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A university-afterschool partnership model is presented to deliver sustained, quality arts education, including structured roles, targeted staff training, and supported lesson planning.",{"@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/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/fostering-arts-education-through-a-university-afterschool-partnership/590591/",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/fostering-arts-education-through-a-university-afterschool-partnership/590591.png","ImageObject",300,407,{"name":42,"@type":43},"Stanley","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How do afterschool arts activities differ in this document?","Question",{"text":63,"@type":64},"They fall into visual/performing arts education, where children practice specific art forms, and arts integration, which uses arts to engage students with content from other academic disciplines.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What challenges do afterschool programs face when providing quality arts education?",{"text":68,"@type":64},"Logistical and resource constraints, limited training for staff, reliance on activities not aligned to arts standards, and high staff turnover can hinder consistent high-quality delivery.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the proposed solution to improve arts education outcomes in afterschool settings?",{"text":72,"@type":64},"Partnering with a university, exemplified by the GoalPOST model, brings teacher education students into elementary afterschool programs for structured arts-oriented field experiences, supported by planning and targeted training.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},590591,1792991287,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},7,40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":106,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":110,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Fostering Arts Education Through a University-Afterschool Partnership  \nAlison E. Leonard, David S. Fleming, Melanie Lewis, and Sheliah Durham  \nThe arts, long a staple part of afterschool programming, continue to offer an engaging way to enrich curriculum, impart content, and develop skills in K–12 students. Arts experiences can positively affect young people’s developmental, behavioral, social, and intellectual capabilities (Afterschool Alliance, 2012; Montgomery, Rogovin,& Persaud, 2013; Stiegelbauer, 2008) .  \nThe broad range of afterschool arts activities can be divided into two basic types. In the first, visual and performing arts education, children explore the techniques of specific forms, such as sculpture or dance. The second, arts integration, uses the arts as a strategy for engaging children with content from other academic disciplines (Stiegelbauer, 2008) .  \nRegardless of the type of arts activity, the importance of the arts in afterschool programs cannot be over-  \nestimated. As the arts are increasingly marginalized in public school systems, afterschool arts education can bean alternative way to integrate the arts into children’s academic experiences or build on their in-school arts experiences (Briggs & McHenry, 2013; Charmaraman & Hall, 2011; Eckhoff, Hallenbeck, & Spearman, 2011; Stiegelbauer, 2008) . Enhancing young people’s exposure to and engagement with the arts has therefore become a priority for many afterschool programs.  \nHowever, logistical and resource constraints challenge afterschool programs looking to provide and maintain quality arts education (Montgomery et al. , 2013) . The success of content delivery generally rests  \nALISON E. LEONARD, PhD, is the assistant professor of arts and creativity in the College of Education at Clemson University. DAVID S. FLEMING, PhD, is an associate professor in the College of Education and associate dean of the Graduate School at Clemson University.  \nMELANIE LEWIS, MEd, is project director for GoalPOST at Clemson University.  \nSHELIAH DURHAM, PhD, is an assistant professor and coordinator of secondary education programs at Anderson University.  \nwith afterschool staff, whose training and educational background may be limited (Fleming & Felak, 2012) . Many programs rely on arts and crafts activities that do not connect to state and national arts standards. Professional artists may be brought in as teaching artists (Anderson & Risner, 2012), but afterschool staff are not likely to be arts educators. Our experience suggests that professional development for afterschool educators is often centered on core subject areas, leaving staff charged with arts integration to find resources and curriculum ideas on their own. In addition, high turnover among afterschool program staff complicates the delivery of quality enrichment experiences (Asher, 2012) .  \nOne solution to the challenge afterschool programs face in providing high-quality arts education is to partner with a university. In the model featured in this article, a university teacher education arts course brings its students into elementary afterschool programs at local Title I schools. These students participate in arts-oriented field experiences that both enhance their own education and provide quality arts activities in the afterschool programs. This ongoing university-afterschool partnership, now in its fifth year, is presented as a model partnership for enhancing arts education after school, one that presents unique opportunities and challenges and that suggests best practices in such partnerships.  \nect directors, who serve as program coordinators of all nine programs.  \nClemson supplies university students who serve as noncertified afterschool teachers. Although most are preservice teachers in Clemson’s College of Education, GoalPOST has also hired students from other majors, such as engineering, psychology, nursing, conservation biology, and parks and recreation management. In addition to these afterscho","cbCaiiGmUL4CjqrK","https://ap.wps.com/l/cbCaiiGmUL4CjqrK","pdf",1094067,"English","# Afterschool Arts Education Value\n## Arts Activity Types\n## Constraints on Quality Delivery\n# University-Afterschool Partnership Model\n## Program Structure and Roles\n## Training, Scheduling, and Learning Sites","[{\"question\":\"How do afterschool arts activities differ in this document?\",\"answer\":\"They fall into visual/performing arts education, where children practice specific art forms, and arts integration, which uses arts to engage students with content from other academic disciplines.\"},{\"question\":\"What challenges do afterschool programs face when providing quality arts education?\",\"answer\":\"Logistical and resource constraints, limited training for staff, reliance on activities not aligned to arts standards, and high staff turnover can hinder consistent high-quality delivery.\"},{\"question\":\"What is the proposed solution to improve arts education outcomes in afterschool settings?\",\"answer\":\"Partnering with a university, exemplified by the GoalPOST model, brings teacher education students into elementary afterschool programs for structured arts-oriented field experiences, supported by planning and targeted training.\"}]","Fostering Arts Education Through a University-Afterschool Partnership | PDF",1792069982]