomes a tangible, 
ving entity." 
Cheryl Klein 

Ialifornia Programs Manager 
bets & Writers, Inc. 

ocus: Library 
Annual Number Participating: 4,000 
Ages: 12-18 
Annual Budget: $67,913 




Young 

Musicians 



rogr 





Above: Cedric Long playing a 
piano solo. Below: Clarinetist 
Christabel Nunoo performs. 



Far right: YMP students Brianna 
Pang (violin), Christina Mwaka 
(piano), and Dante Millet (cello). 



"The success of YMP's innovative, 
replicable model is clear. In its 
scope, rigor, and intensive 
attention to the whole child, YMP 
is helping to set the national 
standard for exemplary musical 
training and academic support 
for disadvantaged, at-risk 
urban youth." 
Robert J. Birgeneau 
Chancellor 
University of California, Berkeley 

Focus: Music 

Annual Number Participating: 83 

Ages: 9-18 

Annual Budget: $863,373 



A 



Young Musicians Program 

University of California 
(Regents) 

University of California, 

Berkeley 

19 Morrison Hall, No. 1204 

Berkeley, CA 94720-1204 

Phone: 510-643-4884 

Fax: 510-643-5548 

E-mail: dnewman@berkeley.edu 

URL: http://ymp.berkeley.edu 




The Young Musicians Program (YMP) at the University of California, 
Berkeley, is setting new standards for arts education. Instructors at 
the University of California, Berkeley's year-round Young Musicians 
Program make a commitment to the artistic, academic, personal, 
and social development of each student. YMP serves 80-90 young 
people each year, primarily from minority communities. A rigorous 
program, YMP has a zero dropout rate, and 100 percent of its gradu- 
ates enter college. 

Founded in 1968, YMP has three areas of concentration, which make 
up the "Power Triangle": a young person's musical training and per- 
formance opportunities, academic resources and training, and stan- 
dards for personal behavior. Although all of the participants are from 
low-income communities, the program focuses on the students' 
potential to succeed, not their finanrial circumstances. Consequently, 
YMP provides comprehensive, long-term services that improve all 
aspects of participants' lives. 

The program is divided into the YMP Institute and YMP Summer. 
During the YMP Institute, a 40-week school-year session, students 
participate in private and group lessons, rehearsals, master classes, 
and on-site academic tutoring. They also have opportunities to perform. 
The intensive, 7-week YMP Summer program engages students in full 
days of lessons; ensemble rehearsals; and training in all aspects of 
music, including history, theory, conducting, and composition. In 
addition, they receive help preparing for the SAT and filling out 
college applications. 

Instructors in both components closely monitor the young musicians' 
academic work and personal behavior. If a student is facing any type 
of crisis, then YMP provides appropriate outside resources. Both on- 
site tutoring and private instruction are available for students who 
need extra assistance. The Chancellor's 4.0 Club rewards participants 
who maintain a 4.0 grade point average. 

Experience is the best teacher, and YMP graduates who attend UC 
Berkeley serve as tutors, mentors, and ensemble coaches. YMP students 
also have regular access to role models, including core teachers and 
guest artists. Through its holistic approach, the YMP helps participants 
prepare for success in all aspects of their lives. 



35 



Below: Performance of the Ballet 
Folklorico Infantil del Instituto de 
Cultura at the closing ceremony 
of the courses at Centro de la 



Cultura Infantil La Chacara. 
Far Right: Participant at 
La Vecindad's First Regional 
Encounter of Indigenous Children. 




36 




contactocultural 

Fideicomiso para la Cultura Mexico-EUA 




In 2002, the President's Committee on the Arts and the Humanities 
joined with The U.S. -Mexico Foundation for Culture (also known as 
Cultural Contact), a nonprofit organization in Mexico City, to present 
Coming Up Taller Awards to two programs in Mexico dedicated to the 
nation's youth. Immediately, Cultural Contact 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, communities, 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 youth programs from Mexico with Coming Up Taller 
Awards. We are grateful to Cultural Contact for identifying these lead- 
ing programs and for supporting the Coming Up Taller Awards. 



