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ERIC Number: EJ1100974
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: EISSN-1559-9035
Collaborating in the Community: Fostering Identity and Creative Expression in an Afterschool Program
Cavendish, Leslie M.; Vess, Sarah F.; Li-Barber, Kirsten
Journal of Language and Literacy Education, v12 n1 p23-38 Spr 2016
Nationwide budget cuts have forced many public school systems to significantly reduce opportunities for engaging in creative arts in the classroom despite the fact that such programs are associated with positive child outcomes. To address this deficit, we developed and executed the "Afterschool Creative Expression Program" (ASCEP) and opened it to 66 elementary school children attending a Title I school in the Southeast. Employing a process approach, which included using mentor texts, writing, editing, and revising, each child published one written piece. The program combined both writing and photography experiences to teach children how to write for authentic purposes, and through this process, encouraged these children to explore their identities. We used both quantitative and qualitative analyses to examine the program's effect on students' writing identities, as well as their overall experience of the program. Researchers used an open coding method to examine participant surveys. Findings of the study included the identification of three themes: (1) identity building; (2) importance of incorporating photography; and (3) the significant social aspect of the program. The implications of these themes and how they may inform future efforts to engage children in creative arts programs are discussed.
Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A