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It is important to identify the youth’s population's needs and interests before selecting an art form because art forms or disciplines are better for some youth than others are. ARTSPART will choose an art form that lends itself to our goals. For example if our anticipated goals are to emphasize hands-on learning and apprenticeship relationships,  we  will take full advantage of the capacity of the arts to develop social skills such as teamwork, self-respect and self-discipline as well as verbal, math and physical skills. Building on what young people already value, such programs should provide opportunities for success, shaped by the youth themselves.  

The instructor develops the curriculum for each class, within a framework, which focuses on an art process and artist or community theme. All classes have the same structure: they start with a warm-up exercise,an instruction of art form/process, a vocabulary and history review that follows. After that, the instructor introduces the session's topic. Then, the students work on their activity for the day. At the end of the period, the instructor reviews their work and there is a wrap-up exercises and discussion. This approach to curriculum development provides the instructor with the freedom to develop his or her own content while ensuring continuity and structure between classes.
ARTSPART can create a working environment featuring clear roles and responsibilities; and allow risk-taking in a safe and supportive environment. The arts open the door to self-reflection and self-expression. They provide the literal means for one of the most important tasks our youth face: to pose and wrestle with questions about the very direction of their lives. Most after school programs offer games, maybe an art activity and play in gym or outside, and often there is very little activity for the opportunity to develop ones creative juices or problem solve and have or engage in actives that facilitates the opportunity for success or builds one’s self esteem.   

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After School programs:
Youth need to know that they are in an environment in which they can take risks. Stanford researchers Shirley Brice Heath and Elisabeth Soep found in their research that arts programs were more effective learning environments than other after school programs for several reasons. One, the arts call for youth to take greater risks. To be able to take these risks, the youth must be in a physically and emotionally safe environment. The fundamental hypothesis underlying the Youth Arts program has been articulated in a dramatic and audacious way in the now famous bumper sticker, "Art Saves Lives." We believe this to be true to the core of our being—and now we have more proof, and more tools at our fingertips. The work of Shirley Brice Heath, James Catterall, and others suggests that the arts can provide a particularly powerful tool to engage youth and spark their curiosity and commitment(YouthArts). Artspart  will provide students an opportunity to participate in a cultural arts program of their choice during the enrichment portion of their afternoon. These activities will change quarterly in order to give all the students better exposure to the opportunities available and respond to the objective of cultural arts programming as well as creating safe, healthily nurturing places for our children o grow and learn. Through this offering s, students will connect their experiences to the community through community outreach initiatives, i.e. visits to neighborhood senior citizen residential units, homeless shelters, and other initiatives.
 Artspart programs can enhance thinking and problem solving skills; set high standards of quality, success, and achievement; provide opportunities to make substantial contributions to the group and the community and be recognized for those contributions. Artspart programs will promote constructive peer and mentor relations, through teamwork, decision-making, and critique sessions.