37 



La Chacara Children's Cultural Center 

Instituto de Cultura de Campeche 
Calle 12 N. 173, Centro, CP 24000 
Campeche, Campeche, Mexico 
Phone: [011-52-981] 811-0208 
Fax: [011-52-981] 811-0288 
E-mail: iccampeche@prodigy.net. mx 



Created in 1998, La Chacara Children's Cultural Center strengthens 
communities and neighborhoods throughout Campeche, Mexico, 
by engaging young people with diverse cultural activities. The Wings 
and Roots for the Boys and Girls of Campeche program comprises 
workshops and classes in the visual and performing arts. These 
courses offer opportunities for youth to learn about their rich cultural 
heritage, while fostering an appreciation for the creative arts. 

Organized training spans the disciplines of art, including oil paint- 
ing and craft-making; regional dance; music instruction in piano, 
violin, bass guitar, voice, and jazz; and theater. The program offers 
special activities to accommodate disadvantaged youth and those with 
disabilities so that all young people can benefit from the Center's 
resources. La Chacara also provides daily education courses and work- 
shops for the instructors and devel- 
opment staff to ensure that the 
program maintains the highest 
standards of cultural enrichment. 
In addition to offering training 
workshops, La Chacara sponsors 
folkloric dance companies for 
children and teens, a children's 
choral group, and a children's 
theater company. The Cultural Center 
also organizes two statewide chil- 
dren's congresses each year. These 
gatherings provide opportunities for 
young people to develop their artistic abilities by working on a variety 
of creative projects. The Center also produces the popular Encuentros 
Estatales de Danza Folklohca, folkloric dance performances at various 
locations throughout the region. More than a dozen gatherings for 
children and youth have already been staged. With support from various 
public and private institutions, a series of free events for children, 
youth, and families in Campeche complement the local activities. 

La Chacara's reputation extends both nationally and internationally. 
The children's artistic group, Estrellas con Angel (Stars with Angel), 
and the children's theater company, Del Jingo al Tango, have garnered 
numerous awards. In addition, Campeche received designation as a 
UNESCO World Heritage site. Tourist itineraries to the walled city of 
Campeche include guided art-making tours of La Chacara, together 
with other cultural attractions. 

Every year, 20,000 children and adults benefit from La Chacara's mul- 
titude of cultural classes, workshops, and presentations. With active 
participation from the communities it serves, the Children's Cultural 
Center nurtures an educated, creative generation of young people who 
will paint a bright future with the palette of their rich heritage. 




38 



Right: Young artists with 
different capabilities create 
artwork in a La Chacara class. 
Below: An inside look at 
a visual arts workshop at 
La Chacara. Far left: Cultural 
Center participants express 
themselves through puppetry. 




La Chacara 
Children's 
Cultural Center 




"La Chacara brings a world 

of peace for the children of 

Campeche." 

Alicia Montero 

Coordinator 

La Chacara Children's 

Cultural Center 



Focus: Multidisciplinary 

Annual Number Participating: 55,000 

Ages: 3-17 

Budget: $85,000 



39 



Below: Participants create sculp- 
tural objects with clay. Bottom: 
A demonstration of an ancient 
ritual dance exposes students to 



pre-hispanic culture. Far right: 
A young participant adds the fin- 
ishing touches to a chalk drawing. 



Children's 
Cultural Center 
La Vecindad 




«£t^tL* 





40 



cindad is an environment 
children's creativity." 
a Rodriguez 



I'nJ-t-i 



rildren's Cultural Center 
_j Vecindad 

>cus: Multidisciplinary 
..nnual Number Participating: 55,000 
Ages: 3-14 
Budget: $88,800 





Children's Cultural Center La Vecindad 

Salazar No. 1, Centro, CP 62000 
Cuernavaca, Morelos, Mexico 
Phone: [011-52-777] 318-9957 
E-mail: zoimar@prodigy.net. mx 
URL: www.arte-cultura-morelos.com 

From its humble offices in Cuernavaca, Children's Cultural Center 
La Vecindad serves 55,000 children and 9,000 adults throughout 33 
municipalities in the state of Morelos, Mexico. A multidisciplinary lab- 
oratory for creativity, La Vecindad introduces young people to a broad 
range of art forms. This diversity can be found in its performing arts, 
such as theater, puppetry, music, and contemporary dance; visual 
arts, including drawing, painting, sculpture, and photography; as well 
as media and literary arts, such as radio broadcasting and creative 
writing. Instructors balance the arts curriculum with lessons on the 
environment and science. 

