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The program uses project-based studio labs, includes language arts, computer graphics, publishing, animation, video, portfolios, and evaluation through questionnaires, journals, interviews, and follow-up for longitudinal outcomes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/developing-an-after-school-curriculum/590497/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/developing-an-after-school-curriculum/590497.png","ImageObject",300,407,{"name":42,"@type":43},"Pentious","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the Multimedia Arts Education Program (MAEP)?","Question",{"text":63,"@type":64},"MAEP is an ongoing, intensive after-school computer-mediated arts and technology program that began in 1996. It runs for five semesters and targets at-risk middle school youth.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is the MAEP curriculum developed and maintained?",{"text":68,"@type":64},"Curriculum development is shaped by interactions between artist/teachers and students, with lesson outlines refined by artist/teachers and the director. Teaching assistants record actual teaching operations and help refine lab activities.",{"name":70,"@type":61,"acceptedAnswer":71},"How does MAEP evaluate program effects?",{"text":72,"@type":64},"Students complete perceived self-efficacy and attitude questionnaires multiple times, and their journals and artifacts are collected. 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David Betts, Ph. D. , is Assistant Professor in Language, Reading and Culture in the College of Education at the University of Arizona in Tucson. His research area is art and technology integration. Dr. Betts is a multimedia producerand is, in addition, a consultant in program development and evaluation.  \nore than three million children in the United States participate in some type of after school  \nMprwiod-ramrangin(Natg beionalnefits tSotudychil,dre, 93thirofiilnie  \nand the community (Pederson, et al, 1998) . After school programs of many descriptions provide responsible adult supervision for youth, constructive activities and insulation from harmful peer pressures during high-risk hours (Fox & Newman, 1997). Common goals include psychosocial development, education, recreation and career awareness (Schwartz, 1996) . No impact assessment has been done of the many programs that are in place; however, studies of programs for low-income children have shown positive effects (Posner & Vandell, 1994) . The important role of the arts in prevention programs for youth has been acknowledged for sometime.“The promisesthearts hold James, Grade7 for prevention . . . are grounded in a grow  \ning number of evaluation studies and in scientific studies of human development.” (Bonnie Bernard in Magie & Miller, 1997, p. 18). The arts education community, both locally and nationally, is an important source of successful programs that keep young people on track and promote a variety of useful art skills and activities.  \nThe Multimedia Arts Education Program (MAEP) isan ongoing, intensive, after school computer-mediated art  \ntechnology program begun in 1996 by the Tucson PimaArts Council (TPAC) in Tucson, Arizona. This five-semester program targeted at-risk middle school youth from disadvantaged families. Students worked with professional artist/teachers, learning to do computer graphics and publishing, language arts and word processing, computer animation and video production. Each semester was structured around the acquisition of basic art and computer skills as well as the completion of individual projects.  \nCurriculumDevelopment  \nThfreonemedthefor aneedformato belizaedblecurtorlutimnuareosthee program in a cohesive form, without regard to the availability of the original teachers, because the program’s repeatability and replicability are important considerations for its growth and continued success. There is also, of course, an unrelenting need for financial support for the program, which costs an estimated $5,000 per student for the five semesters, which includes 600 hours of instruction, materials, educational incentives, bus passes and a computer. Also, the initial cost for the four labs was over $20,000 .  \nThe prospect of discontinuing the program weighs heavily upon the sponsoring agencies. How do you tell youngsters who have spent a year in the program that they are not going to get their computer? In order to avoid this outcome, staff paid close attention to the development of theMAEP curriculum and the evaluation ofits effects.  \nAt its inception, the MAEP planned to let any formal curriculum evolve from the interaction of the artist/teachers and the students. MAEP faculty members had been recruited as artist/teachers from the arts community, bringing professional art technology experience to the program, and several University of Arizona graduate and undergraduate students worked with the program as teaching assistants (TAs) in the labs. Often the artist/teachers, who typically did not have much teaching experience, were working out their learning objectives on the fly, so having another adult in the lab was beneficial. The TAs recorded the actual teaching operations involved and helped to refine the activities in each lab. Lab activities began with basic skills and concepts; the ultimate goal was to combine the arts activities with the avai","cbCaigTcwIMOjJj7","https://ap.wps.com/l/cbCaigTcwIMOjJj7","pdf",125565,"English","# Curriculum Development\n## MAEP Labs\n## Program Evaluation Approach","[{\"question\":\"What is the Multimedia Arts Education Program (MAEP)?\",\"answer\":\"MAEP is an ongoing, intensive after-school computer-mediated arts and technology program that began in 1996. It runs for five semesters and targets at-risk middle school youth.\"},{\"question\":\"How is the MAEP curriculum developed and maintained?\",\"answer\":\"Curriculum development is shaped by interactions between artist/teachers and students, with lesson outlines refined by artist/teachers and the director. Teaching assistants record actual teaching operations and help refine lab activities.\"},{\"question\":\"How does MAEP evaluate program effects?\",\"answer\":\"Students complete perceived self-efficacy and attitude questionnaires multiple times, and their journals and artifacts are collected. Graduating students are interviewed along with parents or guardians, with additional follow-up interviews for longitudinal study.\"}]","Developing an After School Curriculum | PDF",1792069756,25]