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Constructing community: Youth arts ...

Hager, Lori L.

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Constructing community: Youth arts and drama, federal funding policy, and social services.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Constructing community: Youth arts and drama, federal funding policy, and social services./
作者:	Hager, Lori L.
面頁冊數:	253 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0725.
Contained By:	Dissertation Abstracts International64-03A.
標題:	Theater. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3084633

Constructing community: Youth arts and drama, federal funding policy, and social services.
Hager, Lori L.

Constructing community: Youth arts and drama, federal funding policy, and social services. - 253 p.

Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0725.

Thesis (Ph.D.)--Arizona State University, 2003.

This dissertation considers political, historical, and social factors that influence community youth arts and drama in the United States. Nonschool youth arts programs that link artists and arts organizations with community youth organizations are proliferating. Statistics show that youth spend only 26% of their time in school, and the arts have become part of a constellation of services offered by community youth organization as a strategy to fill the institutional gap during after-school time and to provide safe havens for "at-risk" youth. Community youth arts have been targeting "at risk" youth since the turn of the century when the United States Settlement Houses viewed the arts as a way to help reform troubled youth and "americanize" immigrant communities. The National Endowment for the Arts, as the sole federal support program for the arts in the United States, forwards an agenda that links youth arts with social service agencies, where arts goals are then determined by the goals and agendas of the nonarts partners. Partnerships between the National Endowment for the Arts and other federal agencies such as the Departments of Labor, Housing and Urban Development, and Juvenile Justice promote the arts as a form of social service, and which have a unique ability to reach and reform troubled youth. Research in youth arts focuses on nonarts goals, which drives policies that continue to link the arts and social service agendas.Subjects--Topical Terms:

522973
Theater.

Constructing community: Youth arts and drama, federal funding policy, and social services.
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520 $a This dissertation considers political, historical, and social factors that influence community youth arts and drama in the United States. Nonschool youth arts programs that link artists and arts organizations with community youth organizations are proliferating. Statistics show that youth spend only 26% of their time in school, and the arts have become part of a constellation of services offered by community youth organization as a strategy to fill the institutional gap during after-school time and to provide safe havens for "at-risk" youth. Community youth arts have been targeting "at risk" youth since the turn of the century when the United States Settlement Houses viewed the arts as a way to help reform troubled youth and "americanize" immigrant communities. The National Endowment for the Arts, as the sole federal support program for the arts in the United States, forwards an agenda that links youth arts with social service agencies, where arts goals are then determined by the goals and agendas of the nonarts partners. Partnerships between the National Endowment for the Arts and other federal agencies such as the Departments of Labor, Housing and Urban Development, and Juvenile Justice promote the arts as a form of social service, and which have a unique ability to reach and reform troubled youth. Research in youth arts focuses on nonarts goals, which drives policies that continue to link the arts and social service agendas.
520 $a This dissertation examines the historical and political influences that have positioned the arts as a social service. The changing concept of "community" as it relates to youth arts practice is interrogated from a historical perspective. The influence of the NEA on youth arts programs and policies cannot be over-estimated, and this dissertation traces the emergence of arts education funding priorities from the establishment of the NEA in 1965 to its restructuring in 2002. It considers alternatives to viewing youth as dangerous and in need of reform, and presents research in support of community youth arts programs that help youth to create "bridging" social capital in community youth organizations that are necessary "third places" for youth in contemporary communities.
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