The Children's Cultural Center places a premium on creative self- 
expression. Facilitated workshops provide youth ages 3-14 with 
abundant opportunities to experiment in a variety of media. In the 
process, students explore multiple forms of expression and discover 
innovative ways to create art. 

La Vecindad began as an agency of the Cultural Institute of Morelos 
in 1996. The Children's Cultural Center now engages a regional audience 
through a vast array of annual exhibitions, performances, fairs and 
festivals, radio programs, school visits, summer programs, and work- 
shops. La Vecindad also encompasses underserved populations, design- 
ing activities especially for children with disabilities and young people 
from indigenous communities. 

Because of these outreach efforts, tens of thousands of adults and 
youth in Morelos are developing an enhanced appreciation for art; a 
renewed pride in their local culture and languages; and an increased 
interest in reading, science, and the environment. 

As La Vecindad celebrates its 10th anniversary, the Children's 
Cultural Center continues to nurture creativity in the region's youth, 
while empowering communities through educational programs in the 
arts and sciences. 



41 



2006 Coming Up Taller Semifinalists 



Arts & Smarts 

Patchwork Central, Inc. 
Evansville, IN 

Artworks! 

Huntington 
Museum of Art, Inc. 
Huntington, WV 

BAVC Youth Programs 

Bay Area Video Coalition 
San Francisco, CA 

Berklee City Music 

Berklee College of Music 
Boston, MA 

Breakin' Curfew 

The Neutral Zone 
Ann Arbor, MI 



I Sing the Body Electric 

Sarah Bush Lincoln 
Health Foundation 
Mattoon, IL 

John C. Cudahy Branch 
YMCA Visual Arts Program 

YMCA of Metropolitan 
Milwaukee 
Milwaukee, WI 

Make A Joyful Sound 

Music Institute of Chicago 
Winnetka, IL 

Matrix Theatre Company: 
Young Playwrights 
Initiative 

Matrix Theatre Company 
Detroit, MI 



City at Peace 

City at Peace, Inc. 
Washington, DC 

Citywide Poets (CWP) 

InsideOut Literary 
Arts Project 
Detroit, MI 

Creative Communities 

The Rhode Island 
Philharmonic Orchestra 
Providence, RI 

Discover Theater 
Summer Camps 

Junior Players Guild 
Dallas, TX 

Financial Aid Program/ 
Music in the Community 
Initiative 

Concord Community 
Music School 
Concord, NH 

HANDS-ON 

ZUMIX, Inc. 
East Boston, MA 



Midnight Shakespeare 

The San Francisco 
Shakespeare Festival 
San Francisco, CA 

Project Shine 

After School Program 

Tucson Unified 
School District 
Tucson, AZ 

Project STEP 

Project STEP, Inc. 
Boston, MA 

Ritmo en Accion Youth 
Dance Troupe 

Hyde Square 
Task Force, Inc. 
Jamaica Plain, MA 

SCORE! (Students 
Creating Opera to 
Reinforce Education!) 

Hamilton Wings 
Elgin, IL 

Short Stop Youth Center 

Directions for Youth & 
Families 
Columbus, OH 



42 



SMARTS— Students 
Motivated by the Arts 

Youngstown State 
University 
Youngstown, OH 

Student Theatre 
Enrichment Program 
(STEP) 

Cleveland Public Theatre 
Cleveland, OH 

Summer Arts for Youth 

Young Audiences of 
Indiana, Inc. 
Indianapolis, IN 

Sunburst Youth Theatre 

The Public Theatre of 
Kentucky, Inc. 
Bowling Green, KY 

Teen Apprentice Program 
(TAP) 

