FOR THE ARTS
A great natii in
deserves great art.
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FOR THE ARTS
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The following companies, corpora-
tions, foundations, individuals, and
organizations provide indispensable
support to the Coming Up Taller
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
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
GMA C Financial Services
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-
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
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
Anthony Tighe, National Endowment
for the Arts
Writers: Lisa Cordes,
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
Washington, DC 20506
Cover: GNOYO students Jeffery
Wilson (cello) and Jasen Weaver
(bass) perform at a 2005 New
Orleans Hornets basketball game.
Photography: Chris Brown
.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,
iem take a bow and
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
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
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
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
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
President's Committee on the Arts and the Humanities
Anne-lmelda M. Radice
Institute of Museum and Library Services
National Endowment for the Arts
Bruce M. Cole
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
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
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
Southwest Arkansas Arts Council
P.O. Box 1004
Hope, AR 71802
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,
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
Annual Number Participating: 450
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."
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
"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
Baltimore Urban Debate
Focus: Language Arts
Annual Number Participating: 750
Annual Budget: $1,000,000
Baltimore Urban Debate League
Baltimore Urban Debate League, Inc.
1800 North Charles Street, Suite 906
Baltimore, MD 21201
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
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.
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
"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
Annual Number Participating: i
Annual Budget: $182,496
Birmingham Cultural Alliance Partnership
Birmingham Civil Rights Institute
520 Sixteenth Street North
Birmingham, AL 35203
Phone: 205-328-9696 ext. 235
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
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.
Greater New Orleans Youth Orchestra
938 Lafayette Street, Suite 206
New Orleans, LA 70113
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.
Annual Number Participating: 120-250
Annual Budget $260,000
"Now more than ever, young
people in our community need
the discipline, structure,
creative outlet, and collaborative
opportunities provided through
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
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«
*N WNYC Radio, Inc.
One Centre Street, 27th Floor
New York, NY 10007
\'jk E-mail: email@example.com
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
"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."
Helena Rubenstein Foundation
Focus: Media Arts
Annual Number Participating: 15-25
Annual Budget: $162,908
in the Courts
70 Kemble Street
Lenox, MA 01240
Phone: 413-637-1199 ext. 172
"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
Paul E. Perachi
Trial Court of the Commonwealth
Juvenile Court Department
Annual Number Participating: 18-20
Annual Budget: $39,000
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
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
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
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
DC Commission on the Arts
Annual Number Participating: 250
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
Snow City Arts Foundation
1653 West Congress Parkway
Office 599 Jones
Chicago, IL 60612
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
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
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.
Snow City Arts
"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
St. Luke's Medical Center
Annual Number Participating: 2,100
Annual Budget: $430,431
YMCA of Greater Charlotte
500 East Morehead Street
Charlotte, NC 28202
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
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.
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
"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
Focus: Language Arts
Annual Number Participating: 290
Annual Budget: $310,000
Communities In Schools
of New Jersey
155 Washington Street, Suite 201
Newark, NJ 07102
Phone: 973-242-0706 ext. 3014
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.
"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
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
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.
Teatro de la Rosa Youth Program
Latin Arts Association of Fort Worth
1440 North Main Street
Fort Worth, TX 76106
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 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.
"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
Jim Bob McMillan
Texas Commission on the Arts
Annual Number Participating: 2,950
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
Far right: Karlie Spud (Tlingit
name: Yeilthgahkoogei Karlie
Kalyn Renee Spud), leads a line.
"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."
Alaska Indian Arts, Inc.
Focus: Folk Arts
Annual Number Participating: 305
Annual Budget: $10,500
Tlingit Language and Culture Program
Sheldon Museum and Cultural Center
PO Box 269
1 1 Main Street
Haines, AK 99827
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.
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
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
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.
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.
"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."
School of the Arts
Annual Number Participating: 1,200
Annual Budget: $1,591,887
Write to Read: Youth Literacy at Juvenile Hall
Alameda County Library
2450 Stevenson Boulevard
Fremont, CA 94538
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.
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,
Ialifornia Programs Manager
bets & Writers, Inc.
Annual Number Participating: 4,000
Annual Budget: $67,913
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
Robert J. Birgeneau
University of California, Berkeley
Annual Number Participating: 83
Annual Budget: $863,373
Young Musicians Program
University of California
University of California,
19 Morrison Hall, No. 1204
Berkeley, CA 94720-1204
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
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.
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.
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.
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: firstname.lastname@example.org. 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.
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 brings a world
of peace for the children of
La Chacara Children's
Annual Number Participating: 55,000
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.
cindad is an environment
rildren's Cultural Center
..nnual Number Participating: 55,000
Children's Cultural Center La Vecindad
Salazar No. 1, Centro, CP 62000
Cuernavaca, Morelos, Mexico
Phone: [011-52-777] 318-9957
E-mail: email@example.com. mx
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.
2006 Coming Up Taller Semifinalists
Arts & Smarts
Patchwork Central, Inc.
Museum of Art, Inc.
BAVC Youth Programs
Bay Area Video Coalition
San Francisco, CA
Berklee City Music
Berklee College of Music
The Neutral Zone
Ann Arbor, MI
I Sing the Body Electric
Sarah Bush Lincoln
John C. Cudahy Branch
YMCA Visual Arts Program
YMCA of Metropolitan
Make A Joyful Sound
Music Institute of Chicago
Matrix Theatre Company:
Matrix Theatre Company
City at Peace
City at Peace, Inc.
Citywide Poets (CWP)
The Rhode Island
Junior Players Guild
Financial Aid Program/
Music in the Community
East Boston, MA
The San Francisco
San Francisco, CA
After School Program
Project STEP, Inc.
Ritmo en Accion Youth
Task Force, Inc.
Jamaica Plain, MA
Creating Opera to
Short Stop Youth Center
Directions for Youth &
Motivated by the Arts
Cleveland Public Theatre
Summer Arts for Youth
Young Audiences of
Sunburst Youth Theatre
The Public Theatre of
Bowling Green, KY
Teen Apprentice Program
Worcester Center for Crafts
Washington Very Special Arts
Columbia College Chicago
Global Action Project, Inc.
New York, NY
Art Museum of the
University of Houston
Youth Ensemble of Atlanta
Youth Theater Project
Mime Troupe, Inc.
San Francisco, CA
Rock and Roll
Hall of Fame Museum
New York, NY
The Sitar Center After-
School Arts Program
The Patricia M. Sitar
Center for the Arts
Tiered Mentorship Program
Everett Dance Theatre
2006 Coming Up Taller National Jury
Partner and Principal
Children's Museum of
the Low Country
David Jacob Rothman
Publisher and Editor
Crested Butte, CO
Debra Eileen Evans
Director of Education
The Metropolitan Opera Guild
New York, NY
Kayla Skinner Deputy Director
of Education and Public Programs
Seattle Art Museum
Anchorage Museum of
History and Art
Community Design Center
University of Cincinnati
Jennifer Jeffries Thompson
Montana Historical Society
President's Committee on
the Arts and the Humanities
1100 Pennsylvania Avenue, NW
Washington, DC 20506
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
1800 M Street, NW
Washington, DC 20036-5802
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
Anne-Imelda M. Radice PhD. Director
for the Arts
1100 Pennsylvania Avenue, NW
Washington, DC 20506
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
Dana Gioia, Chairman
for the Humanities
1100 Pennsylvania Avenue, NW
Washington, DC 20506
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