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Frame and Understand Out-Of-School Time Arts Programs  \nWCER Working Paper No. 2023-2  \nMarch 2023  \n1Erica Halverson, 2Caitlin Martin, 1Jalessa Bryant, 3Katherine Norman, 1Caleb Probst, 1Stephanie Richards, 1Kailea Saplan, 1Andy Stoiber, and  \n1Jonathan Tunstall, 4in collaboration with community artists and artistleaders across the United States and Indigenous Nations  \nWisconsin Center for Education Research University of Wisconsin–Madison  \n[erica.halverson@wisc.edu](erica.halverson@wisc.edu)  \n1School of Education, Department of Curriculum and Instruction  \n2Independent researcher/consultant  \n3Utah Shakespeare Festival  \n4See Appendix 1 for list of collaborators  \nKey words: Arts education, Community arts, Informal education, Out-of-school time, Youth arts, Youth work  \nSuggested citation: Halverson, E., Martin, C., Bryant, J., Norman, K., Probst, C., Richards, S., Saplan, K., Stoiber, A., & Tunstall, J. (2023). Using cultural-regional arts scenes to frame and understand out-of-school time arts programs. (WCER Working Paper No. 2023-2). University of Wisconsin–Madison, Wisconsin Center for Education Research.  \n© 2023 by Erica Halverson, Caitlin Martin, Jalessa Bryant, Katherine Norman, Caleb Probst, Stephanie Richards, Kailea Saplan, Andy Stoiber, and Jonathan Tunstall. All rights reserved. This work was funded by a grant from the Wallace Foundation. Any opinions, findings, or conclusions expressed in this paper are those of the authors and do not necessarily reflect the views of the Wallace Foundation, WCER, or cooperating institutions. Readers may make verbatim copies of this document for noncommercial purposes by any means, provided that the above copyright notice appears on all copies. WCER working papers are available at  \n[https://wcer.wisc.edu/publications/working-papers](https://wcer.wisc.edu/publications/working-papers)  \nUsing Cultural-Regional Arts Scenes to Frame and Understand Out-Of-School Time Arts Programs  \nErica Halverson, Caitlin Martin, Jalessa Bryant, Katherine Norman, Caleb Probst, Stephanie Richards, Kailea Saplan, Andy Stoiber, and Jonathan Tunstall  \nAbstract  \nA wealth of literature shows positive outcomes and experiences from arts learning, yet youth access to arts education has become significantly more inequitable over the past 30 years. Alongside the growing discourse around arts learning and equity issues, there is a recognized and persistent need for more research. We conducted a critical, qualitative study of out-of-school time (OST) arts organizations across the United States. Our primary research questions were: (1) How do community youth arts organizational leaders, teaching artists, and participants describe the leading ideas and practices in OST youth arts programming? (2) How can OST youth arts work center the cultural, historical, and geographic resources that artists and arts organizations bring to arts programming? We first developed a theoretical framework for understanding arts practices in education and summarize key learning outcomes associated with youth participation in the arts. We then talked with OST arts education experts across the United States to understand how their programs support and center youth in arts learning, particularly Black youth, Indigenous youth, and youth of color (BIPOC youth), youth from low-income backgrounds, and LGBTQIA+ youth. This report offers the concept of “cultural-regional scenes”to describe the critical, qualitative case studies we developed of OST youth arts practice. We describe four unique cultural-regional scenes—the Urban Midwest, the Bay Area, Texas-Mexico Border Towns, and the Indigenous Southwest—and provide examples of youth arts practice in each scene. We conclude with ideas that stretch across scenes and suggest that researchers and practitioners can take up this approach in the study of OST youth arts programs.  \nUsing Cultural-Regional Arts Scenes to Frame and Understand Out-Of-School Ti","cbCaifmEc4IOvg0e","https://ap.wps.com/l/cbCaifmEc4IOvg0e","pdf",752253,39,"English","# Abstract\n# Study purpose and research questions\n# Theoretical framework and learning outcomes\n# Practices across education and out-of-school time\n# Cultural-regional scenes and case study examples\n# Implications for researchers and practitioners","[{\"question\":\"What problem does the study address regarding arts education access?\",\"answer\":\"The study addresses growing and persistent inequities in youth access to arts education over the past 30 years, alongside calls for more research on arts learning and equity.\"},{\"question\":\"What research questions guide the study of OST arts organizations?\",\"answer\":\"The study asks how community youth arts organizational leaders, teaching artists, and participants describe leading ideas and practices in OST youth arts programming, and how OST youth arts work can center artists’ and arts organizations’ cultural, historical, and geographic resources.\"},{\"question\":\"What are the key learning elements or frameworks used to understand OST arts practice?\",\"answer\":\"The paper describes a theoretical framework involving creating representations, exploring identity, practicing creativity, and collaborating as collective learning outcomes, and it outlines central practices of arts-based teaching and learning.\"}]","Using Cultural-Regional Arts Scenes to Frame and Understand Out-Of-School Time Arts Programs - Working Paper No. 2023-2 - March 2023 | PDF",1792062371,98]