Worcester Center for Crafts 
Worcester, MA 

The ARTiculate 
Employment Training 
Program 

Washington Very Special Arts 
Washington, DC 



Urban Missions 

Columbia College Chicago 
Chicago, IL 

Urban Voices 

Global Action Project, Inc. 
New York, NY 

Young Artist 
Apprenticeship Program 
(YAAP) 

Blaffer Gallery 
Art Museum of the 
University of Houston 
Houston, TX 

Youth Ensemble of Atlanta 

Atlanta, GA 

Youth Theater Project 

San Francisco 
Mime Troupe, Inc. 
San Francisco, CA 

Toddler Rock 

Rock and Roll 

Hall of Fame Museum 

Cleveland, OH 



The CityKids 
Repertory Company 

The CityKids 
Foundation, Inc. 
New York, NY 

The Sitar Center After- 
School Arts Program 

The Patricia M. Sitar 
Center for the Arts 
Washington, DC 

Tiered Mentorship Program 

Everett Dance Theatre 
Providence, RI 



43 



2006 Coming Up Taller National Jury 



Giselle Antom 

Executive Director 
Big Thought 
Dallas, TX 



Peggy Barber 

Partner and Principal 
Library Communication 
Strategies 
Chicago, IL 



Georgina Ngozi 
Executive Director 
Children's Museum of 
the Low Country 
Charleston, SC 

David Jacob Rothman 

Publisher and Editor 
Conundrum Press 
Crested Butte, CO 



Debra Eileen Evans 

Director of Education 

The Metropolitan Opera Guild 

New York, NY 

Pat Farmer 

Executive Director 
Allegro Foundation 
Charlotte, NC 

Sandra Jackson-Dumont 

Kayla Skinner Deputy Director 
of Education and Public Programs 
Seattle Art Museum 
Seattle, WA 

Suzi Jones 

Deputy Director 
Anchorage Museum of 
History and Art 
Anchorage, AK 



Anana Kambon 

National Director 
ACT-SO 
NAACP 
Baltimore, MD 



Frank Russell 

Director 
Community Design Center 
University of Cincinnati 
Cincinnati, OH 

Jennifer Jeffries Thompson 

Research Specialist 
Montana Historical Society 
Helena, MT 






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 

E-mail: pcah@pcah.gov 

URL: www.pcah.gov 

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 humanities 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 and 
Library Services 

1800 M Street, NW 

9th Floor 

Washington, DC 20036-5802 

Phone: 202-653-IMLS 

Fax: 202-653-4600 

E-mail: imlsinfo@imls.gov 

URL: www.imls.gov 

The Institute of Museum and Library 
Services, an independent federal 
agency, grows and sustains a "Nation 
of Learners" because lifelong learn- 
ing is critical to both societal and 
individual success. Through its grant 
making, convenings, research, and 
publications, the Institute empowers 
museums and libraries nationwide 
to provide leadership and services 
to enhance learning in families 
and communities, sustain cultural 
heritage, build 21st-century skills, 
and provide opportunities for civic 
participation. 

Anne-Imelda M. Radice PhD. Director 



National Endowment 
for the Arts 

1100 Pennsylvania Avenue, NW 

Washington, DC 20506 

Phone: 202-682-5400 

Fax: 202-682-5611 

E-mail: webmgr@arts.endow.gov 

URL: www. arts. gov 

The National Endowment for the 
Arts is a public agency dedicated 
to supporting excellence in the 
arts, both new and established; 
bringing the arts to all Americans; 
and providing leadership in arts 
education. Established by Congress 
in 1965 as an independent agency 
of the federal government, the 
Endowment is the nation's largest 
annual funder of the arts, bringing 
great art to all 50 states, including 
rural areas, inner cities, and 
military bases. 

Dana Gioia, Chairman 

National Endowment 
for the Humanities 

1100 Pennsylvania Avenue, NW 

Washington, DC 20506 

Phone: 202-606-8400 

Fax: 202-606-8240 

E-mail: info@neh.gov 

URL: www.neh.gov 

Because democracy demands 
wisdom, the National Endowment 
for the Humanities (NEH) 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 




- - Hill- 

COMING UP TALLER AWARDS