[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590478-105":59,"doc-detail-590478-en":124},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":117,"head_meta":119,"extra_data":121,"updated_unix":123},105,"en","the-curtain-rises-how-community-based-arts-contribute-to-youth-and-community-development-by-jennifer-fuqua","the curtain rises How Community-Based Arts Contribute to Youth and Community Development - by Jennifer Fuqua","","A narrative talent show at Queens Community House Beacon in JHS 190 introduces how community-based arts programs engage youth despite delays, large crowds, and nervous anticipation. The piece describes a 14-year-old poem performance after 9/11 and highlights the director’s belief that arts participation can transform young lives. It then connects community arts models to youth development theory, explaining frameworks such as marketing, tagging, positioning, and line-up models.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-curtain-rises-how-community-based-arts-contribute-to-youth-and-community-development-by-jennifer-fuqua/590478/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Pentious","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What setting and event frame the discussion about arts in the community?","Question",{"text":106,"@type":107},"The text centers on an annual talent show at Queens Community House Beacon in JHS 190, where youth performances draw a large neighborhood audience.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"Why is the 14-year-old’s poem performance significant in the article?",{"text":111,"@type":107},"His spoken poem addresses loss in New York City after 9/11, winning over the audience and raising expectations for the show.",{"name":113,"@type":104,"acceptedAnswer":114},"Which youth development models does the article use to explain the value of arts-based programming?",{"text":115,"@type":107},"It outlines four models—marketing, tagging, positioning, and line-up—showing how youth gain assets and competencies through authentic, community-connected learning experiences.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},590478,1792069718,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":123,"read_time":137},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","It’s 6:20 p. m. on a Friday in December, and the show isabout to begin. After waiting for 20 minutes, the crowd is restless. The delay couldn’t be helped; six girls were running back and forth between two subway stops to get the “clean” tape of their music.  \nAs the crowd prepares to heckle, the atmosphere in the junior high school auditorium is closer to Showtime atthe Apollo than to afterschool education. The neighborhood is out in force, along with friends, family members, and co-workers who have caught the F train from far-flung Queens neighborhoods. More than 500 peoplesit crammed into seats designed for 12–14-year-old students. They are repeatedly asked to sit down as they line the aisles trying to get a better view and a gulp of fresh air from windows that never seem to open far enough.  \nA bit nervously, I walk to center stage to welcome the audience to the annual talent show at the Queens Community House Beacon in JHS 190. As I make a pitch for the young people who have spent so much blood, sweat, and tears preparing for their performance  \nand inform the audience that the Beacon is a boo-free zone, I’m thankful that no one boos me. I’m vaguely aware of getting a “shout-out,” which reminds me of the deep love and respect I feel privileged to share with the performers. We are a family.  \nAt 6:25 p.m., the show begins. An unassuming boy with glasses, age 14, stands alone with a music stand that holds his notebook. Some of the kids in the audience are ready to pounce. Then the teen does something amazing. With a purposeful cadence, he reads his poem, which speaks about loss to the citizens and families of New York City after 9/11 . When he finishes, someone shouts “yeaauh!” in a way usually reserved for a favorite gangsta rap. The boy has won over the audience; expectations have just risen.  \nJENNIFER FUQUA is an artist, youth worker, and administrator. She is currently the director of Children and Teen Services at the Queens Community House (formerly the Forest Hills Community House), a settlement house in Queens, New York. She has a B. F.A. and an M.S. C. R. P. from Pratt Institute and is a former Robert Bowne Foundation Research Fellow. Having taught various artistic disciplines to 6–21-year-olds in community settings for nearly 20 years, she is convinced that participation in the arts can change the lives of kids.  \nthe curtain  \nrises How Community-Based  \nArts Contribute to Youth and Community Development  \nby Jennifer Fuqua  \nIn this talent show, the Beacon performers shared with their community a set of productions that took months to prepare. During that time, the young people received guid-  \nyoung people, particularly alienated youth who struggle to find a place in public school systems.  \nance from more experienced artists and had space and Youth Development and Learning time to create their own process and experience. Different through the Arts  \nacts often practiced in close proximity, sometimes in struc- According to the Youth Development Institute (1998) at tured activities but more often in informal open sessions. the Fund for the City of New York, a youth development Two or three dance groups would stake out opposite cor- program is designed to meet the human developmental ners of the gym, their dueling boom boxes blasting an needs of youth and to build a set of core assets and comescalating cacophony of noise. In the process, the per- petencies needed to participate successfully in adolescent formers developed their own language, overcame shyness, and adult life. Four typical models of extended learning projected their voices, expressed their poetry, and moved that enable “authentic work experience,” identified by together. Finally, they also moved their audience. Shirley Brice Heath (1999, p. 28) in her evaluation of 124 This story is not unique. In any community you can youth-based arts organizations, mirror the values of a  \nfind people—often a lot of people—who value the arts and youth development ","cbCailPXUmG6lZmE","https://ap.wps.com/l/cbCailPXUmG6lZmE","pdf",554362,"English","# Introduction\n## Talent show experience and audience engagement\n# Community-based arts and youth development\n## Frameworks and models of extended learning\n## Implications for youth opportunity","[{\"question\":\"What setting and event frame the discussion about arts in the community?\",\"answer\":\"The text centers on an annual talent show at Queens Community House Beacon in JHS 190, where youth performances draw a large neighborhood audience.\"},{\"question\":\"Why is the 14-year-old’s poem performance significant in the article?\",\"answer\":\"His spoken poem addresses loss in New York City after 9/11, winning over the audience and raising expectations for the show.\"},{\"question\":\"Which youth development models does the article use to explain the value of arts-based programming?\",\"answer\":\"It outlines four models—marketing, tagging, positioning, and line-up—showing how youth gain assets and competencies through authentic, community-connected learning experiences.\"}]","the curtain rises How Community-Based Arts Contribute to Youth and Community Development - by Jennifer Fuqua | PDF",23]