A Delicate Balance: Principles and Practices Of Promising Arts And Humanities Programs
Experiential learning acts as a gateway to other kinds of learning. "We found that through the exhibit process, you can teach all kinds of important social and academic skills," says Susan Warner, curator of education, Washington State Historical Society, Capital Museum. "Our students have been unsuccessful in mainstream schools. But they were willing to create the art for the exhibit. And then, by helping to plan the exhibit, they learn things like audience identification, what is appropriate in an exhibit. They use basic math skills in determining how you design and lay it all out. Pretty soon, they are improving their reading and writing skills."
While the goals of the Educational Video Center in New York City do not explicitly include the teaching of math and science, both disciplines are involved when making a video. "There's a lot of science in what we do. You figure out the physics of light and color and distance and motion and time, all the things that are involve[d] in shooting and editing a video," says Steven Goodman, executive director.
Apprenticeship relationships occur in many of these programs. The 52nd Street Project, for instance, pairs young children one-on-one and two-on-two with professional playwrights and actors to write and produce mini-plays.
The use of computers, video cameras and recording and broadcast studios holds enormous appeal for youth who experience the electronic media everyday. Having access to these expensive means of cultural production is a special opportunity for many of them, and the challenge of mastering the machines can be motivating. The technology allows youth what Uribe of the Teen Project calls "a fast hit,"
the experience of success on which the programs
can build.
Effective programs emphasize dynamic teaching tactics such as hands-on learning, apprenticeship
relationships and the use of technology. Traditional teaching methods can be abstract and remote
for many youngsters. "Children don't want to know about things intellectually. They want the
experience of doing them," observes Capanna.